Rules for Discussion 2 - RTI and EBP Each student is to make a minimum of 2 substantive posts and 2 ...
Rules for Discussion 2 - RTI and EBP Each student is to make a minimum of 2 substantive posts and 2 replies. I may not be able to respond to each and every post, but I will group my responses to make sure to address the topics presented. Discussions cannot be made up or substituted with another assignment. To give your classmates the opportunity to respond to your post, please do not wait until the last hour to post it. This assignment will use the Assignment Rubric displayed earlier in the course. Your original posts and responses are to be reflective of the current literature, clearly state your position and be brief but thorough. Your responses should also be respectful of the person whose post you are responding to. In this discussion, you will present two effective RTI and/or EBP strategies. You can do 2 of EBP or RTI or 2 of either one of the topics. Your discussion should reflect best practices as found in the literature and not a personal preference. Your posts do not have to be long but complete enough that others can understand the intervention or strategy and how it is used. Cite the literature you reviewed supporting your position. reply to this student Response to Intervention (RTI) is a framework designed to help teachers recognize student progress. It consists of two main categories: screening and prevention, RTI aimed at identifying students at risk of poor learning outcomes. The first step in this process is screening, which is a systematic approach to identify students who may be at risk of poor academic performance in various areas, such as academic and behavioral. One strategy is to utilize the Academic Screening Tools, this screening tool is an evidence-based tools, for identifying students at risk of poor academic performance, particularly those needing intensive intervention (NCII, n.d.). This Screening chart provide the school with abundant of information such as classification accuracy, reliability, and validity, and provides insights into sample representativeness, bias analysis, and usability features. The second component of the RTI framework is prevention, which utilizes a multi-tiered system of interventions: primary, secondary, and tertiary prevention. At each level, student progress is closely monitored and assessed.A crucial aspect of preventing poor learning outcomes is progress monitoring. Progress monitoring tools assess students’ performance over time, tracking their rates of improvement and responsiveness to instruction while evaluating the effectiveness of teaching methods (NCII, 2021). Set measurable goals, goals that can be observed and data can be collected from them systematically. These goals must be based on student’s academic development and be useful for instructional planning. Schools can use this data to decide whether to intensify interventions, such as extending instructional time or adjusting learning preferences. reply to this student In Response to Intervention (RTI), educators utilize a three-tiered model as early intervention for students who show signs of struggling in the curriculum before receiving transfers for assessment in the qualification of these students for special education services. To briefly provide an overview, the RTI three-tiered model consists of tier one, general education classroom curriculum, tier two, supplemental instruction, and tier three, intensive instruction (Hoover & Love, 2011). Within tier two, supplemental instruction, one strategy for implementing this additional instruction includes the problem-solving approach. The problem-solving approach includes a group of professionals related to the student who develop educational decisions based on the performance of the student. The problem-solving model incorporates a systematic approach that identifies interventions for the student that are evidence-based, periodically collects data to assess the status of the intervention and assesses the strengths and weaknesses of the student (Canter, 2004). The problem-solving approach shows potential to improve the performances of students that reside in the second tier (Canter, 2004). However, more research is needed to adequately review the effectiveness of the problem-solving approach (Carney & Steifel, 2008). When looking at evidence-based practices (EBP), there exists a multitude of strategies within EBP that have been shown to be effective for providing positive outcomes for students through research. One such example of a strategy of EBP is task analysis. In task analysis, big tasks, like brushing teeth, are broken down into smaller steps that make it easier for the student to complete (Snodgrass et al., 2017). This helps teach the student how to complete the skill in its entirety by breaking down the steps to complete it. This becomes especially useful when providing students additional support in learning how to complete bigger skills like washing hands, zipping up a jacket, or folding laundry (Snodgrass et al., 2017). With utilizing task analyses, professionals can see what steps a student needs to work on to complete the task independently (Snodgrass et al., 2017). Therefore, task analyses play an important role in helping students become independent. Both task analyses and the problem solving approach attempt to improve student progress and performance under the principles of RTI and EBP.
