Tier 2 Interventions

If a student is not successful in Tier 3, he/she will be considered for special education testing. The classroom teacher is responsible for communicating is developed through the School Assessment Team (S.A.T.), which is comprised of the school administrators, the teacher of the student being assessed, reading specialist, interventionist, ESL teacher, special education teacher, speech teacher school, psycologist and social worker. Based on the findings, a home visit with a translator, special education teacher and social worker will perform a home visit. This is in order to determine where the child is developmentally in language and academically. The instructional team will also monitor instruction and provide feedback. Encore time embedded into the resource schedule for students will provide additional support for students as needed. The Response to Intervention (RTI) and the S.A.T. will work with teachers to meet the needs of the learner. School audits and walk -through will be on

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

Teachers will develop new skills, receive interventions and broaden their knowledge of behavior interventions and strategies to use in the classroom setting. Research based strategies and interventions will be provided so that participants are able to pick up useful skills to build a successful toolbox of strategies to use for Tier 1 behavior support and interventions.

American Intervention not only occurred overseas but at home, in 1932 Washington D.C. Troops was deployed to stop the Army WW I Veterans bonus Protest. In Detroit 1943, troops deployed to put down a black rebellion. In 1967 troops were deployed in Detroit once again to put down an African American riot, 43 people killed. In the early 1960’s the United Stated returned to its pre-World War II intervention role in the Caribbean, directing the failed 1961 Bay of Pigs, invasions of Cuba. In 1965, there was a Marine invasion of the Dominican Republic during an election. The CIA trained and harbored Cuban exile groups in Miami which launched terrorist attacks in Cuba. During the Cold War the CIA also assisted in supporting and installing

Every aspect of this program uses culturally appropriate practices. The program offers interventions at multiple stages of individuals’ time in prison and out of prison. Chapter 36 in the Race, Ethnicity, and Health book, Meredith Minkler defined community based participatory research as “systematic inquiry, with the participation of those affected by the problem, for the purposes of education and action or affecting social change.” These programs use aspects of CBPR and “cultural leverage.” Chapter 38 in the book, Fisher et. al defined cultural leverage as “a focused strategy for improving the health of racial and ethnic communities by using their cultural practices, products, philosophies, or environments as vehicles that facilitate

A Response to intervention (RTI) is an integrated multi-tier instruction that can identify can provide a child that is progressing that is effortful. Interventions can be provided as the needed either academically or behavior modifications and accommodations. Seventh grade Language Arts Teacher, Teresa Langer of Robert J. Elkington Middle School provides unique opportunities that will continuously promote a child’s progress. Many times when a student is having academic or behavioral problems subtle modification could remedy it. Langer has stated that “seat changes, verbal redirection, behavior referrals to the assistant principal, etc.)” Is part of the first tier and some students are receptive to this change. If this is ineffective, Robert

As a clinician, we can come up with the best interventions. But, it is only going to be successful if the patient understands the intervention and implement correctly. In order to patients understand the information provided, a clinical need to speak the language and understand the culture of their patients (Benjamin, 2010). Pender, Murdaugh, and Parsons (2010) recommends few strategies for delivering health care information. The one I am going to us the most is breaking down complex information into small, understanding chunks. Regardless how much the information is simplified, remembering all the information is almost impossible. Therefore, I also going to provide a written handout according to the patient's literacy level or repeat the

As a final step, is the evaluation of the NT Youth Detention Centre Staff Training change management plan. Maintaining and institutionalising change is a critical component for success and this will be achieved through ongoing communication and consultation and through establishing performance measures and targets for tracking the success or otherwise of the changes (Narine & Persaud, 2003). This includes having the management, supervisors and staff provide feedback and suggestions for improvement. This will ensure continued evaluation and commitment from the staff if they feel they are being valued. Results of the evaluation also provide data about the nature and level of a detention

I think these theories are important in the genesis of intervention implementation by providing a footing whereby professionals can draw upon the each other’s knowledge and ideas to develop the most effective intervention strategy. The scope of theories may involve wide ranging discipline’s (DiClemente, Crosby & Kegler, p.2, 2002) and by utilizing the scholarly work of many to form an intervention, a successful outcome may be realized. Thank you for your

Planning: Secondary interventions: Determine cause of headache Wound care teaching: incision care, limb exercises, and infection prevention Relaxation techniques: music and diversional activities Tertiary interventions: Education on leg movement and exercises per therapist’s recommendation Social worker referral for counseling, stress management, resources for job placement Military resources and support groups

Furthermore, as it relates to interpretations, it is helpful if the leader generates multiple interpretations because having only one interpretation of the situation makes the options for action severely limited. The key to success in developing interpretations is to generate a diversity because adaptive work involves orchestrating multiple and passionately held points of view.

Research has shown that the experiences of attraction, falling in love and the character of relationships are influenced by various factors that include culture, ethnicity and gender (Riela et al, 2010). It follows that the success or failure of relationships is determined by such factors. It has also been shown through research that the number of relationships that fail after a couple has been together for a considerably long period of time is increasing in the contemporary world (Finkel et al, 2012). The current trend is that there is a large number of couples that date for long and get into steady relationships but still break up despite having acquainted themselves to each other. The problem

Therefore, with my knowledge on this model and my obligation to Tamara, I decided to implement Tier II in the classroom through accommodations in the three areas: spelling, vocabulary and writing. For spelling, I have aided Tamara by providing the answers in multiple choice format, allowing Tamara to select the accurate spelling of the word. In vocabulary, an alternative list has been derived with fewer words and from her reading. Lastly, Tamara has been verbalizing her thoughts for writing to a paraprofessional whom has been a teacher aide. The paraprofessional uses Tamara’s thoughts and helps put her thoughts on paper.

If every hurt we have has a dose of shame and distorts our view of who we are it makes sense that contradicting the internalized hurt would assist in undoing the messages that keep many people stuck. Most of these hurts run deep; I imagine that it would take years to undo a lot of this work.

The intervention process that I applied to my life and school, definitely helped me achieve my goal. The goal was to work with other students and ask for help on a at needed basis. Reaching out helped me get closer to my classmates, as well as, learn other skills by listening to their unique opinions. Interdependence is all about working with others and achieving a goal. I have learned that I don’t need to be independent all of the time. It is ok to ask for help and lighten my load by asking for help. Going forward, this skill is going to help me through out my school years until I graduate. The process will also create close friendships, which I need more of in my life.