Field experience Citation report SPD 320
quoerh5holly
SPD320ReportCitationFieldExp.pdf
Submission Id: 536b8a14-a26b-4d3a-b89e-06c42a23d82a
38% SIMILARITY SCORE 14 CITATION ITEMS 26 GRAMMAR ISSUES 0 FEEDBACK COMMENT Int ernet Source 38% Inst it ut ion 0%
Antoinette Pearsall
SPD 320 Clinical Field Experience A.docx
Summary 1134 Words
Running Head: RESPONSE TO INTERVENTION 1
RESPONSE TO INTERVENTION 6
Clinical Field Experience A
Ant oinet t e Pearsall
GCU
SPD 320
9/27/2019
RTI Process Int erview
How is each RTI t ier used in your classroom? What are t he benefit s of each t ier?
Cert ified K‐5 Classroom Teacher: It is wort h not ing t hat Response t o int ervent ion
(RTI) is a process t hat schools use t o ident ify st udent s at risk of failing so t hat t hey
can provide t arget ed t eaching t o help t he st udent s cat ch up. The RTI support
process is a t hree-t ier model t hat provides t he st ruggling learners wit h services and
int ervent ions at increasing levels of int ensit y.
In Tier 1 where st udent s are ident ified t o have a low risk. The st udent s who are
det ermined t o be proficient on screening and benchmark assessment s receive
inst ruct ion in t he research-based core curriculum in t he regular classroom. The
st udent s are assessed on an init ial screening at t he beginning of t he year and again in
wint er and spring t o ensure t hat t hey cont inue t o perform at benchmark levels. The
benefit in Tier 1 is t hat st udent s may receive ext ra inst ruct ion in small groups t o
focus on part icular skills. Moreover, some of t he st udent s may need pre-t eaching, re-
t eaching, or addit ional pract ice on specific skills t o be successful in t he core
curriculum.
In Tier 2 st udent s are ident ified t o have some risk. These st udent s need regular
supplement al or st rat egic inst ruct ion t o support t heir learning and raise t heir
achievement t o proficiency in t he core curriculum. St udent s served in Tier 2 are part
of t he general educat ion as opposed t o special educat ion. The benefit s in t his Tier 2
is t hat , small groups are formed, based on assessment , t o focus on t he specific
component s of reading in which t he st udent s are deficient . The inst ruct ion consist of
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increasing t he t ime and int ensit y of t he st udent s' exposure t o t he core curriculum and
it s int ervent ion support mat erials. There are regular assessment s using progress
monit oring assessment s t o det ermine whet her or not t he int ervent ion is effect ive.
In Tier 3 are ident ified t o be at risk. Thus st udent s in t his Tier will require int ensive
inst ruct ion. The st udent s are not able t o make sufficient progress wit h Tier 2 support .
Tier 3 services may include general educat ion st udent s as well as st udent s who are
ident ified as eligible for special educat ion or relat ed services. The benefit in t his Tier
is t hat , remedial mat erials, met hods, and pract ices may be used. St udent s served in
Tier 3 are also assessed more frequent ly using progress monit oring assessment s.
How is dat a collect ed, and st udent progress monit ored for RTI Tier 1, RTI Tier 2, and
RTI Tier 3? Is t echnology used t o assist in t his progress monit oring? If so, how?
Cert ified K‐5 Classroom Teacher: In Tier 1 dat a is collect ed and st udent progress
monit ored t hrough screening and benchmark assessment s. In Tier 2, st udent s’ dat a is
collect ed and st udent progress monit ored using regular progress monit oring
assessment s t o det ermine whet her or not t he int ervent ion is effect ive. In Tier 3 dat a
is collect ed and st udent progress monit ored using more frequent progress
monit oring assessment s. Technology plays a crit ical role in progress monit oring. Dat a
is recorded and analyzed using t echnological devices.
How is dat a from RTI processes analyzed t o det ermine evidenced‐based
int ervent ions?
Cert ified K‐5 Classroom Teacher: It should be not ed t hat dat a from RTI processes is
analyzed t o det ermine evidenced‐based int ervent ions for a specified period of t ime.
