Eduu 512 RTI Case Study Rubriccriteria Exemplary (5 pts.) Proficient ( 4 pts.) Emerging (3 pts.) Needs Improvement (2 pts.) Summary Clearly and concisely summarizes the problem, how the problem was determined, interventions used and the effectiveness of the interventions Adequately summarizes the problem, how the problem was determined, interventions used and the effectiveness of the interventions Partially summarizes the problem, how the problem was determined, interventions used and the effectiveness of the interventions Little or no summary provided that includes the problem, how the problem was determined, interventions used and the effectiveness of the interventions Analysis & Reflection Clearly and concisely describes insights gained about the RTI process, the role of data collection and analysis, the ways in which teachers collaborate, and the relationship between RTI and differentiated instruction.

Adequately describes insights gained about the RTI process, the role of data collection and analysis, the ways in which teachers collaborate, and the relationship between RTI and differentiated instruction. Partially describes insights gained about the RTI process, the role of data collection and analysis, the ways in which teachers collaborate, and the relationship between RTI and differentiated instruction but analysis is minimal. Little or no description of insights gained about the RTI process, the role of data collection and analysis, the ways in which teachers collaborate, and/or the relationship between RTI and differentiated instruction. Writing Style/Mechanics • Writing is clear and concise • Varied sentence structure • Academic writing conventions (grammar, spelling, punctuation etc.) Writing is clear and concise.

Sentence structure is varied. Fully adheres to academic writing conventions (grammar, spelling punctuation etc.) Writing is clear and sentence structure is somewhat varied. Adequately adheres to academic writing conventions (grammar, spelling, punctuation etc.) There are a few grammar, spelling and/or punctuation errors. Writing is unclear and wordy. There is minimal variation in sentence structure.

Partially adheres to academic writing conventions (grammar, spelling, punctuation etc.) There are several grammar, spelling and/or punctuation errors. Writing is unclear. Sentence structure is the same throughout the paper. Writer does not adhere to academic writing conventions (grammar, spelling, punctuation etc.) Should Kids Wear Uniforms? Assignment 2.2: Conflicting Viewpoints Essay- Part 1 “Should Students Have to Wear School Uniforms?†ChaVeda Willis Professor Japola Strayer University October 17, 2018 Introduction Should students have to wear school uniforms has been a constant argument parent and parent, parent and school system, and school system and government.

The debate affects kids’ development and their knowledge within school. Statistics show that the kids wearing uniforms has been beneficial as some negative comments. From my own personal research and experiences, I say that I choose the side of being against uniforms in our schools. I know that a lot of people feel like wearing uniforms is in the school is the best thing. The very few that holds that argument will be included int his essay.

The path to adult development is honed throughout the duration of early schooling. However, your transition towards adulthood can be hindered with uniforms. Since it is mandatory, you are not given the chance to decide for yourself, which is one of the hallmarks of adulthood. You know you are an adult when you are given the freedom to choose – whether you like this or that. When you were young, you know you are not an adult yet because your parents (aka the ‘adults’) made the decision for you.

However, when you are restricted to wearing uniforms in school, you are denied the opportunity to make decisions for yourself. After all, you do not have a choice because the others have already made it for you. Although this issue might be seen as a simple one, it can have a huge toll in a child’s transition to adulthood. Because he was not able to make choices when he was young, he will most likely be unprepared for the rigors of the adult world. This dilemma is rightly reflected in Erik Erikson’s stages of psycho-social development.

The stage of adolescence is seen as a crucial one, for in this phase the person asks who he is and what he can be. Most importantly, he can either develop identity or role confusion. Clothing is considered as one of the means of building an identity, and without the freedom to choose, the development of such – as well as his transition to adulthood – can be severely dampened. School Uniforms should be banned. Uniforms aim to give everybody a homogeneous look, right?

Instead of improving a student’s self-image because he looks just like the others, it actually does the opposite. Students have different weights, body types and heights. Whenever one looks at himself in the mirror, he depreciates his self-image because he feels like he doesn’t look his best. Kids in School Uniforms Assignment 1.2: Conflicting Viewpoints Essay – Part II Presenting and Evaluating Arguments ChaVeda Willis Professor Justyna Japola PHI 210 Critical Thinking October 28, 2018 Introduction Wearing school uniforms has continued to gain popularity in United States. According to National Center for Education Statistics, the number of public schools requiring students to wear uniforms have gradually increased in United States.

Between 1999 and 2014, the number of public schools requiring students to wear uniforms increased from 12% to 20%. Proponents of school uniforms argue that school uniforms reduce disparity among students, make students more focused on their academies, make schools safer, reduces delinquencies and improves attendances. However, the opponents of school uniforms tend to mainly rely on the impacts that school uniforms have on freedom of expression. I tend to agree with the opponents of school uniforms. I feel that the proponents of school uniforms are missing important points about school uniforms.

