RTI & Differentiated Reading in the K-8 Classroom
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Bender , Laura Waller Explore three innovations educators can integrate to dramatically improve elementary reading instruction: In stock Publication date: March 10, Format: Review sample schedules, lesson plans, thematic units, and instructional procedures. Examine RTI case studies. Gain suggestions for planning learning centers. Solution Tree Page Count: Some models of RTI combine both the intensity and quantity of supplemental instruction.
In these models, students in Tier 2 may receive this additional instruction 30 minutes per day for 5 days per week, while those in Tier 3 receive the instruction 45 minutes per day, five days per week, plus an additional 60 minutes each week. RTI has the flexibility that allows schools to define the nature of the tiered instruction along one or a combination of these dimensions.
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Another key differentiation between the tiers is the level of progress monitoring that is used at each tier. Given that progress monitoring is being used to assess the students' response to instruction, students at Tier 2 typically receive progress monitoring less frequently than those at Tier 3.
- La lotta del gene (Epikuria) (Italian Edition).
- Ms. Irene is so Demanding!
- See a Problem?.
- Gifts: Extraordinaries From an Ordinary Life;
In some models the frequency of progress monitoring is defined as weekly or every other week for Tier 2 and twice a week for Tier 3. Again, RTI has the flexibility of allowing the school to establish the level of progress monitoring that is both feasible, given the instructional demands of the classroom, and meaningful in obtaining knowledge of a student's response to instruction. How special education fits into a tiered instructional model is always a question that occurs within RTI models. Different models have placed special education in different ways within the process.
In some models, Tier 3 is defined as special education.
RTI & Differentiated Reading in the K-8 Classroom
This level of intensity is typically for children who have not been responsive to the Tier 2 level of instruction and, therefore, are considered in need of more individualized instructional delivery consistent with individualized education programs IEPs. Some RTI models contain three tiers of instructional intensity, as described above, prior to special education, where special education is viewed as "Tier 4. Instead, special education is viewed as a service delivery model that is integrated within the tier of instruction matched to the student's skill needs see Figure 1 below.
When an RTI model is introduced to a school, one must consider how to fit those already-identified students with IEPs into the model. Although the large majority of identified students in these models are placed at Tier 3 that is why they are identified as in need of special education , a percentage of these students may be found to have skill deficits more consistent with those nonidentified students placed at Tier 2.
The effectiveness of special education for these students would naturally result in some students having skills that are more consistent with those in the "some-risk" category than those at high risk. Of course, identified special education students found to have skills consistent with students placed into Tier 1 should be considered for possible declassification.
Indeed, RTI offers a clear mechanism for students to move out of special education classification based on the data reflecting levels of skill acquisition.
- Luomo che piantava gli alberi (Italian Edition).
- Where Does Special Education Fit In?.
- RTI & Differentiated Reading in the K-8 Classroom, March/2011.
Some individuals may question the difference between a student at Tier 3 who is not identified and an identified special education student who is at Tier 3. The key differences lie in the development of an IEP for the identified students that will bring multiple accommodations across many parts of the student's school life, beyond the instructional process taking place at any level of the tiered model.
RTI & Differentiated Reading in the K-8 Classroom by William N. Bender
In addition, these students are afforded the legal protections and accountability that are required by law. Organizing the School for Tiered Instruction The key to providing tiered instruction lies in the establishment of a workable schedule that maximizes school personnel resources and a high degree of collaboration among all members of the teaching force of a school.
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Pyramid Response to Intervention: RTI for Diverse Learners: Learning Disabilities and Challenging Behavior: