RTI: Response to Intervention

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by jimanna
Last updated 6 years ago

Discipline:
Elementary School
Subject:
Beginning Readers

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RTI: Response to Intervention

RTI:RESPONSEtoINTERVENTIONThe intensity of the instruction allows students to catch up to grade level as quickly as possible.

Response to Intervention is a systematic and data-based method for identifying, defining, and resolving students’ academic and/or behavioral difficulties.

-TIER 3 INTERVENTION-Sight Word Recognition: Simon Says Sight Words: first, does, goes, write, always, made, gave, us, buy, those*Before Begining the Activity:Before introducing new sight words to the student, review previously learned sight words with a quick flashcard assessment. If the student misses any words, go back and reteach.1- Introduce the ten new sight words by showing each flashcard and stating the word.Have student repeat each word. Repeat this step until student becomes familiar with the words.2- Sight Word Simon Says: Display all ten of the target flashcards in front of the student. 3- Explain to the student that he/she must hear “Simon Says before acting. 4-Begin the game by giving random directions (jump, stand, sit, clap, etc.) with and without the “Simon Says”5- Begin to include directions relating to the displayed sight words. For example; “Simon Says to pick up the sight word card ‘gave’ and turn it face down,” or “Touch the word ‘write’ with your left thumb.” 6-If the student acts incorrectly or without the teacher saying Simon Says” then he/she does not earn a point. The student earns a point for each correct response. For each incorrect response, the teacher receives a point. 7-The winner is the person who is first to reach 10 points. **You may add previously learned words to the display of word cards to increase the difficulty of the lesson.*Conclude lesson by drilling the student using flashcards. Continue drilling until the student can automatically say each word over several repetitions.*Assess the student to see whether or not mastery of this lesson has been achieved. (record the results)**If the student has mastered this lesson, move on to the next lesson. If the student has NOT mastered this lesson, repeat lesson until mastery has been obtained.**TEACHING TO MASTERY IS THE GOAL**

Response to Intervention:Commitment of building relationships and collaborations to solve problems rather than refer students.

Common Core & RTI*Teachers should read standards forward & backward with intervention in mind. *focus on the ends*use assessments to guide instruction*Questions to ask:What concepts do students need to know?What skills does each student need to develop?

Common Core & RTI*The curriculum choices you make for students in tier 2 and tier 3 interventions must align to the standards. *These interventions should close the gap in less than two years. *That closure must be permanent. * When evaluating curriculum choices, you will need to use evidence-based decision-making that puts the students first.

Explanation of TIER 2 & TIER 3 INTERVENTIONS

RTI: Commitment of building relationships and collaborations to solve problems rather than refer studentsFrom R. Brown-Chidsey and M.W. Steege,Response to Intervention: Principles and Strategies for Effective Practice

Tier 2 is short term instruction that is designed for small groups. Tier 3 is designed for a longer term with smaller homogeneous groups that have larger gaps.

The intetevention should be what is best for the student. The intervention instruction should accelerate, not remediate.

Sight Word Recognition: Simon Says is a Tier 3 Intervention. *This intervention plan ranges from letter recognintion to sight words. Each of the six categories includes twelve to thirty-two interventions. *This intervention is designed to be utilized in a one-on-one setting with a student that has exhibited large gaps. *This intervention consists of a more explicit and systematic instuction than Tier 2. *Minor adjustments can be made in order for Sight Word Recognition:Simon Says to be used in a very small group setting, rather than one-on-one.

http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581/Phonological_Book_Revised.pdf


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