Response-to-Intervention at the Secondary and Elementary Level: An Exploratory Survey of Educators
Description
Through an exploratory survey, the authors, Seth A. King and Christopher J. Lemons, provide an understanding of the elementary and secondary educators’ knowledge and implementation of Response-to-Intervention. An exploratory survey was distributed to elementary and secondary educators in Pennsylvania to determine their understanding of Response-to-Intervention (RTI). Eight research questions were address in the survey, which were externally review and validated by experts in the field of RTI. The survey was distributed to randomly selected educators- private, public, and special schools- in Pennsylvania via e-mail. The responses
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King and Christopher J. Lemons. King is currently an assistant professor at Tennessee Technological University- Department of Curriculum and Instruction. His skills and expertise are Inclusive Education, Disabilities Studies, and Applied Behavior Analysis. King’s research experience includes Research Associate in the Department of Special Education at Vanderbilt University and Graduate Research Assistant in Department of Instruction and Learning at University of Pittsburgh. Lemon is an Assistant Professor of Special Education at Peabody College of Vanderbilt University and a trainer at the National Center on Response to Intervention. Lemon has published studies in peer-reviewed journals including Exceptional Children, Focus on Autism and Other Developmental Disabilities, Intellectual and Developmental Disabilities, Journal of Intellectual Disability Research, and Remedial and Special Education. Lemon’s research is driven predominantly on improving reading intervention for individuals who struggle with learning to …show more content…
Through the use of this survey, King and Lemons suggested that schools need to have clarity the purpose for RTI, that teachers need a fuller understanding of the nature of RTI, and school system need to provide targeted professional development. King and Lemons identified areas that administration needs to consider in order to implement effective RTI in the district. King and Lemons suggested areas such as; professional development, tools for implement and progress monitoring, and the needs of not only the students but also the educators who engage in RTI. King and Lemons implies that is crucial that educator be aware of the need to pursue training, tools, and a greater understanding for effective RTI. In my study, I will have to identify the needs of those students in order to implement effective interventions that will address reading remediation and utilize progress monitoring tool to target and focus on those needs.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The Teacher Intern Assessment Instrument, TIAI, is used by my university supervisor, Dr. Sheila Hendry, to critique my performance as a teacher intern. This instrument allows me to see how well or bad I performed as a teacher intern during my first experience at Sumrall High School. The TIAI was out of a maximum of seventy-two points, and I only earned fifty-eight of those points. There were sections of the assessment instrument were I exceeded expectations and sections were I only met the expectations. There was no section were I did not meet the expectations or performed unacceptably. The TIAI is divided into five different domains. The five domains are: planning and preparation, assessment, instruction, learning environment, and professional
These DIBELS screening assessments were developed to help educators identify struggling, at-risk readers, so that appropriate types and levels of support can be implemented within the school system. They were designed to support efforts at the primary grade levels (K-6th) to prevent reading struggles as the learn progress through the school system. Furthermore, this test was to aid in the elimination in remediation lessons inside of the classroom.
Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
The reading plan includes at least two interventions with a proven intervention program like Star Reading, Success Maker, Words Their Way, or other
...nts. Many of the students enter the class filled with anxiety and fear. Some arrive with the secrets that they have reading and writing barriers and they are terrified of being discovered in a classroom full of their peers. How will the student react to their internal fear? Some may shut down and drop out and some may just flunk out of school. Reading comprehension and literacy needs to be addressed by the family of the student and educators at a very young age and needs to continue throughout childhood. At the university level, means of instruction for all levels of comprehension must be offered and expanded to address the needs of the students. Addressing the educational needs of all students in the university might create an atmosphere of success and pride for the student, which in turn would result in greater academic achievement and confidence for the student.
RTi falls under the nation’s special education law. The RTI program helps school aged students that are struggling with academics or behavior, due to poor curriculum or instruction at one time in the student ...
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
Response to intervention, also known as RTI, is a process to aid students’ progress throughout their academics to the best of their ability. This process tries to address any learning problems or difficulties starting at a younger age. When teachers and parents are able to address any learning problems of the students during the first few years of their education, the students can be provided the best instruction in addition to intervention for their individual needs.
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...