Response to Intervention (RTI) refers to the procedure employed by teachers in assisting children with the inability to learn in the required speed. According to Gillis (2017), this process is dependent on data-based decision making. The procedure recommends such children with the above mentioned disability to be handed intervention on instructions in class as a way of leading them through the learning process. This process lays down a broad learning process for the learners and ensures teachers get to identify student weaknesses. Additionally, the teachers would incorporate tier systems that help them analyze data and accurately understand the needs of the students to match it to what to offer them accurately.
Hannah’s Slope
The slope is given by the change in y divided by the change in x where x is represented by the number of weeks of instruction while y is represented by Hannah's score on the probe. And it appears as follows.
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y=(55-50)/ (7-1)
=5/6
= 0.833
Hannah's response to the tier 1 instruction is not satisfactory. From the graph of a number of words read correctly against the weeks of instruction, the student is seen to start on an average note with a score of 50 and subsequently 52 in both the second and the third week. Nevertheless, Hannah fails to maintain an improvement and scores a lower mark in weeks 4 and five, an indication of failure to improve before moving up again in weeks 6 and 7. This graph indicates a lack of consistency in the student’s learning process and thus a negative response to the learning process.
Recommendation
Due to the fact that Hannah does not progress well in tier 1, she is supposed to be handed tier 2, which occurs in the form of more specific assistance added on the normal classroom work. This will be done between 2 to 3 times a week and not daily. This particular guide shall offer the student improvement and make her understand better what she failed to understand in normal classroom time. Further to that, Hannah will get the opportunity to seek help with more confidence than she would otherwise have in average classroom time. The teacher will apply the more straightforward method in teaching the student different from the one used in tier one. This is due to the simple reasons that the tier 1 method failed and using it again may not produce different results. Additionally, tier two may involve extra tasks handed to the student at home to boost the student's confidence in the standard classroom. Further monitoring and evaluation shall also be done to find out whether the new methods in tier 1 shall have made any difference on the student in terms of learning and whether she shall be able to read more words correctly and consistently than she could do at the end of tier one.
Additionally, tier 3 interventions would also be ideal for Hannah due to her interests in the drawing which keeps her distracted all the time. This stage of intervention would be necessary for helping the student overcome her distractions and get to learn to read the words correctly(Catts, Nielson & Bontempo, 2015). Here, the teacher will make personal conversations to the student and address precisely the issue of drawing which has been proven to be the cause of distraction and which is thus preventing the student from making absolute improvements in reading. The student will need to check through already covered lessons to ensure the student is taken through what she might not have captured during tier 1. The teacher shall also help the student set goals of the number of words to be able to pronounce correctly at the end of the lesson and use the same in evaluating the student.
References
Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of learning disabilities , 48 (3), 281-297.
Gillis, M. B. (2017). How RTI supports the early identification of students with different reading profiles. Perspectives on Language and Literacy , 43 (3), 41-45.
