Explain why and how RtI is used in the identification of specific learning disabilities (SLD)

1. Define RtI and its purpose. Compare the tiered interventions at the universal, secondary, and tertiary levels. 2.What are the essential components of the RtI system? Why are they essential? Explain. 3.What are the different types of data collected for effective implementation? Discuss each one briefly. 4.What is the role of the school counselor in RtI? Explain how a multitiered system of support relates to the ASCA model? 5. Explain why and how RtI is used in the identification of specific learning disabilities (SLD). 6. Describe the role RtI plays in supporting English Language Learners (ELLs) and culturally and diverse populations. RtI Scenario Imagine that your school is completing the second marking period and Jared, an 11-year-old middle school students, has math grades that have been on a steady decline since the middle of first marking period. He earned mainly Cs on his Marking Period (MP) 1 report card. However, Jared currently is failing math. Despite the teacher’s positive classroom efforts, including offering extra help, Jared continues to refuse to participate during classroom lessons. During a universal screening, Jared was identified as at risk of failing and was referred to the RtI team. The RtI team began monitoring Jared’s progress. Jared scored basic in math on the Pennsylvania System of School Assessment (PSSAs), and his Measures of Academic Progress (MAP) scores show a decline since the first marking period. Jared has joined small-group counseling with six other middle schoolers to improve his study skills. The school counselor reports that Jared participates in the group but that the outcome data show that he is not making progress within the classroom. What tiered intervention would be appropriate for Jared with the given information? What interventions are appropriate to support Jared in this tier? How could peer mentoring and peer tutoring be applied as an effective intervention? In which tier is this intervention appropriate? Support your answers with examples. Now imagine that the RtI team has reconvened and reports the data collected from the progress-monitoring tool. Over the last four weeks, Jared demonstrated low performance and a declining growth rate during progress monitoring. Additionally, his math teacher reports that Jared continues to show little to no response to positive reinforcement during math class. You have been meeting with Jared for three consecutive weeks and have noted that Jared admits to hating math and is resistant to asking for help. What should the RtI team’s next move be? Follow the multitier model, and provide examples in your response. Discuss the interventions appropriate at this tiered level of support. Discuss the time associated with each step and how a student moves between tiers. Sources: “School Counselor’s Roles in Multi-Tier Models of Support: Ideas and Implementation Strategies” [59:49] ASCA Webinar presented by Jennifer Betters-Bubon. Note. This video is also available on YouTube at https://youtu.be/t88GdvDcLZI. 1. “English Language Learners within a Response to Instruction and Intervention Model” [15:00] at https://www.youtube.com/watch?v=pJCBW1V8ufs 2. “Mastering RtI: Response to Intervention – A Step-by-Step Approach” [4:33] at https://youtu.be/EtGHJncXDy4 Reading Read each of the following: American School Counselor Association. (2014). The professional school counselor and multitiered systems of support. Retrieved April 29, 2015 from https://schoolcounselor.org/asca/media/asca/PositionStatements/PS_MultitieredSupportSystem.pdf.American School Counselor Association. (2008). The professional school counselor and peer helping. Retrieved April 29, 2015 from https://schoolcounselor.org/asca/media/asca/PositionStatements/PS_PeerHelping.pdf.RTI Action Network. (n.d.). What is RTI? Retrieved April 29, 2015 from https://www.rtinetwork.org/learn/what/whatisrti. Batsche, G. (n.d.). Building support. RTI Action Network. Retrieved April 29, 2015 from https://www.rtinetwork.org/getstarted/buildsupport/buildingsupport.Batsche, G. (n.d.). Developing a plan. RTI Action Network. Retrieved April 29, 2015 from https://www.rtinetwork.org/getstarted/develop/developingplan. RTI Action Network. (n.d.). RTI-Based SLD identification toolkit: Online guide to RTI-based identification. Retrieved April 29, 2015 from https://www.rtinetwork.org/getstarted/sld-identification-toolkit.Pennsylvania Department of Education’s Pennsylvania. (2011). RtI & English Language Learners (ELLs). Multi-Tiered Systems of Support (MTSS-RtII). Retrieved April 29, 2015 from https://www.pattan.net/category/Educational%20Initiatives/Multi-Tiered%20Systems%20of%20Support%20%28MTSS-RtII%29/page/partii_and_english_language_learners_ells.html. **** Sources MUST be sited using APA format

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