In this week we researched and reported our findings related to the problem solving process in a school and how that process is applied to understanding challenging student behavior. A problem solving process, such as Response to Instruction and Intervention (RtI2), should be in place at every school site as a means of determining a student’s lack of “response to instruction”. This can be students not mastering the skills, students having difficulty applying the knowledge they are taught, and/or some emotional or motivational circumstances impeding the learning process.
The main goal of the RtI2 team should be to “maximize the academic and social, emotional, and behavioral learning, progress, and proficiencies of all students” (Knoff, 2011, p.4). There is a process that must be followed within the classroom to determine if there is a need to progress from Tier 1 to Tier 2 and 3 interventions. Tier 1 within the classroom includes the classroom teacher providing differentiated instruction, working with colleagues/parents to collect student history, and based on previous findings, the teacher implements accommodations.
References
Knoff, H. (2011). Integrating the school prevention, review, and intervention team (SPRINT) and response-to-instruction/intervention (RtI2) process: A model implementation guidebook for schools and districts. Little Rock, AR: Project ACHIEVE Incorporated.
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