Essay about Response to Intervention

Response to Intervention (RtI) came about initially in answer to the over-identification of struggling students as special education students. It was developed starting in the late 1970s by numerous researchers seeking a method of identifying learning disabilities that avoids the problems of the discrepancy model. Many educators were concerned that too many students were being identified as having a learning disability, not because they actually had one, “but because they had not been successful in a general education program” (Prasse, 2010). Many were also concerned that students with a true learning disability were not receiving the help they needed quickly enough. Before RtI, the accepted

I wanted to email you just to fill you in on Bradey's reading! Bradey is an awesome kid. I really enjoy having him in class! As I stated in my earlier email, he is reading slightly below grade level. He is reading on a level I and students are expected to be at a J right now, so again he's really close. This is definitely not a huge concern, and I work with him often in small reading groups. Our reading interventionist, Jessica Morgan has open spaces in her groups for second grade, and we think that it would be wonderful for Bradey to see her. She is phenomenal and helps students grow leaps and bounds in reading. He will see her for about 20 minutes each day to work in a small group on reading. I think he will really enjoy it, and I

In this case study, Miguel clearly shows difficulties in reading. The difficulties stated include: recognizing alphabet letters (alphabetic awareness), matching sounds to letters (letter-sound correspondence), telling sounds apart (sounding out), starting/ending sounds (sounding out), and remembering words quickly (sight word reading) (Meet Miguel, n.d.). In order to address these difficulties, the authors would approach this problem in a two pronged manner: 1) immediate bridge methods for learning, and 2) RTI approach.

In looking at the needs of an entire school, it is important to examine the needs of each individual student. It is known that not every student learns the same and achieves the same; therefore, each intervention should be personalized for the individual students. For the past two years, Whitley County High School has developed an intervention model that focuses on the middle tier of students. It is thought that these students can be instructed at a level that brings them out of the middle

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).

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Elementary students have been considered sponges such that they should be open to learning and have some kind of mindset that school is considered good. However, over the years ' the demographics have changed such that number of students have increased along with diversity, poverty schools, and types of educational needs. This change the idea of education being good to other issues on campus such as healthcare, and physical and intellectual development which can multiply over the years. Students are overlooked as key participants in teaching learning initiatives and leads to the belief that it is the teacher’s sole responsibility for better outcomes. As students become aware of their individual educational importance they should begin to take more value and

In a pre-test, post-test research study conducted by Tillekerante et al. (2015), a multifaceted intervention targeting health care personnel was implemented to reduce CA-UTI incidence at a 169-bed, low economic hospital in Nairobi, Kenya. Surveillance activities were conducted in the 4 medical wards of the hospital, which contain a total of 48 male beds and 48 female beds. Active surveillance was carried out on the medial wards to determine the base line rate of symptomatic CAUTIs. Surveillance was conducted over an 8-week period form March 2012 to May 2012. It was carried out by members of the study team including 1 infectious disease physician and 2 local, bilingual research assistants trained in surveillance activities. The total number

2. In Solution Focused Therapy, there are three types of therapist-client relationships which can exist during session, explain these relationships.

Mrs Hutchence eyed the sky nervously, the clouds that had been wispy and white that morning were now darker and denser, and the usual virescent hues of the Land were muted. Gone were the sweeping blue skies of yesterday, now awash with various shades of bronze with a greenish edge to it that hurt her eyes. She had been waiting for Janet McIvor, to go about their usual routine working with the bees. A few days had passed since Gemmy come to stay with her, and the McIvor’s were still on edge. This time, Janet came alone, and as made her way across the dry field, Mrs Hutchence started to feel a chill. Janet looked up to her, and met her gaze with an eye of interest (solemn expression?). Mrs Hutchence

Each year, teachers at St. Timothy School assess student need using a variety of tools that measure student learning styles, as well as reading levels and math proficiency. Using ongoing assessments in this manner provides teachers with immediate feedback on student progress and allows teachers to analyze the effectiveness of instruction, and make modifications where necessary. Teachers then rely on the resources available to either remediate and intervene to prevent student failure; or accelerate and provide additional challenge for students. This remediation and acceleration model is fluid, and allows flexibility in grouping students. It is possible that a student would be accelerated in some areas, need remediation in others, and be on grade-level for still others. The St. Timothy School instructional model provides for the ultimate in individualized instruction.

Psychosocial involvements are well-thought-out psychosomatic or group involvements and are used to lecture the substance associated difficulties. They can be used at diverse phases of drug management to recognize the problem, treat and support with a social rehabilitation. Motivational interrogating is a combined discussion style designed at establishing an individual’s incentive and obligation to change. In various circumstances where somebody wants to be assisted to yield a conclusion, and it will be able to be delivered by a therapists, psychotherapists or by additional specifically qualified specialists. With short-lived involvements the use is by following the supportive discussion style of the motivational conversation to discourse about the problematical and or

He found that the advisory system, personal learning plans, student-based learning, classroom management, and behavior were areas that needed improvement (p. 9). At this point, teachers still did not have a concrete schedule and were challenged with behavioral problems and working with a diverse group of students. The teachers felt part of the problem, was not having a seasoned teacher in the school nor a formal discipline plan. Behavioral challenges continued to be a problem throughout the school year. Even though the district reimbursed the school for the services of a psychologist, a speech therapist, and a nurse, they were part-time and not on-site when situations arose (p.

The effectiveness in the intervention with Renee can best be evaluated through communication with involved parties, observation, and use of assessment tools. Since the intervention has many moving pieces, it is critical for the case manager to stay connected with the family and other services providers for regular updates and check-ins. Additionally, the use of assessment tools and home visits to observe the client can be effective. For instance, if the families counselor recommend new ways to address ineffective communication in the family, the case manager during a home visit could observe their interactions, and if necessary offer relevant feedback or support through role playing exercises.

On engagement, 35% of elementary and 31% of middle school students were at risk levels. Similarly, 27% of elementary students reached optimal level, while only 14% of students acquired optimal level at the middle school -optimal level being successful on test scores and attendance (2004, p. 266). The survey results showed a high degree of students were not engaged in school and the disengagement occurs as students move through the school