Define "Response to Intervention" (RTI) and briefly describe how it should be implemented
What will be an ideal response?
Response to Intervention (RTI) is a reform that identifies children at-risk and uses differentiated instruction to meet their needs. RTI uses a multi-tiered process that has from two to four tiers and progress data is maintained for each child at each tier. Generally, in the first tier all students are provided high quality differentiated instruction. Subsequent tiers identify children that are not making satisfactory progress at the lower level and increasingly intensive instruction is provided for them. The highest level usually provides targeted individualized instruction. Only when children are not making adequate progress at the highest tier are they referred for special education assessment.
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Which authority recommends asking the question, "What can I do to make my students happy?"
A. Seganti B. Forni C. Glasser D. Kagan
What educational reformer was dismayed that teachers were not teaching through experimentation and said that schools "separate knowledge from the very activities that would give the knowledge meaning"?
a. John Dewey b. Jean Piaget c. Susan Blow d. Joseph Lancaster
Alvaro's parents ask about his homework every night after school, and Alvaro comments to his friends, "My parents won't let me get away with anything. If I didn't study hard and do my homework, they would be all over me. ‘You won't make it in college if you aren't willing to work,' they keep saying. They're good though. My mom helps me with my math if I get stuck, and they always come to my
soccer games and band concerts." Assuming that Alvaro fits patterns identified by research, describe the personal characteristics that he is likely to acquire. Explain why he is likely to acquire these characteristics. What will be an ideal response?
Ten to twenty percent of all students are expected to receive more intensive general education classroom instruction in the RtI model
Indicate whether the statement is true or false