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Homework answers / question archive / SPED 531 Respond to 4 questions in 100 words with in-text citation and reference

SPED 531 Respond to 4 questions in 100 words with in-text citation and reference

Sociology

SPED 531 Respond to 4 questions in 100 words with in-text citation and reference.

  1. Response to Christel

Data driven instruction is used to gather all information from assessments, tests, observation whether formal or informal, observations, any way to have all the data needed to analyze what the student’s weakness and strengths are. Without this data it is hard to come to conclusions on what is needed to help the student. With this instruction we as teachers understand what is needed to help the lesson for the student to understand, helps decide where modifications need to be to either strength what they are grasping at or what might need to be dialed down a bit because the student has an understanding.

 

Both with tier 1 and tier 2 the lessons are differentiated to meet their needs. One main difference between he two is that tier 2 is that the instruction is more intensive that tier 1. Withing both tiers ongoing monitoring is needed to ensure progress. Most times even the simplest assessment can be from observation or through the tests through the unit.

 

  1. Response to Angelica

How important are data-driven decisions within your planning and instruction? Provide specific examples that relate to RTI Tier 1 and RTI Tier 2 interventions and assessments.

 

The data-driven decisions is important in planning and instruction. This will tell you basically how you will need to teach certain students in the class to provide them with the education they deserve. This will allow you to be able to create different small groups when needed to teach a lesson. Data will also help you to put students in groups that are a mixture of both tier 1 and 2 students together for their intervention times. The assessments can be based off of how you are instructed to give them according to your school. Some assessments may be given in whole group setting while others may be given in small group settings or other ways that are needed. The assessments provide the data that is needed to identify what the students might have challenges in and give insight to the teachers on how to try and provide intervention. Without the data then you could be targeting the wrong students and in the wrong way. The RTI system is used to provide different levels of intervention to students before they go to the special education process. So it is important to work through all of the tiers with monitering to ensure that all is being done to give the students the best opportunity possible.

 

Pierce, Jennifer Phd., Jackson, Dia EdD. 2017 August. Ten Steps to make RTI Work in Your School. Retrieved from https://rti4success.org/sites/default/files/10-RTI.pdf

 

  1. Response to Michelle

After doing some research, I found an article explaining the strategies that Drexel Hill Middle School, in Pennsylvania use, and their success in implementing Response to Intervention since September 2008 (“Effective Teaming”, 2009). First, the school’s RTI team is flexible, and their goal is to build capacity. Their collaborative instructional strategies include the following: use teacher and student feedback, teachers mentoring other teachers, teachers teach with fidelity to research-based programs, and data is frequently monitored to see if the program is successful or not. This school has a daily 45-minute time period for meetings. During this time, intervention teams discuss student progress and use of interventions. This time is also set aside for intervention training, and how to correctly interpret and record data. Based on the student’s tier level, the school collects progress monitoring data weekly, bi-weekly, and quarterly. To ensure the student is in the right program, teachers analyze the data.

 

The barriers to implementation that we might have to overcome, include the following: scheduling times for assessments, interventions and teaming time, priorities not structured, funding, the attitudes of teachers/staff members and lack of knowledge of RTI, and state, district, and school policies (“Implementing Response”, n.d.). The biggest mistake is to ignore the barriers and avoid looking for ways to resolve them.

 

References

 

Effective Teaming and Collaboration within RTI. (2009, June 4). Retrieved June 19, 2020, from http://www.rtinetwork.org/professional/rti-talks/transcript/talk/17

 

Implementing Response to Intervention (RTI). (n.d.). Retrieved June 19, 2020, from https://rti4success.org/resource/implementing-response-intervention-rti

 

  1. Response to Veronica

 

Here are a few strategies to set the stage for successful, high-quality teacher collaboration: 1 Develop and Agree Upon a Shared Vision and Mutual Goals. The level of ownership teachers feel about the process determines how much time and energy they really put into collaborating. 2 For example, if your team identifies that it is committed to building relationships with students and student learning, set goals related to that vision, discuss how to reach the goals. 3 Foster a Sense of Community, Collaboration is all about building relationships. The most common challenge of effective collaboration is a lack of time to focus on working together. The most important piece of collaboration is the ability to communicate and communicate well. Have trust in your team and be willing to share your thoughts often. Try to use only one voice at a time. Actively listen as colleagues share their ideas. Come up with a system that works for your team when it is time to make a consensus. One strategy we use is the “Fist to Five” strategy. Team members show a five all the way to a fist to show how strongly they feel on the given topic.

 

https://www.scholastic.com/teachers/blog-posts/kriscia-cabral/strategies-effective-collaboration/c

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