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Impact of intervention lessons in the classroom
Response to intervention in the classroom
Response to intervention in the classroom
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Recommended: Impact of intervention lessons in the classroom
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.
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.
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.
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.
In the article titled Responsiveness to Intervention: Evidence and implications for learning Disability, this article also focused on responsiveness to intervention. The article speaks on the functions and how to properly set up , analyze data and instruct RTI’s. From 1977 to 1994 children with learning disabilities increased from 3.7 million to 5.3 million (Hanushek, Kain & Rivikin, 2001, p.7). The growth of learning disabilities RTI’s were advocated to help children with early learning disabilities.
To begin, the RTI process my school begins with the teacher. At the beginning of the year, a battery of assessments is conducted to help identify students’ levels in reading. Students take the first Dibbles benchmark to determine their fluency rate as well as the Star test to diagnose phonemic awareness, vocabulary, and comprehension. Also, students are administered the Words Their Way spelling inventory to identify and create word study interventions. Once teachers have gathered all the data, they create a reading learning plan for students who scored significantly below the benchmark for the beginning of the year.
Education is the foundation of American society. It empowers the youth of America to become the successful leaders this country needs for the future. Education has been one of America’s top priorities since 1965, when the Elementary and Secondary Education Act was passed. Now, education is controlled by the No Child Left Behind Act, which was launched in January 8, 2002. This act was passed with intentions from the government to provide Americans with a more superior education system. However, The No Child Left Behind Act carried many flaws which were left unseen to a vast majority of the public. This act limited American students by not allowing them to demonstrate their full academic potentials while proceeding in school. While the act was still fairly fresh, there was already evidence to prove that it had already gotten off to a bad beginning. For the crucial math and science courses, statistics showed minimal improvements which had begun around the time period in which the No Child Left Behind Act was passed. The act was also supported by a number of educators who voiced themselves by testifying against having the right to teach at their own free will. Teachers across America claimed that because of this new act, they felt a constant heaviness upon their shoulders from the state government to “Teach the test.”
The program works with more than 100 schools in seven states. The program is geared toward students from low-income families. The statistics for children’s literacy in the United States are astonishing. “In 2011, just thirty-four percent of the nation’s fourth graders in public school could read proficiently” (National Center for Education Statistics, 2011). The program itself has had exponential success.
...ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
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
Horsey’s cartoon captures an exaggerated view of what most public school classrooms look like today. With these exaggerations, Horsey is successful in demonstrating the apparent contrast in the ways the arts are treated in comparison to how standardized tests are treated. The machines on some children’s heads shows what schools want students to think about, tests and what they need to do to pass. This illustrates the issues of the current No Child Left Behind laws and epitomizes the way schools and students think.
The No Child Left Behind Act, a federal social program that tries to encourages after school programs should be eliminated and the extra funds given to schools to decide where it goes.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
As Rodney Paige, former Secretary of Education, said, “We have an educational emergency in the United States of America” (Hursh, 2007). The American ideal of egalitarianism essentially states that individuals should have an equal opportunity to pursue their dreams, and an important part of being able to achieve this is attaining a quality education. Students of differing racial, cultural, socioeconomic, and ability levels should all have the same opportunities in receiving a high-quality education. Unfortunately, this is not the case. The No Child Left Behind Act (NCLB) is seeking to change this. The NCLB is the current authorization of the Elementary and Secondary Education Act (ESEA) (Houston, 2007), which was passed during President Lyndon B. Johnson’s administration. Every five years the ESEA is renewed. It is currently due for renewal in 2014.
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...
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...