APA paper for EDUU 512

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University of California, Davis **We aren't endorsed by this school
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EDU 222
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Sociology
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Oct 10, 2023
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5
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Response to Intervention Process Case Study Meena Sibal Dizon University of Massachusetts Global EDUU 512 Professor Debbie Azevedo November 22, 2021 1
Response to Intervention Process Case Study In this analysis of a case study, we will discuss the insight into the Response to Intervention (RtI) program in a high school mathematics classroom. This paper discusses the role of data collection, collaboration among teachers. In addition, an analysis of differentiated instruction as the method of intervention in RtI. Case Summary The plan for a Response to Intervention (RtI) program was recently implemented into a school district using a School Intervention Team to collect and assess interventions on a bi- monthly basis. Mr. Lopez, a mathematics teacher in high school, worked with the team to aid students, including the named Manny Faces, who scored poorly on a grade-level benchmark assessment. At first, Mr. Lopez was helping the students from collaborating with another math teacher Ms. Williams to diversify his teaching materials with 3-D visual demonstrations. Although the number of students who passed increased after the intervention, Manny and another student were still struggling. Mr. Lopez brought tried to tutor the students but eventually this situation to the improvement team. They came up with a solution and advised another teacher, Mrs. Euclid, to tutor the students during lunch hours. With her help, Manny and the other student were able to pass the assessment and continue to receive tutoring. Case Analysis and Reflection RtI is a process that takes collaboration and reflective practice between teachers. There are three levels of support, Universal, Targeted, and Intensive. Teachers must recognize when to transition through each tier through reflection of the material. In this case study, Mr. Lopez and the intervention team were moving through all three of the RtI tiered approaches to student support. At the first tier, Universal Level, Mr. Lopez decided to change his methods from pen 2
and pencil activities to a visual demonstration to target a generalized classroom after their previous assessment scored poorly. In the case of Manny Faces, his support interventions went through Individual and Intensive tiers. For him to pass, a new instructor was introduced, including different skills and teaching methods for one-on-one instruction that Mr. Lopez likely could not provide. The roles of collaboration between teachers and the intervention team were pivotal to Manny's improvement on the benchmark assessment. The intervention plan succeeded because Mr. Lopez collaborated with other teachers and the School Improvement team. Mr. Lopez first sought out help from Ms. Williams after noticing the poor performance in his class. Through collaboration did it benefitted most of his class. Using a visual presentation to demonstrate concepts allowed most students to comprehend the concept. Each step of the intervention demonstrated flexibility to new teaching methods and instructors' ideas. Collaboration skills are not only about communicating and problem-solving together but allowing them utilizing their own strengths to make the difference up. In addition to collaboration and assessing the problem, how the RtI is implemented is important. RtI relates to differentiation of instruction because it is the method which intervention occurs. Differentiating instruction is a method to meet the needs of all learners by providing multiple ways to learn and express concepts (Burden & Byrd, 2019). In Manny's case, instruction started as lectures and visual demonstrations to a personal, engaging approach. Not all approaches will be effective for every student, therefore it is important to have a variety of processes and accessibility to material. Having a new teacher, Mrs. Eunich, to tutor at an intensive level contributed. Conclusion 3
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