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RTI (Part 2): Assessment, All of my information was obtained from: The…
RTI (Part 2): Assessment
Response to intervention (RTI) is a general prevention approach that can be used within any academic area, but we are going to focus on reading.
Research Shows:
The use of both criteria, performance level and rate of growth, was shown to be the most reliable means of distinguishing between students who respond to instruction and those who do not.
(McMaster, Fuchs, Fuchs & Compton, 2002)
Unlike the IQ-achievement discrepancy model, the use of both criteria (performance level and rate of growth) to determine academic progress avoids gender bias or the overrepresentation of specific ethnic groups in special education services.
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Students who require Tier 2 intervention are those who did not respond adequately to the high-quality instruction provided in the general education classroom (i.e., Tier 1). This tier of RTI usually involves more intensive targeted intervention and frequent monitoring.
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Universal screening is the administration of an assessment to all students in the classroom. The purpose of this assessment is to determine which students may be struggling with reading skills
RTI aims to identify struggling students before they fall too far behind their peers. It is also offered as an alternative to the IQ-achievement discrepancy model used to identify students with learning disabilities. There are a number of advantages to implementing this approach for both of these purposes. For instance, RTI:
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Research Shows:
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(Fuchs, Butterworth, & Fuchs, 1989)
Students are more aware of their performance and view themselves as more responsible for their learning when they use CBM and graph their own data.
(Davis, Fuchs, Fuchs, & Whinnery, 1995)
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Students who fail to demonstrate adequate reading progress during Tier 2’s targeted instruction will receive Tier 3 intervention. This level of intervention usually involves individualized instruction and frequent monitoring.
In Tier 1, teachers should evaluate student progress using either rate of growth or performance level, both of which can be tracked using curriculum-based measurement.
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During Tier 1 instruction, all students receive high-quality instruction in the general education classroom. Additionally, the students identified as struggling readers during the universal screening receive frequent monitoring of their performance.
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