who may or may not be struggling in reading. Dr. Sharon Vaughn states, that “opportunities
for early identification, for a more prevention-oriented approach, and, perhaps most
importantly, for schools to screen every student and give every student an opportunity to
be provided additional instruction if they need it, and not being completely dependent upon
teachers’ judgment.” Helping Compton by monitoring his progress on a weekly basis and
receiving high-quality classroom instruction. After eight weeks, if Compton needs and
goals are met with performance levels improvements, then he still will continue in Tier 1.
4.
Assume that your recommendation for Question 3 was implemented; unfortunately,
Compton’s progress continues to be insufficient. Name and explain the next step in the RTI
approach.
Compton’s progress continues to show no improvements he is moved into Tier 2. In tier 2,
Compton will continue to receive high-quality instruction plus more intensive, small-group
setting. Reinforces the skills he has been taught in the core reading program with support.
With weekly monitoring will still be in effect. After 12 weeks in Tier 2 and with monitoring,
if Compton shows improvement in a small intense group setting. Compton will no longer
receive Tier 2 services and will be downgraded to Tier 1 with the rest of his Tier 1 peers. If
Compton continues to struggle and show little to no improvements, then he will be placed in
Tier 3. Dr. Sharon Vaughn states, “
we have evidence that standard protocols have
4
demonstrated effectiveness with the majority of students at risk. And, when these approaches
are ineffective, we then have greater confidence that the students for whom they were less
successful really require a special education or special instruction.”
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- Spring '19
- Response to intervention, Learning disability, Compton
