2
Final Project
Introduction
The strategy of Response to Intervention (RTI) is an attempt to enable the identification
of students who will require Intervention in terms of their learning and behavior at an early stage,
which is before they drop out. This supports the hypothesis that this framework utilizes a
differentiated service delivery model of an all-inclusive multi-tiered system to deliver education
intercession. This is where RTI comes in handy on the premise that it can facilitate the
identification of all out-of-intervention students to support them in getting the help they need to
improve their academic performance. Thus, the current paper is devoted to Student 3; it includes
a description of the results of the assessment of their performance in the context of volume-
related tasks, as well as the suggestion of interventions in this sphere. Tier I and Tier II
interventions aim to respond to the noted challenges and facilitate Student 3's learning of volume
calculations, guaranteeing the student's success at school.
What is RTI?
RTI, a response to Intervention, is an education model used to identify and provide
Intervention to learners with learning difficulties, precisely behavior issues (Schiller et al., 2020).
It is an active approach with increased degrees of Intervention tailored to a learner's reactions
(Freudenthal et al., 2023). RTI involves identifying and using academic and behavioral supports
in a tiered model to increase meaningful outcomes and decrease behavioral concerns (Schiller et
al., 2020). Looking at the definition of RTI, the main objective of implementation is to provide
students with appropriate instructions and support as early as possible.
Explanation of Tiers
3
Tier I: Tier 1 consists of formal instructional teaching, assessment, and group-based care
(Schiller et al., 2020). It indicates that all students are given regular guidelines general education
class guidelines. For those who have learning disabilities, they are always identified through the
general population and class observation (Schiller et al., 2020). The rationale is to offer essential
tutorial assistance to enhance their academic results in general courses.
Tier II: According to Schiller et al. (2020), Tier II is exceptional support for students
requiring additional appropriate learning progress concerning Tier I teaching. These students are
subjected to small Group teaching and Instruction in addition to daily classroom undertakings
(Freudenthal et al., 2023). The pins focus on the identified learning difficulties and are
commonly implemented by a particular professional or a certified teacher (Schiller et al., 2020).
Tier III: Tier III is used for learners with limited learning progression after the Tier II
interventions have been implemented (Schiller et al., 2020). This Tier is characterized by higher
intensity and more extensive and frequent interventions for each user. These students need better
instructions offered right in their classroom; instead, they are taught one-on-one in accordance
with their learning difficulty. According to Schiller et al. (2020), it is vital that such interventions
are evaluated on their efficacy and effectiveness and that progress is monitored continuously to
make the required changes.
Overall, there are four frameworks applied in RTI: identification, evaluation, progress
monitoring, and access to the general education curriculum (Schiller et al., 2020). It entails
regularly monitoring a student's achievement level to evaluate the efficiency of the teaching and
the released interventions (Schiller et al., 2020). Such an approach contributes to rational
decisions on further Instruction and modification needed to address a learner's needs.
Student Error Analysis (Based on Student Work Samples)
4
Content Objectives
As for the content knowledge about Student 3 – The critical learning content is the volume. To
be precise, Student 3 ought to be able to find the volume of rectangular prisms by using the
length, width, and height of the prism, respectively. Also, the student should be able to apply the
idea of using unit cubes to measure volume; the student should appreciate that volume is
measured in terms of cubic units.
Observed Difficulties
Therefore, from the samples of the pre-assessment and assessment tasks, I can conclude that
although Student 3 has specific volume knowledge, she needs help with quantitative calculation
and understanding critical concepts. While Student 3 accurately notes the dimensions of Box A
during the pre-assistance, s/he has a wrong volume computation. The student should have written
4cm, but in place, he/she was expected to write the volume (3cm x 3cm x 4cm = 36 cm³).
Another problematic explanation is as follows: ‘4 becos it is equal to the other 4 cm,' shows that
they differentiated between dimensions and a concept of volume. In the following evaluation,
Student 3 was instructed to double the height of Box A while retaining its length and width, then
sketch and measure this new box and determine its volume. While identifying the shape, the
student accurately drew the right shape but miscalculated the total volume by labeling it '40'. In
contrast, it should be 72 cubic centimeters (3cm X 3cm X 8cm). Even in the context of scaling a
basic concept like the volume, learners were weak and inconsistently able to define how the
volume should scale when the dimensions did so.
Benefits and drawbacks of identified challenges
Benefits
5
• Partial Understanding: Student 3 gets remarkably simple, and the fundamental understanding of
the concept of volume can be seen, and upon it, knowledge can be added.
• Visualization Skills: It is possible to try to draw and to attempt volume calculation, which
means that the student can have geometrical shapes and their dimensions in his/her mind.
Drawbacks
• Calculation Errors: The student frequently makes errors in calculation, and general volume
formula knowledge may also require mathematics and practice.
• Conceptual Confusion: The other mistake indicating a more profound need for focused
instruction concerns dimensions and volume, which is much more complicated and widespread.