Progress monit oring cont inues during t he cycle t o regularly evaluat e t he short -t erm
progress of st udent s receiving t he different Tier inst ruct ions. By t he end of t he cycle,
a formal decision is made about how t he st udent will be served for t he next cycle of
inst ruct ion. This recurring cycle of int ervent ion, progress monit oring, and adjust ment
of t he int ervent ion cont inues unt il evidenced‐based int ervent ions are det ermined.
How is RTI dat a used in making eligibilit y, program, and placement decisions for
st udent s wit h disabilit ies in your classroom?
Cert ified K‐5 Classroom Teacher: As not ed earlier, RTI dat a is used in making eligibilit y,
program, and placement decisions for st udent s wit h disabilit ies in my classroom. The
dat a collect ed form t he recursive cycle of int ervent ion, progress monit oring, and
adjust ment of t he int ervent ion in bot h t he regular and special educat ion is used t o
make eligibilit y decisions.
What are t he st rat egies you use t o communicat e RTI result s t o various st akeholders?
Cert ified K‐5 Classroom Teacher: There are numerous st rat egies t hat I use t o
communicat e RTI result s t o various st akeholders. As for t he parent s and families of
t he concerned st udent s, an email would serve it best . St udent s can be
communicat ed t o t hrough a face t o face sessions wit h an et hical considerat ion. The
result s can be communicat ed t o t he general and special educat ion t eachers in a st aff
meet ing.
RTI Process Summary and Reflect ion
A cert ified K‐5 t eacher serves a very import ant role when it comes t o pre‐referral
assessment s and t he RTI process. The t eacher helps in t he ident ificat ion of st udent s
at risk of failing so t hat a t arget ed t eaching can be provided t o help t he st udent s
cat ch up. I have come t o underst and t hat from t he cert ified K‐5 t eacher t hat t he
Response t o Int ervent ion Program (RTI) support process is a t hree-t ier model t hat
provides t he st ruggling learners wit h services and int ervent ions at increasing levels of
int ensit y (Buffum, & Mat t os, 2009).
Wort h not ing is t hat , in Tier 1, st udent s are ident ified t o have a low risk. The st udent s
who are det ermined t o be proficient on screening and benchmark assessment s
receive inst ruct ion in t he research-based core curriculum in t he regular classroom. The
st udent s may receive ext ra inst ruct ion in small groups t o focus on part icular skills.
St udent s placed in Tier 2 are ident ified t o have some risk. They t hus need regular
supplement al or st rat egic inst ruct ion t o support t heir learning and raise t heir
achievement t o proficiency in t he core curriculum. The st udent s in Tier 3 are ident ified
t o be at risk (Frank, Christ man, Baldwin, & Richards, 2018). They t hus require int ensive
inst ruct ion.
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assist, assistance (help): assist help
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As not ed by Council III, and Sawyer (2018), in all t hese Tiers, dat a is collect ed and
st udent progress monit ored t hrough screening and benchmark assessment s. There
are progress monit oring assessment s t o det ermine whet her or not t he int ervent ion
at a given Tier is effect ive. The dat a from RTI processes is analyzed t o det ermine
evidenced‐based int ervent ions t hat best suit s t he st udent s. Adjust ment s may be
made. These are import ant insight s which I cannot fail t o incorporat e in my fut ure
professional pract ice. I will use successive more int ensive int ervent ions for st ruggling
st udent s. I will also ensure t hat t here are regular progress monit oring assessment s
t hat be used a basis for a formal decision regarding t he next course of evidenced‐
based int ervent ion. This will however be in consult at ion wit h relevant st akeholders like
parent s, t he st udent s, t he general and special educat ion t eachers.
References
Buffum, A., & Mat t os, M. (2009). Pyramid response t o int ervent ion: RTI, professional
learning communit ies, and how t o respond when kids don't learn. Solut ion Tree Press.
Council III, M. R., & Sawyer, M. R. (2018). Response t o int ervent ion (rt i) asa framework
for innovat ion. The Collegiat e At hlet e at Risk: St rat egies for Academic Support and
Success, 93.
Frank, C. L., Christ man, J. T., Baldwin, J. L., & Richards, S. B. (2018). Managing Classrooms
and St udent Behavior: A Response t o Int ervent ion Approach for Educat ors.
Rout ledge.
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