How Does Progress Monitoring Work in RTI?

ALL ANSWERS ARE FROM INTERNET PLEASE PUT IN OWN WORD

SPECIAL EDUCATION TEACHER: Evonne Shepherd (MIID)

SCHOOL: Richards Middle school

3555 Sugarloaf pkwy

Lawrenceville GA

ASSIGNMENT:

Interview a certified K-12 classroom teacher about pre-referral assessments and his or her role in the response to intervention (RTI) process. Your interview should address the following prompts:

Q1 The criteria and distinguishing factors of RTI level one, RTI level two, and RTI level three;

Answer: NAME THE TIER (ex. tier 1 the whole class)

AND USE THE FIRST PARAGRAPH THAT STARTS WITH THINK OF THE THREE TIERS, to answer DISTINGUISHING BETWEEN THE 3 ****NOT WORD FOR WORD

https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support

Q2 Examples of and how RTI level one, RTI level two, and RTI level three are administered to students;

Answer: AS AN EXAMPLE JUST TAKE ONE BULLET POINT FROM EACH TIER IN THE PICTURE ****BUT PLEASE PUT IN YOUR OWN WORDS

Q3 How the classroom teacher records and interprets information from the RTIs;

Put this in your own words please

Answer:

How Does Progress Monitoring Work in RTI?
As soon as a student is identified as at risk for achievement deficits by the universal screening measure, his or her progress should be monitored in relation to Tier 1 instruction (Fletcher, Lyon, Fuchs, & Barnes, 2007). Progress should be monitored frequently, at least monthly, but ideally weekly or biweekly (Fuchs & Fuchs, 2006). A student’s progress is measured by comparing his or her expected rate of learning (e.g., local or national norms) and actual rate of learning (Fuchs, Fuchs, & Zumeta, 2008). A teacher can use these measurements to gauge the effectiveness of teaching and to adjust instructional techniques to meet the needs of the individual student. A student who is not responding adequately to Tier 1 instruction moves on to Tier 2 and increasingly intensive levels of intervention and instruction. The current recommended time period for measuring response to Tier 1 instruction is 8–10 weeks (McMaster & Wagner, 2007; Fuchs & Fuchs, 2005; Vaughn, Linan-Thompson, & Hickman, 2003) and nonresponsiveness is typically determined by a percentile cut on norm-referenced tests (e.g., < 20th percentile) or cut score on a curriculum based measurement (CBM).

http://www.rtinetwork.org/learn/research/progress-monitoring-within-a-rti-model

Q4 How the RTI information is used in making eligibility, program and placement decisions for individuals with exceptionalities

ANSWER: PLEASE PUT IN OWN WORDS

During an intervention, your child’s teacher or another member of the RTI team uses an assessment tool that research has shown to be an effective way to measure certain skills. This tool is used to assess your child’s skills every week or every other week. That may sound like a lot of testing. But each assessment only takes a few minutes to complete. After each assessment, his score is plotted on a graph. This makes it easy for the RTI team to see if he’s improving at the expected rate or if he needs additional support

https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to-intervention#item2Strategies in communicating RTI results to various stakeholders.

Q5 Strategies in communicating RTI results to various stakeholders.

Include only the most essential information. The more concise the report, the more likely a stakeholder who skims the report will receive the most pertinent information.

Make the report thorough, but as non-technical as possible. Consider not only the direct recipient of the report by also those to whom it may be passed along

Use results that lay readers can understand and provide key program context. Provide a clear interpretation of numbers, scores, and percentages.

Avoid over-generalization. Be careful about the extent t

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