as the average student, it is that their emotional concerns that tend are more important to consider. An emotional situation can also cause students to be unfocused. The difference between the LLD and BD courses is that my BD are very capable of reading and analyzing literature at their grade level. My 9th grade LLD students, however, are at a 5th grade reading level.

Strategies and assessments that I used in my lesson asked students to recall prior knowledge on a topic they have covered in history class. I asked students to make personal connections such as “What does it mean to discriminate against someone? When have you felt discriminated against”. By beginning with the personal questions, students at the lower level can make some connection. Since they are special education students, I am sure they have felt discriminated against. Many of them also come from a variety of backgrounds including abusive families and families of substance abuse they are more apt to have some connection to those of the characters. Zander and Zander (2000) states, Often the experience of personal crisis or a failure will constitute a basis for the creation of a persona vision, which in turn becomes the framework for a life of possibility” (p.174). This idea emphasizes the idea of making personal connections to further an acceptance to new characters and historical significance.

Script 

Megan: Good afternoon, thank you for meeting with me today to discuss the implementation of The Response to Intervention also known as RTI as your child’s success is important to us. 

Parent: Thank you for inviting me. I feel like I do not know enough about RTI and since my child will be taking part in it, I appreciate more information.

Megan:  Of course, I understand. Well, RTI is a 3 tiered approach to identify and provide early interventions to struggling students.  This will provide students, teachers and administrators to begin the year with a positive and effective learning experience. 

Parent: You mentioned three tiers. What do they include?

Megan: They are pretty much just three levels of support that we offer students. In the first one, classroom teachers use strategies and materials for students who may need a little extra help. That may include previewing the reading before they read as well as using supplemental interventions such as EBooks.

Parent: Does my son fall in this tier? 

Megan: After reviewing the universal screening which lays the groundwork for the entire process, the results concluded that your son will fall under tier two.

Parent:  How is tier two different than the first one?

Megan: Well, tier two we create an individual support plan with additional interventions to help him in any specific weaker learning or behavioral areas. 

Parent: I understand a little clearer but could you give me an example of how you will do this in your English class.

Megan:  In class we are going to be using real life lessons and templates to differentiate instruction as well as. When asking students to create a cover letter for their individual projects, I will provide a template for him to reference. 

Parent: What if these strategies do not work? What would the next step be? 

Megan: For students who still experience difficulty, there is a third tier that provides even more intensive academic and/or behavioral support.

Parent: Would his schedule have to change. 

Megan: His schedule may have to be altered to ensure he has the extra help. Instead of a study hall he may have a study skills class that will provide more of a one on one approach.  

Parent: Besides teacher observation and grades, how will I know my son in succeeding within that tier?

Megan: In order to know if the Intervention is working, the RTI team has to select a method of progress monitoring for the interventions such as curriculum based measurements. 

Parent: Is that specific to a subject matter?

Megan: Yes, it is tied to the school’s curriculum and what students needs to know.

Parent: In what other ways will it be beneficial?

Megan: There are several benefits for utilizing RTI system, however, the principal one is that RTI eliminates the “wait to fail” situation.  Students will get the help they need within the general education setting. 

Parent: How long does it take to implement the intervention? 

Megan: As soon as the assessment data specifies a problem area for the student the interventions are put in place.

Parent: Thank you so much for providing me more information regarding this system. I look forward to my son’s success. 

Megan: It was my pleasure. Please do not hesitate to reach out if you have further questions.