2.3 Case Study
docx
keyboard_arrow_up
School
University of Phoenix *
*We aren’t endorsed by this school
Course
7063
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by francescasuggs
2.3 CASE STUDY
2.3 Case Study: Response to Intervention
Francesca Suggs
Arkansas State University
ELCI: Curriculum Management
Dr. Rob Hill
September 3, 2023
2.3 CASE STUDY
2
2.3 Case Study: Response to Intervention
IMPRESSIONS
I believe that Ms. Thomas did a good job in attempting to address Mr. Rusk’s concerns regarding
the student who was struggling in math. While Ms. Thomas did bring up the fact that the school has started to use an RTI program, she did not explain the program and how it could support the student. However, she did mention checking around to see who had started the RTI program and scheduling to get the student test right away. In my opinion, Ms. Thomas should have taken additional time to speak with Mr. Rusk’s about the student’s struggle and how they could best support the student until the process of RTI had begun. Ms. Thomas should have also worked with Mr. Rusk to review the student’s past math data and determine if they noticed any trends in the data that would be beneficial in knowing where to start with the student when RTI begins. BELIEFS
I believe that RTI is a crucial part of teaching and learning. In order for an RTI program to be successful, teachers must understand the guidelines and methods of the RTI process. Teachers must understand the three tiers of intervention. Tier 1 is daily high quality whole group instruction. Teachers should be using evidence based high quality instructional materials to provide Tier I instruction. Tier II is small group interventions that should take place two to three times a week. Tier III is an intensive intervention that can take place in a small group setting or individually. Tier III intensive intervention should take place four to five times a week. DISCUSSION
If a principal meets with a teacher about RTI, the data should be discussed. Determinations for RTI must involve data. It should not be based off what you think or feel, it should be based off what the data shows. The principal and teacher should also discuss how to successfully implement the RTI program to support students. Teachers should be involved in the discussion of RTI from the beginning.
2.3 CASE STUDY
3
The teacher will be providing the interventions and will have work samples to determine if RTI is successful or not. FEELINGS
I feel that a state or federal mandated RTI program would provide more consistent interventions
across the state or nation. Students can move from district to district or to another state and continue to
use the same intervention program instead of using a new program. I do feel that RTI is a viable option for academically challenged students. RTI provides those students with the support they need to be successful in school. If the RTI program is implemented successfully and a student continues to move through the tier process, students are more likely to be identified as having a learning disability early on instead of being identified later in school. APPROACHES AND STRATEGIES
An innovative approach that principals and teacher-leaders might use to address RTI concerns would be to build in time in the master schedule for RTI time. Often times teachers are concerned with how they will have time to provide intervention to the students. If the time is built in the master schedule, then teachers no longer focus on how they will successfully provide students with intervention. Another innovative approach would be to have a strong MTSS (multi-tier support system) team. Teachers will have a team of members who can support them with RTI and ensure the program is implemented properly.
Another innovative approach would be finding an online platform to provide RTI to students on Tier II intervention. Teachers at my school often have 10-15 students who are in their class that are on Tier II or Tier III and they have a hard time providing adequate interventions to each student despite having RTI time built in the main schedule. There are online learning platforms that teachers can use to create a learning path to support the needs of students on Tier II while they provide daily interventions to students on Tier III. The online learning platforms can monitor students progress and provide data to
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
2.3 CASE STUDY
4
the teacher to help determine if the deficient has been address and if the student is now making progress.
2.3 CASE STUDY
5