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1. Clinical Field Experience B: Response to Intervention or Multi-Tiered System of Support
Allocate at least 7 hours in the field to complete this assignment.
Observe an early childhood classroom that includes children with exceptionalities, paying attention to Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) preparation and procedures. Many times RTI in early childhood is done outside of the classroom environment, so observing an inclusive or resource room is acceptable. Additionally, interview the early childhood classroom teacher about his or her RTI or MTSS preparation and procedures.
Your interview should address the following questions:
· Who are the key stakeholders in a RTI or MTSS meeting? What is the role of each individual?
· How do you document assessment results and other data specific to RTI or MTSS? What does your data collection process entail?
· How is your RTI or MTSS system organized?
· How are the assessment results and other data used to develop behavioral and academic interventions? How do you identify and select the interventions? How do you provide support to teachers?
· What are the legal implications of the RTI or MTSS process?
· How can data collection be used to form a Functional Behavior Assessment (FBA) for a student who is having behavior issues?
· What collaborative communities have been provided at the site and also to help support the families?
In 250-500 words, summarize and reflect upon your interview and explain how you will use your findings in your future professional practice.
With any remaining hours, spend time observing different classrooms with the focus on RTI and interventions.
APA format is not required, but solid academic writing is expected.
2. Response to Intervention Graphic Organizer
Early childhood teachers will have students with a variety of skill levels and behavior needs in the classroom. The data teachers gather from observations and other assessments of the children will allow them to classify these characteristics using RTI or MTSS so that the teacher can best meet each child’s individual learning needs.
Design a graphic organizer depicting the three tiers of RTI. Within each tier, use research to identify and briefly describe five examples of academic interventions and five examples of behavior interventions that align to that tier (for a total of 30 interventions).
In 250 words, reflect upon the evolution of interventions throughout the RTI tiers. How do you motivate these learners to learn and grow? Be sure to explain how you will use your findings in your future professional practice.
Submit the Response to Intervention Graphic Organizer and Response to Intervention reflection as one submission.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECS-550 |
ECS-550-O500 |
Clinical Field Experience B: Response to Intervention or Multi-Tiered System of Support |
30.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| RTI or MTSS Interview Summary [CEC 4.8; NAEYC 3c, InTASC 2(a), 2(g), 6(c), 6(l)] |
30.0% |
|
|
| Not addressed. |
Weak summary, with little or irrelevant detail of RTI or MTSS interview content presented. |
Summary of RTI or MTSS interview content is broadly presented. |
Sound summary of RTI or MTSS interview content is provided, with appropriate detail. |
Summary of RTI or MTSS interview content is proficient and presents thoughtful, applicable details. |
| Interview and Future Professional Practice Reflection [CEC 4.8; NAEYC 3c, InTASC 2(a), 2(g), 6(c), 6(l)] |
40.0% |
Not addressed.
Vague or irrelevant reflection of interview and application to future professional practice is provided. |
Interview and future professional practice reflection is overly simplistic. |
Reflection of interview and application to future professional practice is sound and provides reference to support the premises made. |
Reflection of interview and application to future professional practice is thorough, with insightful reasoning. |
| Organization |
10.0% |
Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count. |
The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. |
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count. |
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
20.0% |
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. |
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECS-550 |
ECS-550-O500 |
Response to Intervention Graphic Organizer |
80.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| RTI Graphic Organizer [CEC 2.2; NAEYC 4a, 4c, InTASC 3(b), 3(i)] |
| 35.0% |
|
|
|
| Not addressed. |
Three RTI tiers depicted in graphic organizer describe examples of academic interventions and behavior interventions that are inappropriate for the respective tier. |
Graphic organizer depicts three tiers of RTI where each tier describes examples of academic interventions and behavior interventions that are minimally aligned to the tier, or are not all appropriate to address the needs of the tier. |
Three tiered RTI graphic organizer identifies and describes adequate, relevant aligned examples of academic interventions and behavior interventions. |
Three tiered RTI graphic organizer identifies and describes thoughtfully aligned exemplary examples of academic interventions and behavior interventions. |
| RTI Interventions Progression Reflection [CEC 2.2; NAEYC 4a, 4c, InTASC 3(b), 3(i)] |
35.0% Not addressed.
Vague reflection of the progression of intervention throughout the RTI tiers and application to future professional practice is provided. Examples of how these can be used in the future professional practice is incomplete or irrelevant. |
Progression of intervention throughout the RTI tiers and future professional practice developing reflection is provided. Examples of how these can be used in the future professional practice is lacking or insufficient. |
Reflection of progression of intervention throughout the RTI tiers and application to future professional practice is extensive and provides reference to support the premises made. Provides relevant examples of how these findings can be used in the future professional practice. |
Reflection of progression of intervention throughout the RTI tiers and application to future professional practice is thorough, clearly explaining reasoning. Provides insightful explanations of how these findings can be used in the future professional practice. |
| Organization |
|
| 10.0% |
Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the reflection is widely outside of the required word count. |
The content is not consistent or adequately organized even though it provides the audience with a sense of the main idea. The reflection may not be within a reasonable range of the required word count. |
The content is logically organized. The ideas presented clearly relate to each other. The reflection is within a reasonable range of the required word count. |
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit. The reflection is within the required word count. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
10.0% Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract reader. Inconsistencies in language choice (register) and/or word choice are present. |
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
10.0% Not addressed.
Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
Sources are documented, as appropriate to assignment and style, although some formatting and citation errors are present. |
Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
Sources are completely and correctly documented, as appropriate to assignment and style. Format is free of error. |
| Total Weightage |
100% |
