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A. Describe RTI and its use in the classroom. RTI is a multi - step/tier approach to identifying
students with learning disabilities. It's a steady plan leading to increased intervention if students
continue to display inhibiting behaviors.
1. What can the general education teacher do to help the student who is struggling
academically or behaviorally (before using RTI techniques)? General education
teachers should always be observing their students abilities, weaknesses and concerns.
They should use differentiated instruction catering to the different learning styles of their
students to make sure they are reaching as many of their students as they can. If a student
is struggling academically a teacher can offer after school help or stay longer on a given
topic to help the class collectively during class time. If there is more than one student
who exhibit behavioral difficulties a teacher can reevaluate her own class management
strategies. He or she could maybe implement a sticker chart or mason jar to try to get
everyone on the same page as to the correct way to behave and what the expectations are.
2. What types of interventions can be used to address the student's problems (in RTI)?
There are three tiers of intervention. Tier one starts off with basic effective classroom
instructional practices such as giving pre-lesson tests and post-lesson tests to observe how
much material was learned. It also includes setting clear guidelines as to what it expected
academically and behaviorally to the students, teachers, and aids are on the same page.
The second tier transitions to slightly more intensive intervention. This could involve
breaking up students into groups based on reading or math proficiency level. This is so
specific students are getting help they need in specific areas, possibly solving a problem.
Also a smaller group may come with less distraction and a closer bond with the teacher
who travels from group to group monitoring, resulting in better behavior overall. The
third tier of intervention is where special education and talks of outside help play in. This
tier serves a very small percentage of the students in a general education classroom. They
are given more focus for longer periods of time. Possibly taken out of the classroom or
put in a more specific group. In this tier outside help might be sought to get the students
assistive technology, resources and intervention techniques they need.

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B. Select 2 web sites that will enable teachers to use software that will benefit students
using the RTI methodology. You may only use one of these sites for your two sites.
www.marblesoft.com www.intellitools.com
www.researchpress.com http://nwea.og/assessments/maps.asp
1. URL/web site www.marblesoft.com
2. Evaluate the benefits of using that particular site This site offers numerous
downloadable software games for students geared towards cause and effect, early
learning, autism, logic skills and specific games for adults. Within most of the software
games there is a settings menu which makes the game more accessible. Instead of using a
trackpad keyboard arrows can be used or single/double switches can be connected. The
games all have over animated pictures, sound, and words. Using this sight would allow
kids and adults to communicate with a game like the Potato face game. In this game
learners can use the keyboard or mouse to switch between face expressions, body sounds
and emotions to communicate their feelings. Also much of the software is compatible
with Mac/Apple, and Windows products, which most people use. A final benefit from the
sight is iPad hardware is sold on the sight. Clickers, switchers, mouthpieces etc. are sold
to help a learner engage in the software.
3. List at least one way the software can be used A game that is very accessible and
helpful to possibly a smaller number of students, is the Single Switch Games. For
students who can only play a game or communicate using a elbow, face or hand switch
benefit from this software. They can play educational games like Passing Lane, Single
Switch Maze, and Single Switch Solitaire. More so there are a few games within this
software that allow learners to play with another single-switch user. This benefits them
even more because it involves social interaction as well as gives them a sense of pride
when they may win, something they may not often feel. In small groups with students
needing this assistance, would be a good activity for the last RTI tier.

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1. URL/web site
http://www.edutopia.org/blog/response-to-intervention-resources-youki-terada
2. Evaluate the benefits of using that particular site This site was extremely interesting
to explore as a future educator. It is geared towards helping teachers in general education
as well as special education classes follow the RTI model. There are fact sheets,
resources from the department of education, and stories from schools that RTI models
have worked.
3. List at least one way the software can be used One excellent section of the website
narrowed in on how the 3-tier model is helping a specific K - 5 school. Statistics were
showing that in this particular school large amounts of students were entering 3rd grade
lacking understanding of math and writing skills. They knew it was linked to the lack of
intervention. To combat this problem they implemented the RTI Program for K - 2nd
grade. For the first tier they have typical instructions that all students receive. For the
second tier all classes have an hour long intervention block which focuses on skills like
cause and effect, continuity as well as math and literacy skills. This tier filters out who
needs extra help and who does not. Tier 3 involved their math lab and literacy center.
Instead of pulling students out of general ed settings they pull students during their
robotics or music class. At the centers the students are given help with numbers or
spelling in very small groups. Since this time is taken from their fun elective classes the
centers encourage fun activities like drawing in shaving cream or singing and dancing.
This is a safe space for them to reach their goals with guidance and help. Students are
tested and often leave these centers within the first year, this continues to filter out the
students who need further assistance. Videos like this one I watched prove that RTI
models do work. THis gives general education teachers support and ideas as to how they
can implement RTI in their classrooms and schools.