RTI requires progress monitoring to occur on a consistent basis to gauge
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SPD 320 Topic 3 Analyzing Student Data The RTI Model GCU
RTI requires progress monitoring to occur on a consistent basis to gauge the relevance and success of universal, targeted, and intensive individualized interventions being implemented. Data analysis allows teachers to make relevant decisions about individual students and advocate for new or continued placement on the RTI continuum.
Review the “Analyzing Student Data: RTI Model Student Progress Monitoring Scenario” to inform the assignment.
In a 500-750 word analysis, complete the following:
•Summary of overall student progress.
•Interpret the data to determine whether Janet is responding adequately to Tier 2 instruction.
•Why you think the support team members disagree about what tier of instruction would best meet Janet’s needs. Rationalize your answer.
•Tier of instruction you would recommend for Janet: Tier 1 instruction only, another round of Tier 2 instruction, or intensive Tier 3 instruction? Explain your answer.
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SPD 320 Topic 3 Analyzing Student Data The RTI Model GCU
RTI requires progress monitoring to occur on a consistent basis to gauge the relevance and success of universal, targeted, and intensive individualized interventions being implemented. Data analysis allows teachers to make relevant decisions about individual students and advocate for new or continued placement on the RTI continuum.
Review the “Analyzing Student Data: RTI Model Student Progress Monitoring Scenario” to inform the assignment.
In a 500-750 word analysis, complete the following:
•Summary of overall student progress.
•Interpret the data to determine whether Janet is responding adequately to Tier 2 instruction.
•Why you think the support team members disagree about what tier of instruction would best meet Janet’s needs. Rationalize your answer.
•Tier of instruction you would recommend for Janet: Tier 1 instruction only, another round of Tier 2 instruction, or intensive Tier 3 instruction? Explain your answer.
Tags: SPD 320, SPD 320 Topic 3, SPD 320 Topic 3 Analyzing Student Data The RTI Model GCU
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Request this information from your mentor teacher prior to
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SPD 320 Topic 3 Clinical Field Experience A GCU
SPD 320 Topic 3 Clinical Field Experience A: Understanding Pre-Referral Assessments – The Classroom Teacher and RTI
RTI student progress data for Clinical Field Experience B is required to complete the assignment in Topic 6. Request this information from your mentor teacher prior to Clinical Field Experience B.
Response to Intervention (RTI) is a systematic pre-referral assessment process used by teachers and other school-based staff to ensure universal, targeted, and intensive individualized interventions are implemented prior to initiating the formal special education referral process. Teachers should understand the main characteristics and benefits of each tier in the RTI model. Teachers should also have knowledge and skills in recording and interpreting RTI assessment data to make data-based decisions when planning instruction and individual student interventions.
Allocate at least 5 hours in the field to support the field experience.
Observe and collaborate with a certified K-5 classroom teacher about pre-referral assessments and his or her role in the RTI process.
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SPD 320 Topic 3 Clinical Field Experience A GCU
SPD 320 Topic 3 Clinical Field Experience A: Understanding Pre-Referral Assessments – The Classroom Teacher and RTI
RTI student progress data for Clinical Field Experience B is required to complete the assignment in Topic 6. Request this information from your mentor teacher prior to Clinical Field Experience B.
Response to Intervention (RTI) is a systematic pre-referral assessment process used by teachers and other school-based staff to ensure universal, targeted, and intensive individualized interventions are implemented prior to initiating the formal special education referral process. Teachers should understand the main characteristics and benefits of each tier in the RTI model. Teachers should also have knowledge and skills in recording and interpreting RTI assessment data to make data-based decisions when planning instruction and individual student interventions.
Allocate at least 5 hours in the field to support the field experience.
Observe and collaborate with a certified K-5 classroom teacher about pre-referral assessments and his or her role in the RTI process.
Tags: SPD 320, SPD 320 Topic 3, SPD 320 Topic 3 Clinical Field Experience A GCU
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Alexander is a second grade student. His teacher, having administered a universal
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SPD 320 Topic 3 Discussions GCU
SPD 320 Topic 3 DQ 1
Alexander is a second grade student. His teacher, having administered a universal screening measure, has identified Alexander as a struggling reader. Explain the first step in the RTI approach to consider when trying to help Alexander. What data collection, intervention, and progress monitoring steps would you recommend be taken and why?
SPD 320 Topic 3 DQ 2
Compare and contrast Response to Intervention (RTI) to Multi-Tier Systems of Supports (MTSS). Does one model benefit struggling students in a schoolwide programming more than the other? Why?
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SPD 320 Topic 3 Discussions GCU
SPD 320 Topic 3 DQ 1
Alexander is a second grade student. His teacher, having administered a universal screening measure, has identified Alexander as a struggling reader. Explain the first step in the RTI approach to consider when trying to help Alexander. What data collection, intervention, and progress monitoring steps would you recommend be taken and why?
SPD 320 Topic 3 DQ 2
Compare and contrast Response to Intervention (RTI) to Multi-Tier Systems of Supports (MTSS). Does one model benefit struggling students in a schoolwide programming more than the other? Why?
Tags: SPD 320, SPD 320 Topic 3, SPD 320 Topic 3 Discussions GCU
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Kartensatzinfo:
Autor: CoboCards-User
Oberthema: Education
Thema: Education
Schule / Uni: devry university
Ort: UK
Veröffentlicht: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
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