Week 4 Assignment 1


As teachers we all wish for our student’s success. We want students to grow and achieve greatest heights. For that to happen we must provide intervention when deemed necessary. RTI which stands for Response to Interventions is a means of making sure that intervention is effective. The multi-tiered approach gives students evidence-based instruction and intervention. In Tier 1 a general education teacher provides differentiated instruction. It usually is effective for about ¾’s of the students. The rest need more serious intervention. Tier 2 provides targeted intervention happens through small group instruction.  It helps the student catch up with the class while still being responsible for the same curriculum. For the students that this is still not enough Tier 3 provides intense intervention and is provided by a special Ed teacher.

My question is what happens when the child does get the intervention needed, can he move back into a lower tier?

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Week 3 Assignment 3

QRI-5, Qualitive Reading Inventory-5, is an  informal assessment method used to determine a child’s independent, instructional and frustration level. When administering QRI-5 ,students are given word lists and a few passages which determine the child’s ability to identify words, and the child’s comprehension skills. The purpose of this test is that it helps teachers determine what level text to use in the classroom, decide whether a child needs extra help, and group students properly for reading sessions. I have recently administrated a beginning of the year assessment that felt really similar to QRI-5. While assessing the student I first had her read me a list of words and then read to me two short passages. We used the results to determine where to place the students for reading groups . My impression of QRI-5 is that it is an assessment method worth using since it assesses the vital skills in literacy.
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