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What specific intervention can the librarian use to improve reading and math skills of identified RTI (Response to Intervention) Tier II & III students?
Background
Mills Elementary is a Pk-5th grade elementary school and around 98% of the school is economically disadvantaged students. The school is made up of 52% Hispanics, 47% African American, and 1% White students. Tier II and III of the academic section of RTI is about 73% of students. The main concern about the RTI program is the high number of students on Tier II and III. The RTI program will allow in-depth tutoring for students in the two Tiers. The curriculum used at the school is Journeys for reading and math is Texas Mathematics by: McGraw Hill. The program will test monthly on the progression of the students reading and math by doing a reading and math mini-test. The school will have a cut-off point for both subjects to determine if the students are learning, if the test scores fall under the cut-off number, then students will come to tutoring before, during, and after school.
Mills Elementary has 8% of the students in the Special Education classes. Over the past few months, classroom size has increased and small groups are not pulled because the reading, math, and science coach are busy pulling students to learn how to pass the STAAR test. Students on Tier II and III are not being pulled consistently because of the high number of students in each Tier group. The librarian has a flexible schedule that allows for additional tutoring throughout the day.
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 ...
... middle of paper ...
...ep directions _______________________
Additional Comments:
Appendix B
Student:
Grade: RTI INTERVENTION REPORT
Academic Year -
Meeting Date:
Teacher:
Summary of Current Intervention(s) Primary Concern:
Duration(time per week):
Progress Monitoring Data
Identify Assessments and
Attach Graph(s)
Who has been providing the interventions?
New or Additional Information
Analysis/Summary of Progress
Current Grades
Reading/ELA
Math
Science
Social Studies
Appendix C
Name:______________________________ Subject: _____________________
Week of: _____________________________
Student Learning Log
Instructions:
Use this Learning Log to keep track of what is being taught in this class and whether you have learned it.
What should I be learning this week? Respond to what was taught.
The Section 504 Rehabilitation Act of 1973 was designed to meet the needs of students with disabilities and who do not fall under or qualify for special education services. For example, a student that is perfectly capable of meeting all curricular requirements on assessments and assignments but cannot hear very well will fall under the 504 act. They will not necessarily meet the special education qualifications of the IDEA. Therefore, they will not be classified as special education students and will not receive the same services as special education students, even though they need modifications and accommodations to ensure their overall success. A major curricular impact of Section 504 of the Rehabilitation Act of 1973 is that all educators are legally required to provide students that meet the requirements to be qualified or classified as a 504 student with the same course of study as general educations students without making changes to their course work. Educators do this by way of allowing additional time on assignments and assessments. They also do this by changing the environment or method of lesson delivery to said students if and when necessary to ensure
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
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.
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
Response to Intervention (RTI) is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. RTI consists of multiple tiers of instructional processes aimed at improving student response to instruction and student outcomes. The first tier is Tier 1, which is designed to serve all students in the school with well-supported instructional programs. Tier 1 is designed to be proactive and preventative. It increases the likelihood of improved student achievement and success for all students and may reduce the number of students who are referred for special education. Tier 2 is for those students where Tier 1 is insufficient and are falling behind on skills and need more instruction.
We also utilize a program called Project Read. It provides literacy curriculum for grades K-12 and focuses on phonics, reading comprehension and writing. We have a few teachers on staff that have been trained to help incorporate Project Read into all of the classrooms. It utilizes lessons that are based on direct concept teaching, higher level thinking skills and can also be adapted for the SDC classes, as it can incorporate multisensory strategies. This curriculum is supposed to make an improvement on RTI scores, but we don’t have data that shows Project Read results separated from Read 180 results, so the improvement gap and growth we have experienced could be from either program or both combined.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
...h retaining the low literacy achieving students because the majority of the students do achieve grade-level standard in 12-20 weeks. The cost of the placement in special education classes is significantly higher than the cost of the 20-week class. Even though not all 100% of the students achieve the desired results, early intervention helps schools find future support services and lower the cost of the individual tutoring. Finally, the Federal IDEA funding requires the children to receive an early intervening service in order to reduce unnecessary testing cost.
Second, teachers no longer have to wait for students to fail before interventions can begin. RTI provides a consistent model and procedures to make data driven team based educational decisions for all students. Starting the general education classroom, the first indication that a student is not performing at grade level in an academic area, a research based intervention is provided. With data from progress monitoring, and based on IDEA 2004, data from RTI may be used as part of the comprehensive evaluation for special education eligibility.
The literature review research and articles ranged in dates from 1995 to 2013. These articles are composed of over 50 studies, with the results being compared and evaluated over a vast time. The researchers examined the students’ permanent school records, documented the students’ gender, socioeconomic status, grade retained or intervened, teacher assigned grades, reading and mathematics, and the students’ standardized test scores (Rust & Wallace, 1993). Grade appropriate standardized test...
But what happens next when a student is still not “getting it?” How do we best serve students to see improvement and keep them from being classified special education? In this paper I will share how CIM as a RtI method and outlines the implications for literacy instruction.
The focus of our work Monday concentrated on identifying ninth grade students for curriculum enrichment courses at the high school level. I worked with Mr. Stinson to review end-of-grade English scores for the incoming ninth grade students and identify students with an achievement probability of less than 5.0. These 59 students were then cross-referenced with Exceptional Children already enrolled in the curriculum enrichment
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
... all the teachers, except for the multi-disability teacher, having an Intervention Specialist licensure. This allows the teachers to teach students in a cross-categorical situation in promoting academic excellence. The RTI program is designed to further enhance the needs of students with disabilities, under Title I, and is also taught by qualified and licensed teachers (personal communication, July 10, 2009).
For Doman 1, planning and preparation, I believe that I demonstrate adequate skills. I work hard to make connections to my content knowledge with other subject areas through discussions with general education teachers for social studies and science curriculums (Danielson, 1996). As a special education teacher, I must have a full understanding of my students (Danielson, 1996). I design lessons that are the instructional match for my students, modify grade level curriculum, and accommodate for different learning styles. I also try to choose books that would be interesting to my students and create math story problems around the activities that students participate in. Assessing student learning is critical to monitor instruction and to report student progress accurately (Danielson, 1996). The development of this component was a goal of mine during the first semester of this school year. I feel that now, I have acc...