Explanation of Tier 1
Tier I: The textbook describes the first tier of the Response to Intervention model as including "classroom-wide changes to incorporate children with exceptionalities into regular programs (with adaptations within the classroom)" (pg. 8).
This first tier is very important to the RtI structure because it allows for students to receive the help that they need without being individually taken from classroom, if their level of learning does not call for something so extensive. Of course, if a student requests individualized help, whether that be a smaller group than the original classroom size, or one-on-one help, it can be provided, but the very first tier doesn't call for a student to be pulled from the group work done within the classroom if it is not needed. Even though there may be no pulling of student's from the classroom, teacher's do not teach their curriculum all the same, but they "differentiate instruction in order to meet the specific needs of students within the classroom".
The first tier of the RtI model includes instructional methods that are used when teaching students that have been proven to be effective. While using these instructional methods, teachers within the classroom are observing students who may be at risk of failing. If this is the case, by having this knowledge, teachers are able to intervene in order to help that student. Small group work within the classroom has always been welcomed by educators as a means to help the teacher, as he/she uses differentiated instruction in order to target all the different skill levels and learning styles that each individual student may be better at than others. In doing all of this, this gives the teacher a feel for where students are at and where they could use more work.
This first tier is very important to the RtI structure because it allows for students to receive the help that they need without being individually taken from classroom, if their level of learning does not call for something so extensive. Of course, if a student requests individualized help, whether that be a smaller group than the original classroom size, or one-on-one help, it can be provided, but the very first tier doesn't call for a student to be pulled from the group work done within the classroom if it is not needed. Even though there may be no pulling of student's from the classroom, teacher's do not teach their curriculum all the same, but they "differentiate instruction in order to meet the specific needs of students within the classroom".
The first tier of the RtI model includes instructional methods that are used when teaching students that have been proven to be effective. While using these instructional methods, teachers within the classroom are observing students who may be at risk of failing. If this is the case, by having this knowledge, teachers are able to intervene in order to help that student. Small group work within the classroom has always been welcomed by educators as a means to help the teacher, as he/she uses differentiated instruction in order to target all the different skill levels and learning styles that each individual student may be better at than others. In doing all of this, this gives the teacher a feel for where students are at and where they could use more work.
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