Compare And Contrast The Rti Model

1. Compare and contrast the RTI model and the traditional method of identifying and serving struggling students.
RTI can early identify students that are struggling with grade level work. All students receive RTI based on the tiered system. RTI also allows the general education and special education teachers to work together for the benefit of the student. The traditional model is not able to identify students as early as RTI, which postpones the student from receiving the help he or she needs. This model also requires the student to receive special education services before intervention is given. Both models end goal is to afford students the help they need.
2. What are the two ways in which Tier 3 instruction differs from that provided in
Tiers 1 and 2?
Tier 3 is the intensive level of RTI. In this tier the student receives instruction from a special education teacher. Tier 3 group sizes are much smaller then tier 1 and 2. These small groups allow the teacher to focus on one or two individuals at a time and ensure that they are understanding the instruction.
3. What key instructional principles do research-validated reading interventions often include?
These instructional principals often include researched based interventions and validated practices.
Both of these components are vital for RTI to be efficient and effective.
4. Imagine you are a second-grade teacher. A student in your class, Fatima, is struggling with reading. Fatima is from Egypt. What should you consider before referring her for special education services?
I should consider that her struggles might be attributed to her prior culture. Fatima should be referred to ESL first and then I should collaborate with the ESL instructor. This should help me to make a more informed decision about Fatima’s future.
5. If Fatima is referred for special education services, describe at least two things you would do to ensure that her parents are informed of their rights as parents.
I would first have an interpreter in all the meetings going forward. This would allow them to understand and engage in the meeting. Second, I would try to have all paperwork written in English and their native language. This would allow them to, again, understand what was being given to them and maybe help them associate words from their native language with English words. Hopefully, both methods would increase parent participation in the student’s
academics.
6. Imagine Fatima has been receiving special education services and now it is time for an IEP annual review meeting. Her progress monitoring data indicate that, although at the beginning of the year Fatima was not making adequate progress in reading, in the last three months her scores have increased. If you were a member of the IEP team, what would you recommend? Justify your recommendations.
Depending on the grade level Fatima is being monitored, I would keep her in general education. However, I would continue to progress monitor her to make sure that she continued to exhibit growth. If she is not being monitored on grade level, I would move her up to the next grade until she was performing at or above her own grade level.