The employment of layered instructional methods is at the core of all Response-to-Intervention (RTI) models. For example, Tier 1 students are in the general educational setting. However, a student may transfer to Tier 2 if they have trouble. Tier 2 assistance will be given to children who may not be progressing in Tier 1. This often entails three to four times a week of small group instruction. Lastly, children are placed in Tier 3 assistance when needed, and Tiers 1 and 2 do not appear to be able to help. However, some different interventions and assessments allow educators to track progress.
To identify each child’s problem spots and establish a foundation, data gathered from universal screening methods is employed. According to the K-5 certified special education teacher, to monitor progress toward the target, the instructor will assess the child’s reading abilities either weekly or every two weeks. They later stated that a graph is a convenient tool that is used to measure development and demonstrate how much improvement the student has made over time. However, RTI can help both children with and without impairments. The goal of RTI is to restrict or avoid underachievement for children who are struggling in school by offering scientific research-based interventions to help them achieve school-level proficiency (Alahmari, 2019). School administrators and educators must successfully communicate with children, each other, and families to implement RTI. Educators must establish and contact a variety of important stakeholders as early as possible and be accommodating, giving advice.
As for informal evaluations, they can aid instructors in making more rational choices. For instance, observing a student read slightly challenging literature might provide insightful information that can be readily incorporated into teaching. The K-5 certified special education teacher used several approaches, such as asking children to read challenging texts and asking them to provide a summary of a recent reading. This task will show the student’s level of reading comprehension. In this sense, I can use these approaches in my future professional practice since it will allow me to assess the overall capabilities of the class. I will carry out the assessment every week for two weeks. In the end, I will learn details about students and their progress. Hence, informal evaluations will lead to minimizing stress for children and help track the development of students’ skills.
Reference
Alahmari, A. (2019). A review and synthesis of the Response to Intervention (RtI) literature: Teachers’ Implementations and Perceptions. International Journal of Special Education, 33(4), 894-909.