3 Tiered Model

Response to Intervention (RTI): A Guide for Family Members and Staff Developed for use in k-5 schools Purpose: This guide will outline the “what”, “where”, “who”, “why”, and “how”s of RTI. What is Response to Intervention (RTI)? Response to Intervention (RTI) is an educational model, designed for use in both general education and special education,to advance educational outcomes for all students and aids struggling students by focusing on how students respond to individualized intervention.

The goals center around meeting developmental milestones associated with the age group. We want all children to meet these goals and even surpass them. To facilitate this we will be working individually, in small groups, and in large groups. Our curriculum will follow themes for each month that associate with each goal given. The goals will be assessed every 3 months to ensure the children’s progress as well as make changes in curriculum where they are needed.

Also, children with multiple disabilities for assistive technology can help children to better their daily activities by acquiring different assistive devices for learning. According to Lorenzo Desideri (2013), suggest that assistive technology practices can help determine new improvement on assistive devices. Desideri (2013) stated that “Corte Roncanti thus seeks to integrate traditional clinical rehabilitation approaches with assistive technology interventions aimed at increasing the independence, autonomy and well-being of people with disabilities” (161). Children with disabilities will be able to increase their independence by learning how to do things for themselves. As a result, this would help disabled children to build up independence by allowing them to do things for themselves.

The Head Start Program started out as an 8 week program for children from ages 3-5 and became a full year program. Head Start provide structured curriculum learning blocks to promote cognitive development and preparing the children for school readiness. The goal of the program is to enhance parent involvement with their children’s progress in school which they can eventually carry on into the adulthood. Serving more than 31 million participants 1965, the Federal Government does heaving funding’s towards the program.

BK Standard 4 is, which states, teacher candidates use authentic, ongoing assessment of children’s abilities to plan, implement, and evaluate programs that build upon each child’s unique strengths.1 This standard prove to be vital with my experiences in field placements. When young children are in need of early interventions, it 's imperative that teacher and the administration are in tune with the cultural and linguistic differences within the school environment. Another continues encounter that teachers face to be effective with early childhood special needs children are able facilitate progress and enrich skills that motivate preschoolers in an unsurpassed learning experiences. In addition to, provide the opportunities in learning centers settings and

• What are the strengths of this assessment tool? This assessment allows for a more individualized approach to planning for specific children, while providing support to all. Using observation and anecdotal assessments provides multiple opportunities to view children learning and provides a more realistic view of their learning than an assessment, which only allows for right or wrong answers. •

The DRA is conducted one onone to students by teachers and/or reading specialists. Students read a selection and then retellwhat they have read to the examiner. As the levels escalate, so does the complication level foreach selection. The DRA is conducted to all students in 1st through 3rd grade during testing inSeptember and May. The test shows where the student is at the beginning of the school year, andyou are able to see how much they have improved by the end of the school

Over the years there has been a rise in the number of children diagnosed with autism. As a result, there is a strong need for young children to start receiving an early intensive behavioral intervention (EIBI) . Applied Behavioral Analysis (ABA) has been proven to help teach children with autism successfully with social skills. Furthermore, (EIBI) uses the principles of behavior analysis (ABA) to increase behavior in the areas of imitation, receptive and expressive language, gross and fine motor skills, tantrums, aggression, and vocal and motor stereotypic behavior( MacDonald,2014).

STANDARD 4: ASSESSMENT OF THE CHILD PROGRESS Artifact; Compering Early Childhood Assessment from Child Development 201 I chose this artifact because it is about the appropriate Early Childhood assessments while these have a variety of programs to choice depending on the needs of the child to help him to the next level I learned that there are many resources for the teacher to help children out so they can have a happy childhood; These all examples bellow guidance a center to set up the whole program of early childhood environment so it will be helpful for the provider education to have cozy a safety place for young children.

This method is called Response to Intervention, or RtI, which is a three-tiered intervention with universal supports at tier one, and more targeted supports at tiers two and three (Franklin et al., 2012). Some school-based interventions employ universal supports in tier one, while others use tier two and tier three supports to provide more targeted intervention and prevention services to children who are identified as at-risk. A study by Cheny, Flower, and Templeton (2008) revealed that RtI is an effective method for identifying students at-risk for emotional and behavioral disorders and at preventing these disorders. RtI methods help school officials to identify students who are at-risk for developing disorders early and providing these students with resources to prevent them from

Supervisors are expected to help their staff develop plans that will offer the best education for students. In fact, the goal is for supervisors to gradually encourage teachers to become more involved in the decision-making process. In these cases, it is evident all four teachers need some level of direction from their educational leaders to help them find resolutions for their respective problems. In case one, teacher Gerald Watson’s developmental level was very low. He needs the most preparation time and his skill level causes the highest level of concern.

The situation presented in Case 12: Independent Thinker (2014) focuses on a teacher names Alison, who felt she could be come a change agent within her school district, so she applied and was approved for an instructional coaching position. She felt she knew a lot about, and saw the value in the “Promises Bound” reading program, and saw that other teachers in her district not implementing the program into their individual classrooms. She had already been training colleagues in this program, so she knew she could help others learn to implement this beneficial instructional support. This knowledge and experience helped her assume the instructional coaching role in her school. After working with Jane, a teacher in her district, Alison had some struggle in getting a total “buy in” to “Promises Bound.”

Literature Review This section will examine the history of Positive Behavior Intervention Supports (PBIS). Then explain how PBIS is an important addition to the Individuals with Disabilities Education Act (IDEA). Followed by an in-depth look at what the three tiers of PBIS are and the purpose they serve. Finally the vital role of the school counselor is explored to see whether the counselor would be a good candidate to implement the School Wide Positive Behavior Intervention Supports (SW-PBIS) framework.