Tier I Interventions (Based on Pre-Assessment)
Intervention 1: Teaching Aids and Resources with Student 3 to teach the concept of
volume to help Student 3 grasp the concept of volume and introduce visual aids and physical
manipulatives such as unit cubes. Scrutiny of these tools will extend the practical exercise of
constructing and dismantling rectangular prisms, offering practical experience of how volume is
measured and calculated more profoundly (Schiller et al., 2020). It is also helpful in establishing
a correlation between dimensions and volume and makes it easier to conduct hands-on analysis.
Intervention 2: Instruction: Computation of volume; it should contain distinct and clear
measures guiding the readers on how to compute a particular volume type. To help them
understand how to perform multiplication of length, width, and height, one should follow steps,
including the use of examples as well as sample practice to guide the students. Ask Student 3 to
enunciate each procedure to ensure they grasped the concept correctly and did not make logical
mistakes, as Schiller et al. (2020) pointed out.
6
Intervention 3: Peer Tutoring and Collaboration: For peer tutoring and collaboration,
assign a partner to Student 3, who should firmly understand volume concepts. According to
Schiller et al. (2020), another benefit can be received from collaborative learning – the expanded
explanation of the material. The peer tutor can monitor peer's correct and incorrect actions and
methods used during group problem-solving processes and give instant feedback, thus creating a
positive learning climate (Hawes et al., 2020).
Tier II Interventions (Based on Assessment, Assuming Tier I Was Unsuccessful)
Intervention 1: Intensive Small Group Instruction: Include Student 3 in a small group
practicing intensive volume calculus. This setting provides opportunities to spend more time
with children and includes individualized training and instructions, as Hawes et al. (2020). Take
more than two People more than in 2 People in the sections that require the calculation process
of rectangular prisms and volume-related problems (Schiller et al., 2020; Hawes et al., 2020).
Make sure the group stays active and engaged, and in each session, you demonstrate the concepts
outlined.
Intervention 2: Application of Technology and Multimedia Software: Educational
software and other interactive multimedia tools are presented to address volume measurements.
Some of these include Khan Academy or any mathematics application with graphics or multiple
colors that can help enhance growth and support the learning that involves the use of videos
(Rueda-Gómez et al., 2023). Such tools can include feedback and the ability to answer questions
immediately, which are crucial to ensure the student does not develop misconceptions about a
specific topic.
Intervention 3: Species of Check and Monitor Use a format check and monitor to
monitor Student 3's progress in volume computation. Weekly quizzes and practice problems
7
should be conducted to enable the understanding of the students and the constant errors they
make. If needed, one should look through the results achieved to make some changes in
instructional practices. As Hawes et al. (2020) point out, this approach allows the interventions
to align with changes in student learning needs and helps identify specific aspects for
improvement.
Such Tier II interventions include giving more individualized and accurate support to
Student 3, working on the specific challenges that have been identified, and guaranteeing Student
3 the needed assistance to develop their volume calculation skills, which Schiller et al. (2020)
investigated.
In conclusion, understanding volume calculations requires a structure that RTI offers and
enables addressing Student 3's learning needs. Definition and theoretical rationale: Operating
from the logical next step of evidence-based practice and utilizing Tier I and Tier II interventions
for tiered Instruction with the application of visual teaching aids, modeling step-by-step
Instruction and peer-tutoring and transitioning to Tier II Instruction, teacher-student ratio,
incorporation of technologies and structured data entry progress monitoring of the area
mentioned above of difficulty. These individualized interventions improve Student 3's
conceptual knowledge and numeracy skills, enhancing performance. This is because constant
assessment of strategies and modifications meant for the benefit of the student will help him or
her succeed in his or her learning atmosphere.
8
References
Freudenthal, D. R., Zaru, M. W., & Al Otaiba, S. (2023). Early literacy, response to Intervention,
and multi-tiered systems of support. Handbook on the science of early literacy, 43-59.
Hawes, K., Johnson, A. F., & Atkinson Duina, A. (2020). Response to Intervention and multi-
tiered systems of support in Maine schools: Portraits of promising practices.
https://digitalcommons.library.umaine.edu/mepri/63
Rueda-Gómez, K. L., Rodríguez-Muñiz, L. J., & Muñiz-Rodríguez, L. (2023). Performance and
mathematical self-concept in university students using Khan Academy.OHeliyon,O9(4).
https://doi.org/10.1016/j.heliyon.2023.e15441
Schiller, E., Chow, K., Thayer, S., Nakamura, J., Wilkerson, S. B., & Puma, M. (2020). What
Tools Have States Developed or Adapted to Assess Schools' Implementation of a Multi-
Tiered System of Support/Response to Intervention Framework? REL 2020-017.
Regional Educational Laboratory Appalachia. https://eric.ed.gov/?id=ED603782
Powered by TCPDF (www.tcpdf.org)