Logical arguments When arguing against school uniforms, it is necessary that we understand the meaning of logical arguments. Logical arguments are arguments that follow certain guiding principles to at desired conclusion. In other words, logical arguments appeal to the use of logic in arguments. The use of logical arguments ensures that the points that are raised are not only consistent but are also coherent. Logical arguments have four main parts: proposition, premise, inference and conclusion.

Propositions are the points that you are trying to prove while premises are the evidence that you are using to prove your propositions. Inferences are new propositions that arise from the premises or evidence. Conclusions are the judgment drawn from the evidence (Hitchcock). Opponent’s argument (my view) Conclusion: School uniforms can hinder student’s freedom of expression. Premise1: Clothing choices are critical forms of self-expression.

Premise 2: Clothing is also another popular means to express support for social causes. The conclusion and premises try to explain the why school uniforms violate freedom of expression, which is one of the fundamental human rights in the constitution. The conclusion and premises indicate how school uniforms violate the constitution. The premises can be supported by sources that explore the relationship between cloth choices and freedom of expression. The sources chosen to need to be scholarly.

Both premises will be supported by a study carried out by Kimberly A. Miller, and the work of Kirsi Niinimà¤ki. In the study, Kimberly A. Miller explored how dress, which a form of clothing, is used to communicate private and secret aspects of the self. The study by Kirsi Niinimà¤ki explores clothing in social context.

Looking at the premises, I think they are well supported. As a result, they do not need additional support. The conclusion is also well supported. Proponent’s argument Conclusion: School uniforms reduces disparities among students (ProCon.org). Premise 1: students appear equal Premise 2: competition between students over clothing choices reduces The conclusion and premise try to explain why wearing uniforms makes students appear equal despite the presents of apparent differences.

Scholarly work can be used to support the premises should be sources that explore the relationship between school uniforms and equality. Some of the sources that can be used to support the premises include the works of Damian Carney and Adele Sinclair, and Samantha Deane. Looking at the premises, I think they are not well-supported, and I need to look for more sources. The premises adequately support the conclusion. Conclusion The continued growth in popularity of school uniforms is a concern for us all.

This because the concerns raised by critical stakeholders have never been fully been addressed. For instance, the issue of their impact on expression of has not been addressed despite several studies showing the negative impacts of school uniforms on expressions by students. Looking at the ongoing debate on school uniforms, I think both sides have raised important points. However, looking at the weight of the points raised, I think the opponents of school uniforms have raised more serious issues than the proponents. I, therefore, oppose the use of uniforms in schools.

Works Cited Carney, Damian, and Adele Sinclair. "School uniform revisited: procedure, pressure and equality." Education and the Law , vol. 18, no. 2-3, 2006, pp. , doi: 10.1080/. Deane, Samantha.

"Dressing Diversity: Politics of Difference and the Case of School Uniforms." Philosophical Studies in Education ): . Hitchcock, D. "Informal Logic and the Concept of Argument." Philosophy of Logic , 2007, pp. , doi:10.1016/b/. Miller, Kimberly A. "Dress: Private and Secret Self-Expression." Clothing and Textiles Research Journal , vol.

15, no. 4, 1997, pp. , doi: 10.1177/x. National Center for Education Statistics. "Fast Facts." 2018, nces.ed.gov/fastfacts/display.asp?id=50. Accessed 28 Oct.

2018. Niinimà¤ki, Kirsi. "Eco-clothing, consumer identity and ideology." Sustainable Development , vol. 18, no. 3, 2010, pp. , doi:10.1002/sd.455.

ProCon.org. "Should Students Have to Wear School Uniforms?" School Uniforms - ProCon.org, school-uniforms.procon.org. Accessed 28 Oct. 2018. 2nd Grade Case Study Making Sense of the Problem-Solving RtI Process in Mathematics Miss Concepcion, a second grade teacher in Algorithm Elementary School, was a veteran teacher, both in the profession and at this elementary school.

She felt fortunate to work with three other second grade teachers who were veteran teachers at the second grade level. In addition, the school has a mathematics coach and a curriculum resource teacher, who are both very knowledgeable in multiple instructional approaches and resources. Their school district administrators had recently written an implementation plan for Response to Intervention (RtI). To facilitate the implementation of this RtI plan in their school, the School Improvement Team recommended that their school Professional Learning Community focus on quality implementation of RtI. One necessary component decided by the members of their School Improvement Team was to assure that grade- level data meetings were scheduled bi-weekly.

For this case study, our discussion will focus on Mattie Maddox, a student in Ms. Concepcion’s second grade class. The instructional focus for this unit in mathematics is: NGSSS Benchmark Benchmark Description Aligned Progress Monitoring Tool MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures. MBSP Computation MBSP Concepts and Applications Background Student: Mattie Maddox Age: 7 Grade: 2 Scenario When Miss Concepcion reviewed her class data from the district quarterly benchmark assessments, a universal screening measure, results indicated that 85% of the students in Mattie’s grade level have scores of 3 out of 4 correct (or higher) for each of the operations, as have 82% of the students in her classroom.

