a Early intervening b Identification of learning disabilities c Promote

A early intervening b identification of learning

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a. Early intervening b. Identification of learning disabilities c. Promote immediate intervention as soon as students’ reading problems are revealed d. Prevent substantial reading difficulties from developing 3. Compton is a first-grade student at Rosa Parks Elementary School. His teacher, having administered a universal screening measure, has identified Compton as a struggling reader. Name and explain the first step in the RTI approach that she should consider when trying to help Compton. Keep in mind that Rosa Parks uses the standard protocol approach. a. Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions. The teacher should use data that has been collected on a weekly basis monitoring system. Then use this information to assess Compton’s performance and rates of improvement or no improvement, if none. The teacher then needs to have an intervention where she/he includes all the students in the
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RTI Module Dana Mills classroom on a scientifically validated instruction. This scientifically validated instruction should let the teacher k now if Compton is truly having issues reading. She/he would include all the students in this intervention because this is using the standard protocol approach. 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. a. Compton will now need to be placed in Tier 2 instruction: Targeted Intervention. Compton will still need to be in the general classroom reading instruction and he will need to receive Tier 2 reading instruction that will reinforce the skills he has learned in the general classroom reading program. Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional. Student progress continues to be monitored.
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