Business > CASE STUDY > C731-Task 1.docx Secondary Reading Instruction and Interventions – C731 ESP2 — ESP T (All)
C731-Task 1.docx Secondary Reading Instruction and Interventions – C731 ESP2 — ESP T
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C731-Task 1.docx Secondary Reading Instruction and Interventions – C731 ESP2 — ESP Task 1: RTI and Vocabulary A.Explain the Response to Intervention (RTI) process by doing the followi ... ng: 1. Describe how the RTI process identifies students for reading intervention. Response to Intervention (RTI) is a great tool that teacher can use to screen students for both academic and behavioral deficiencies and address them before referring students to the special education program. It relies on research-based strategies, differentiated instruction, and authentic assessments. If student struggles in reading, three type of assessments for different purposes teacher could use to identify whether student is qualified for reading intervention or not, these assessments are: Universal Screenings, Diagnostics, and Progress Monitoring. After that, there are three tiers of interventions can be used based on students responsiveness and progress. 2. Describe how the RTI process differentiates instruction for struggling readers. RTI is broken down into three different instructional tiers, tier one, two, and three. Each consecutive tier represents a more serious level of intervention. Reading struggle Students start at tier one then level increases based on students response and progress. This allows students to be provided with the help they need before further learning disabilities develop. The help students receive during these tiers is supplementary and does not replace general education they take. RT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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