Nine second-grade students, overall, have not mastered this standard, as indicated, by a performance of less than 50% accuracy in each operation. Mattie Maddox is one of these second-grade students. Mattie’s results show that she scored less than 2 out of 4 correct (or higher) for each operation, similar to the other eight students. To receive additional instructional information about the needs of her students, Ms. Concepcion administered a universal screening measure within her classroom soon after receiving the data from the district benchmark assessment data.

Ms. Concepcion wanted to have as much formative assessment data from various universal screening instruments. The results were similar to the district benchmark assessment. A sample of these universal screening assessments follows: As there are several students in Mattie’s grade level not meeting mastery of NGSSS MA.2.A.2.2, the second grade team, including Ms. Concepcion, is in agreement that they need to provide more instruction and support for these nine students that are struggling with this benchmark, in addition to the core instruction.

They include the curriculum resource teacher in their discussion. The second grade team arranges for those nine students to receive supplemental instruction in a small group 20 minutes per day (increasing dosage), three times a week active engagement methods and manipulatives, (evidence-based procedures researched to be effective to master these skills). The team decides that this instruction will be delivered by the curriculum resource teacher knowledgeable in these procedures. Progress monitoring data are collected weekly using a teacher created assessment to evaluate the effectiveness of instruction as well as the progress of the individual students. After six weeks of intervention, the data show that the instruction is resulting in improved outcomes for seven (78%) of the students.

These seven students were able to perform independently to complete assessment for MA.2.A.2.2 accurately and consistently, scoring at least 3 out of 4 correct on probes. However, while showing some improvement, Mattie and one other student continue to struggle. At the next data meeting, the members of the grade level team review the student formative data to assure that the students continue to master the identified benchmark, as well as identify any students who are not yet achieving mastery. Through the Problem- Solving process, several hypotheses are proposed for Mattie’s individual difficulties. Further classroom diagnostic assessments using specific probes on place value (a necessary prerequisite skill to computation of two and three digit integers) is conducted and the hypothesis is verified.

Sample: Universal Screening Assessments- + 215 + 824 + 238 + 455 Since Mattie evidenced some improvement with the supplemental instruction provided, small group instruction will continue, with additional individualized instruction of 20 minutes per day, two times per week targeting the deficit skills (place value) which will be provided in the classroom. Ms. Concepcion consults with the math coach for additional strategies and resources to use with Mattie. Mattie will receive explicit instruction on place value in addition to instruction on MA.2.A.2.2 and core instruction. Mattie’s progress monitoring data are reviewed weekly and her response to instruction/intervention is evaluated.

Instructional decisions are made based upon whether her data indicated Poor, Questionable, or Positive response to instruction/intervention. EDUU 512 RTI Case Assignment Description Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning ( ). 1.

Review the RTI Model and 3 Intervention Levels 2. Review the RTI Problem Solving Process described below: RTI PROBLEM SOLVING PROCESS 1. P=Problem Identification: Define the problem by determining the difference between what is expected and what is occurring. Ask, “ What is that we want students to know and be able to do compared to what they know and are able to do?†When engaged in problem-solving at the individual student level, the team may strive for accuracy by asking, “ What exactly is the problem?†2. A=Analysis of Problem: Analyze the problem using data to determine why the issue is occurring.

Generate hypotheses founded in: evidence-based content area knowledge; alterable variables; and instructionally relevant domains. Link validated hypotheses to instruction/intervention. Ask, “ Why is/are the desired goal(s) not occurring?†3. I=Intervention Design/Implementation : Establish a student performance goal for the group or individual, develop an intervention plan to address the goal, and delineate how the student’s or group of students’ progress will be monitored and implementation integrity will be ensured. Ask, “ What are we going to do about it?†4.

R=Response to Instruction/Intervention: Use progress monitoring data to evaluate the effectiveness of the intervention plan based on the student’s or group of students’ response to the intervention. Ask, “ Is it working? If not, how will the intervention plan be adjusted to better support the student’s or group of students’ progress?“ Adapted from: Little, M.E. (2013). RTI Lesson Planning and Instructional Decision-making. 3.

Read the elementary or secondary RTI math case study (located in the learning activities folder) to see how the teacher and support team members utilized the RTI problem solving approach to meet the individual needs of the students in the case. 4 . Write a 2-3 page paper, in essay format, that analyzes the case through the lens of the RTI Problem Solving Process . The paper should include: a. Case Summary- · Problem Identification- What do you know about the student(s)?

What was the problem addressed in the case? · Analysis of the problem – Why were students struggling? What data was analyzed to determine the problem? · Intervention Design/Implementation- What goals were set? What interventions were used and what level of intervention did they represent? · Response to Instruction/Intervention- How effective was the intervention? b. Case Analysis and Reflection – · What insights did you gain about the RTI process and its role in addressing the needs of students who are struggling? · What role does data collection and analysis play in the RTI process? · In what ways do teachers collaborate throughout the RTI process? · How does the RTI model relate to the differentiated instruction practices described in Burden and Byrd, Chapter 2?