The relationship between children's locus of control orientation and response to blank trials in two verbal feedback combinations: Dissertation Abstracts International.
Fancy sounding words that basically mean that RtI lets schools look at kids' needs and use their resources most efficiently to provide effective instruction for all of them.
Response from : The size of the Tier 3 tutoring group as well as the frequency and duration of sessions should represent greater intensity than Tier 2.
Our district is adamant about having one curriculum for all students.
Response from : Having one curriculum for all students is imperative. In reference to your question, I believe your trainers are suggesting a second "core" for Tier 3 students because the students are probably not showing any measurable progress. Let’s break it down concerning a Tier 3 student:
Still, after all of the supports described above, the student is not responding or showing growth. This is the student to which your trainer is referring. After providing all of the supports listed above for a student and there is still no impact on learning based on data, then a much more intensive instructional program is needed. While being exposed to the 90 minute core is optimal for all students, the 90 minutes spent there may not be providing any educational benefit for the student because the student’s learning needs are so great. In essence, your trainer is suggesting that if a student has needs that are so great they get no benefit from the core curriculum, then an alternative curriculum is needed. Also, most students at Tier 3 will show progress. Your trainer is most likely referring to a very small percentage of students in your schools.
The level of this instruction would depend on their level of instructional need. In some cases, students may have previously had Tier 2 instruction during which the student was not found to have a sufficient response. Those students would then receive more intensive instruction, with more intensive monitoring of their instruction and this is considered Tier 3 instruction. In some RTI models, students might be identified during the fall benchmark period as in need of Tier 3 level instruction immediately, in which case they would receive intensive levels of instruction and not go through Tier 2 first. In either case, let me reiterate that they would be receiving Tier 1 instruction as well. Tier 2 and 3 instruction is ALWAYS supplemental instruction to core instruction (Tier 1).
In this way, teachers 'break up' the lesson into manageable chunks, and the natural transitions that occur between activities within a lesson offer the opportunity to reengage learners and focus their attention back to the learning objectives.
Finally, a key part of the word activities is 'active' - children should have lots of opportunities during a lesson to be active! A 30-minute lesson where the student has to sit and listen to a teacher talk with limited opportunities to actively engage in learning would be a lifetime for the kindergartner, or for the grown-up responding to this question (smile)!
Here are a few examples of how a teacher might include active learning that addresses the three learning styles in a developmentally appropriate 30-minute vocabulary intervention lesson:
In summary, children who need additional, targeted support to master skills or concepts likely do need multiple exposures to the content each week (frequency).
Information selection and use in hypothesis testing: What is a good question, and what is a good answer? : Memory & Cognition Vol 20(4) Jul 1992, 392-405.
What do you think?
Response from : It sounds like your school is working hard to implement a universal screening process that will identify kindergarteners who may require intervention in order to become successful readers, and that is great!
From response-set to prediction hypotheses: Rule acquisition among preschoolers and second graders: Journal of Experimental Child Psychology Vol 36(1) Aug 1983, 18-31.
While we can argue from an efficiency standpoint and continuity of data across decisions, I'd like to know if any of you have published writing on this issue that we can offer to our committee.
Response from : There is definitely merit in using some of the same instruments for screening and progress monitoring.
especially when there are so many meaningful experiences or practices that will accomplish the same goals. We are going to be required to plan lessons together as a grade level next year. I do not want to be required to use these practice pages as an instructional tool in my classroom.
If there is careful selection of the choice to remove (e.g., the least likely response), the student’s knowledge still is being checked (although the likelihood of a guess being correct is greater).
Potential threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K-12, and students with limited English proficiency; uncertainty regarding how to determine when a non-response to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity.
Strong clinical skills seem important.
Placement in Tier 3 would include students who have not been responsive to secondary level interventions or whose needs are so obviously apparent and high that those students would go directly to tertiary services.
One might think of the instruction as a dynamic assessment situation in which students' responses inform the instructor on how well the instruction is working.