Assessment Instruction Process and RTI

Image retrieved from: SED285 notes
The image above is a picture of the Response to Intervention(RTI) model mentioned in chapter three. The model is a three tiered model designed to help instructors identify students with disabilities early. Students begin in tier one, the general education classroom, and receive high quality education, and the teachers monitor the students. If a student is struggling in tier one they move to tier two where they receive smaller group instruction. Tier three is the last tier a student will go to to receive instruction from a special ed teacher or specialist. "The RTI model was designed to test the effectiveness of one or more interventions for individual student's strengths and weaknesses to determine if the observed difficulties can be addressed without the need for special education.

Image retrieved from SED344 text

This image shows the 8 step model for the Assessment- Instruction Process (AIP). This model starts with gathering background information and beginning the assessment process and takes you through the processes of evaluating the context (learning situations, and the environment in which reading/writing are taking place) evaluating the learner, and then evaluating the match between these two components. Once the instructor has completed these evaluations they must reflect, make decisions, and plan instruction that creates this match between the learner and the context using diagnostic teaching. Throughout this process they must continue to adapt their instruction and monitor, and complete the last step which is reporting everything.

The image above compares these two models. The important thing to note about both models is that they both work towards finding the perfect match between the learner and the context in which they are learning. The RTI model is more general than the AIP model it is a guide that instructors can follow to move students into an instructional setting that will give them more support. The AIP model could be implemented in tier one of the RTI model, because in tier one the general education teacher is supposed to monitor and use research based instruction and assessments to keep track of learning which is what the assessment instruction process is all about.

Chapter 2

This image represents the six things needed for a reader to be successful. This picture reflects the "Give Me Five" article that we read for class outlining the five different things that teachers need to use in their reading instruction. The one difference between this model and the give me five article is that this model adds the print concepts to the process of learning how to read. I thought this was a very great picture to illustrate the give me five point of view where all branches lead to a successful reader. I like that they put comprehension last in this picture because I believe that all the other parts of the give me five such as phonemic awareness, phonics, fluency, and vocabulary lead to comprehension. The mind map below illustrates my notes from the chapter which tie into the ideas presented in the "Gimme Five" article.


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Chapter 1

This word cloud summarizes important ideas from chapter one a big one being that writing and reading should be taught together to increase the student learning experience. These two processes piggy back off of each other.

This video connects with the word cloud above. This woman talks about using reading to teach writing skills and agrees that it is important to teach these two processes together rather than separately.