No Child Left Behind

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Helping children is the goal of most instructors in education. Precisely, helping students learn better and recognizing those that need help earlier in their educational journey has shown to increase student results. Legislation like No Child Left Behind of 2001 and Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 are examples intended to make schools more accountable by increasing their focus on helping all students learn by addressing problems earlier and more effectively. The process of Response to Intervention (RTI) is one way educators are trying to do just that. Response to Intervention is a new buzz word in the education world. It is an old idea that has met with success in some schools. The Response to Intervention model at the research site is a continuous implementation. According to Batsche, RTI is defined as the practice of providing 1) high-quality instruction/intervention matched to student needs and 2) using learning rate over time and level of performance to 3) make important education decisions. As new ideas and methods come forward, things change (2005). With this in mind, the researcher plans to monitor the progress of six sixth grader readers as they work with strategies to become better readers. Every student in the research site is placed into the Reading class with the students scoring two or more below grade levels having the class at the beginning of the school year. This allows the student “extra” time with the researcher if needed during the rest of the school year. As a Reading teacher, the researcher found articles about RTI’s effectiveness with struggling readers in order to better understand the process and better used the methods out there.

There are areas that t...

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... reading program (2006, pg. 103). Students at the research site have plenty of opportunities to use reading materials of their choice. The interventions in place are not tied to a specific reading curriculum, but are based on true assessment and research based strategies.

Summary

In this review, there is indication that directed initial interventions work for students who struggle with reading. There is also an indication that supports, true, dependable assessments for collecting data on those particular students. Data should advise instruction, not the other way around. Instructors need to use the data that is collected to target specific students’ needs. Response to Intervention is a building wide approach to reaching struggling readers. The current research will study the influence of the RTI program on six students within the classroom.

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