Reserve for the grade (educ606-03 objectives and readings )
A strong measurement system is the cornerstone of any successful RtI framework. Without formative assessment of student progress, educators will be unable to determine whether instruction and interventions are working to promote positive student outcomes. Successful implementation of an RtI model requires a measurement system that can accomplish two purposes (Burns & Gibbons, 2008). First, the system must be used to screen all students regularly for achievement difficulties. Second, students who are identified as below target or at-risk need to have their academic progress monitored more frequently to assist teachers in determining whether supplemental interventions are successful.
In this module, you will learn about:
- the use of data to drive the decision-making process at the school, classroom, and individual student levels,
- how this helps determine when a change in strategy is required, and
- how to select the appropriate intervention in order to promote student growth and close the achievement gap.
After Craig’s school administered the Universal Screening measure, he was identified as a struggling student (achieving in the bottom 20% of students across his grade level). Assume that Craig’s grade level and area in which he struggles match your area of study.
1. Describe, in detail, what services Craig will receive in your classroom (Tier I) as well as other interventions (Tiers II). How will the services that he receives in your classroom be similar to and differ from “outside the classroom” services? Who provides the different services he will receive? What types of assessments will be administered (and by whom), and how do these assessments compare and contrast? How long will these tiers of intervention last? Be sure to include BOTH assessments and instructional interventions in your response. Cite references from your readings.
2. Assume that your recommendation for Question 1 was implemented. Unfortunately, Craig’s progress continues to be insufficient. Use the same format as described above to build a picture for what the “next step” (Tier III) will look like. What similarities and differences will there be? Be sure to include BOTH assessments and instructional interventions. Cite references from your readings.
* You will not need to include actual assessments as long as your description of the types of assessments that will be administered is detailed and justified.
* Here is a list of words from a word bank that should be included in your paper: Tier I, Tier II, Tier III, assessments, interventions, time span/timeframe, data, interventionists, RTI Study Team, progress monitoring, differentiated instruction.
* It might be helpful to create a timeline, mind map, or spreadsheet to keep track of the overall steps in the RTI process and to use this to review how the many parts fit into the whole.