How Does Marco Enter Rti In The Classroom

This assignment is meant to detail certain scenarios in which a teacher may explore approaches to instruction to support a student’s physical, cognitive and socio emotional growth. It is the desire of the teacher to understand the challenges of adolescents and how to best equip students with the tools necessary to be successful in the classroom regardless of what developmental areas they may be in. Classroom learning can be effective for everyone, it is up to the teacher to understand the students and how best to adapt instruction to meet the many needs of adolescents today. Throughout this paper the reader will be faced with two different scenarios and it will be outlined on how best to understand developmental characteristics, the specific

That is where the possibility of having Marco enter RTI might be the best for him. RTI is designed to be a multi-tier method to early identification and support to students with learning and or behavior needs (What is RTI? n.d.). This approach will give Marco high quality instruction and intervention where he needs it. It gives Marco the opportunity to work through his issues while screening him and giving him the tools he needs to be successful in learning. Using RTI to specifically help Marco is the goal in this situation. Placing him in Tier 2, which is a targeted intervention would best help Marco. In this tier Marco is provided with intensive instruction, which is matched to his needs based on his level of performance and progress (What is RTI? n.d.). It comes down to taking some of the anxiety away from Marco. For some reason he is already depressed and stressed so having him in the RTI tiers may help alleviate some stress as it relates to school and

She has had an issue with remembering/retaining the information being taught. Currently she has an individualized education program (IEP) to help her in these areas. In late adolescents, these are characteristics that children like her deal with. The evolution through adolescence into young adulthood can be defined by increased substance use. It is stated (Schwinn, Schinke & Trent, 2007) that by 12th grade, 44% of students report alcohol consumption, a nearly threefold increase from 8th grade. In this developmental stage Megan is currently in, female substance use matches and in some instances surpasses substance use by males (Schwinn, Schinke & Trent,