Tier 3 Intervention Summary

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

The steps of Response to Instruction and Intervention are to begin with Universal Screen and Pre meeting prep. This is the point when the classroom teacher will assess the student’s ability in reading. The assessment is brief, easily administered, and will assess the risk level for academics. It will examine the skills of fluency, oral reading, phonemes, segmentation, letter naming, and other reading strategies. Once all the students have been screened the results will be reviewed by a school professionals. There are data management system where the scores are calculated and the students risk level is assessed. If a school district does not have this system available to them, the “core team” will use a spreadsheet and determine the students risk level. Once the risk level has been determined there will be e a core team meeting; this will consist of principal and teachers, reading specialist, literacy coaches, curriculum specialist and a school psychologist. This is the overall group that can make up a

(Carta, Greenwood, Atwater, McConnell, Goldstein and Kaminski 2015) believe that using Response to Intervention (RTI) or the Multi-Tiered System of Support (MTSS) in preschool programs will begin to change the way children read in kindergarten and in the future. Their study set out to show the value of identifying and preventing learning problems early and the importance of individualized instruction in a preschool setting. Out of six hundred and fifty-nine children in sixty-five Pre-K classes in four different states, these individuals did a study of Tier 1 instruction involving Kansas City, Mo/KS; Columbus, OH; Eugene-Springfield, OR; and Minneapolis, MN.

Some students require additional interventions or supports to ensure success in and out of the classroom. Tier 2 supports are provided to a small percentage of our students. This group of students may be support by small group work with our counselor. Another possible intervention that may be used at Tier 2 is Check In Check Out (CICO). A smaller amount of students requires Tier 3 supports. These supports are supported by the Grant Wood AEA and involve an extensive evaluation. Tier 2 and Tier 3 interventions are always don with parent

We are going to start with the tiers of intervention. There are 3 referral level, Tier 1, Tier 2, and Tier 3. Tier 1 is usually a verbal warning which could be something about having a cell phone out, PDA, or doing something that simply shouldn’t happen again. Tier 2 is a teacher or staff involved in writing up a referral, but, unless it is very serious it will not be sent to Ms. Ross (the 9th grade assistant principle) to be dealt with. That leads us to Tier 3. This tier of intervention is extremely serious and will likely involve the police. It can usually be physical fights, drug use, and bullying. There are school disciplines for harassment on social media. We plead you tell an adult or friend, (if they message you) tell them “don’t ever

In the 3rd step plan the implementation is when educators will monitor and provide feedback to ensure the intervention is delivers properly. And step 4 is to evaluate the problem, consultant and teacher will evaluate the responsiveness to the intervention and modify if needed. These steps result in a great intervention program that is precise to see desired results in the RTI. With intervention trial and error is how real results are achieved. In previous years before interventions and RTI’s were placed in schools, too many children were sent for learning disabilities or special education showing teachers inability or unwillingness to teach sand accommodate academic diversity ( Reynolds, 1987). The article states how teachers can generally implement learning strategies until the student gets it and if after interventions and RTi’s measure the responsiveness as not responsive the child can be placed in special education to receive IEP’s to adjust to their learning disability.

Interventions are tools teachers use when students are not responding to Tier 1 interventions. The first intervention is providing small group instruction for students who are not understanding concepts taught during whole group instruction. Another Tier 2 intervention is called proximity which is a surface management techniques. According to Brown and Sayeski (2011) surface management techniques “can be extremely effective for dealing with minor behavioral infractions that arise in day-to-day classroom activities” (p. 12). When teachers use proximity, students usually respond by changing their behavior. Sometimes a reinforcement system is necessary when students are not responding to tier 1 interventions. I prefer using a point system on the whiteboard for groups or a money system

Students with reading accommodations may require modifications to fully access the content and activities in this cornerstone task. Teachers may want to differentiate by:

(p=0.037) from baseline (p = 0.046), physical activity (TM > UC), and daily weight at 90 days (TM > UC, p = 0.0332).

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

The self help group meeting followed a regimented twelve step structure, beginning with a review of the twelve steps, twelve traditions, patterns of co-dependents, awarding chips to members which serves to acknowledge their attendance and accomplishments of working through their issues. Each member of the group introduced themselves, stated their names and identified as codependents. As the meeting progressed, the facilitator began reading a story from The Book of CoDA. The facilitator read several pages from the text, and in a roundtable fashion, other members also read excerpts. Following the completion of the text, a member volunteered to read a meditation selected by the facilitator. Once the reading was complete, members

In Elementary School, there are many children that tend not to pay attention when teachers are giving the reading lessons so teachers argue with them without figuring out the precise reasons for that behavior. As teachers, we need to develop the abilities to catch up when children have any kind of learning problems, in this case a reading disability. If the reading disability is not detected at an early time, many children would probably be affected for the rest of their lives as adults. The reading process has the power that benefits millions of children around the world to increase awareness of the things that happen in our world and prepare them with a great foundation for academic excellence. The reading process is valuable for our

A problem that I have seen over the course of teaching practice is low literacy rates across special needs classrooms. Students struggle with the ability to read and write effectively, which not only affects them in English classes, but in other content areas such as science, social studies and even math. Students cannot properly decode the words in which they are reading, which also affects their ability to be fluent readers. When you are not a fluent reader it can also affect your ability to comprehend what you are reading, because often students spend so much time trying to decode the words they forget what they are reading (Cooter & Reutzel, 2016). This is a problem because if students cannot read fluently they will struggle understanding the content as they get older when students frequently need to “read to learn” the content in their classes. If students struggle to learn they will be more likely to drop out of school, and unable to to attain suitable employment. Since the goal of most school is to have students “college and career ready” a student dropping out of school could have detrimental effects to our society.

Reading is a lifelong skill that individuals should learn, for them to prosper and expand intellectually. Despite the fact that one might perceive its simplicity, it is more complex than what it seems. Furthermore, it's a weapon that can be used to face challenges and opportunities that life offers. For many, gaining this skill is easy except for students with Learning Disabilities (LD). It’s very hard to teach reading for those students with LD. One factor to this is the varying needs of the students and the condition that controls the learning situation. In the articles read, the authors provide solutions to help the LD students with their reading skills and intellectual

The disability that I have selected for my study is dyslexia since it is one of the more common developmental issues faced in mainstream schools today. This paper has been compiled based on the research of evidence practices followed in Australia (Bond et al., 2010; Rowe2005; UK; Rose, 2006, 2009; and USA; Report of the National Reading Panel 2000). These practices include the best practices in intervention covering teaching of Waves 1 – 3 formulated through large–scale and well-constructed studies which include comparison groups (Journal of Research in Reading, 2013).