Response To Intervention (RTI)

The difference between the two and three-tier client/server configuration, are the tiers (layers) that make up the systems. In a two-tier system you have a client and a server, each has the capability of doing the processing for the application (Brown, DeHayes, Hoffer, Martin, & Perkins, 2012). The software is loaded on the client computer, and access the data server directly. In a three-tier system, there is an additional server/computer between the client and data server; this third component contains the business logic or processing for the application (Brown, DeHayes, Hoffer, Martin, & Perkins, 2012; Luke, n.d.). A three-tier configuration could be a web-enabled business application.

Tier 1 head term is search terms with both extremely very high competition and high search volume Tier 2 body term terms have lower search volume and competition Tier 3 long tail term terms are those which are so specific they are searched much less frequently. Tier 1 head term is search terms with both extremely very high competition and high search volume Tier 2 body term terms have lower search volume and competition Tier 3 long tail term terms are those which are so specific they are searched much less frequently.

Ian Tancred. Heron created the six-stage category intervention model, which is a useful aide between patient and carer. These six-stages were further subdivided into two interventions these being authoritative (prescriptive, informative, confronting) and facilitative (cathartic, catalytic and supportive). Authoritative is whereby the helper takes control of the situation and provides direction to the patient by either providing information, challenges or suggestions about the care they need. An example of authoritative care would be asking the patient to look left, right, up and down when examining their injured eye.

The aim of Tier 2 is to catch students’ problems early, provide basic targeted interventions within the general education environment, and prevent long-term negative impact. The goal of a Tier 2 intervention is to support students in meeting grade level benchmarks and catching up to their same aged peers through evidence-based interventions. Examples of Tier 2 interventions are extra reading supports, behavior charts, or home-school notes. After continuous progress monitoring, a problem-solving team may then decide to place a student back into Tier 1, continue Tier 2 interventions, or consider evaluating the student for more intensive Tier 3 services. Ideally, if early intervention is working well at Tiers 1 and 2, only about 5% of children should need services at the intensity of Tier 3.

It can take up to five years of careful, intensive planning to put RtI in place. Planning does not end either, as it must be an ongoing process from training of staff to assessing student progress and putting the needed interventions together. This planning must include the school librarian, as they need have the materials available for the teachers and students along with the community at large. “The commitment of time and resources for RtI is likely to continue because recent research shows that it raises student achievement.” (Robins,

Stage I is the setting, stage II is turning, stage III is ascending, stage IV is arriving, and lastly stage V is returning. In stage I, the main focus is the setting which

Linear plan is easily said but not done with ease to tackle those strong mental issues by a neat development. According to Myer, James, and Moulton, 2011 merged the previous progression in follow-ups stage models with a structured model, the end product was called a hybrid model for individual crisis intervention that is commonly sequential in its progression but also seen in terms of tasks that need to be done. Some task can be done in different stages of the crisis to improve the circumstances to meet the demands of some task that crisis interventionist does first or later. While, thinking that the task is complete, breaks into pieces and has to be done again multiple

respecting people personal space) Group Instruction KFI’s instructions were given in a 1:1 format. KFI was able to sustain attention on tasks that she was familiar too and had minimal steps. The assessment was only conducted with KFI and other adults in the room, KFI has minimal group activities and the assessor was not able to assess group instruction. She was able to demonstrate all skill sets.

“Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs” (Werts et al. 2014, p.1). RTI identifies students, through progress monitoring of the instructional objectives, who need interventions, whether it is in reading, writing or mathematics. The idea is that if the intervention is early enough, then the student will be less likely to fall too far behind. RTI is for all students and the intervention they get is based off of a three-tier system. RTI has both benefits and barriers, but the benefits seem to outweigh the barriers.

Bloom’s Taxonomy helps describe the level of learning that are appropriate for the audience that is being taught. The levels that Bloom names actually build on top of each other, starting with the lowest level of learning and working up to the highest form of learning. There are six levels starting from remembering, then understanding, applying, analyzing, evaluating and creating. As a teacher, there may be times to skip remembering, understanding and applying because the students in the classroom already have a high degree of education.

These components of RtI are essential to the development of a successful RtI implementation strategy.” 1. HIGH QUALITY INSTRUCTION/ INTERVENTION is defined as instruction or intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students. Individual responses to even the best instruction/intervention are variable. Selection and implementation of scientifically based instruction/intervention markedly increases the probability of, but does not guarantee positive individual response.

Tier three deals with misconduct relating to fraud, deceit, manipulation, or deliberate or reckless disregard of a regulatory requirement and causing someone else a substantial

This stage is at the top and has the smallest box as there isn 't as many people in the excellence stage than there are in the foundation stage for example. To get to this stage the participants will have of had to compete since a young age and work their way up through the continuum by developing their skills and ability and competing regularly.   In this stage it will be elite athletes and coaches. A sporting example of someone from this stage would be Lionel Messi, this is because he has been playing football all his life and has worked his way through each stage by developing his skills and competing regularly from county to regional to national.

The stages help me to solidify in my mind what might be going on in a person’s life at a given time. His stages fit with what I imagine each age group is grappling with psychologically at each stage. The two theories are alike in that they attempt to explain human behavior, but they approach it from 2 different schools of thinking. The two theories are like in that they both have a social context to them. I believe that both are valid, and both can help to explain why we do what we do.

Stage 4: Law and Order Orientation This stage includes respecting the authorities and following the rules, as well as doing a person’s duty. The society is the main consideration of a person at this stage. For instance, a policeman refuses the money offered to him under the table and arrests the offender because he believes this is his duty as an officer of peace and order. Level 3: