(a) Describe your understanding of RTI and its structure of intervention in details. What other questions do you still have about RTI?
RTI is a formal and collaborative approach of the assessment of student reading. The model for RTI is essentially split into 3 tiers in which all students receive differentiated instruction under the guidance of their teacher. During the guidance, teachers obtain assessment of students learning levels and performance through evidence based instruction curriculum. Typically, the majority of the classroom fall under tier 1 with a handful of students leaning towards tier 2. Under the tier 2 (15% of the class) approach, students are receiving instruction with a smaller group and receive more personalized instruction with the general teacher or a teachers assistant. Tier 3 is essentially a very small portion of the classroom and is delivered by a specialist and is a significantly smaller group, many times on an individual base. One of the most important aspects of structured learning, is as you climb tiers, group sizes become significantly smaller. Note, with tier 2 and 3, the services are in addition to the tier 1 delivery.
One of the questions I would like to know is what are some of the activities that tier 3 students participate in? In addition, what are some of the red flags that are seen to recommend special ed services. Based on students performances and instruction, are they able to stop taking resource (tier 2/3 services) if their are significant improvements in their performance?
RTI is a formal and collaborative approach of the assessment of student reading. The model for RTI is essentially split into 3 tiers in which all students receive differentiated instruction under the guidance of their teacher. During the guidance, teachers obtain assessment of students learning levels and performance through evidence based instruction curriculum. Typically, the majority of the classroom fall under tier 1 with a handful of students leaning towards tier 2. Under the tier 2 (15% of the class) approach, students are receiving instruction with a smaller group and receive more personalized instruction with the general teacher or a teachers assistant. Tier 3 is essentially a very small portion of the classroom and is delivered by a specialist and is a significantly smaller group, many times on an individual base. One of the most important aspects of structured learning, is as you climb tiers, group sizes become significantly smaller. Note, with tier 2 and 3, the services are in addition to the tier 1 delivery.
One of the questions I would like to know is what are some of the activities that tier 3 students participate in? In addition, what are some of the red flags that are seen to recommend special ed services. Based on students performances and instruction, are they able to stop taking resource (tier 2/3 services) if their are significant improvements in their performance?
Nice analysis of RTI and good questions. Id like to know some of the activities that are in tier 3 as well and why don't they just start using them in tier 2. What are the differences in activities?
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