Celeste Bunkem

January 18, 2023

Professor Ugo
Professional Development Hours/Field Experience

Part 1: Names of the professional development modules completed, and hours earned:

1. Classroom Diversity: An Introduction to Student Differences. (1 hour)

2. SRSD: Using Learning Strategies to Enhance Student Learning. (1 hour)

Part 2: Brief descriptions of the modules listed above:

Classroom Diversity: An Introduction to Student Differences
During this module I learned about the importance of being able to recognize and acknowledge

the differences each student carries. Students come from all kinds of cultures, backgrounds,

socioeconomic groups, linguistics, and religions. It is important to accommodate for each and

everyone. I learned as teachers we should not categorize our students based on appearance,

actions/behaviors, and backgrounds. Instead, we should be able to use what makes them diverse

to get a better understanding of what may need to be taught to further their understanding as

some students may carry exceptionalities while others may not be proficient in English or they

may lack the educational resources outside of school. We have to be aware of the many different

possibilities a child may be experiencing inside and outside of the classroom.

SRSD: Using Learning Strategies to Enhance Student Learning

This module covers Self-Regulated Strategy Development also known as SRSD. Which

is used by teachers to help students learn strategies, self-regulation and improve their
academic performance. SRSD uses six steps which include: Develop Background

Knowledge, Discuss it. Model it, Memorize it, Support it, and Establish Independent

Practice. SRSD ensures the student can communicate their thoughts and complete the

task given to them as it not only broken down but also demonstrated to them. When

students are given assignments, it can seem like a drag to them, or they may begin to

carry the mindset of “if I hurry and finish this it will be over”. When it seems too

difficult. Which can make them not grasp this concept even further especially students

who carry exceptionalities, so with using SRSD, we as teachers are to assist and

encourage our students to complete the work and feel good about doing it too.

Part 3: Insights gained (what did I learn?). How do these modules relate to the

course content?

During these modules I learned that I need to be more considerate and aware of each and

every student’s background, culture, socioeconomic, and religion. To be able to

accommodate for every child. I was surprised to know that some teachers will treat a

child differently based off these differences because are unable to execute or understand

tasks given to them. When it is the teacher that is at fault for not being able to understand

everyone learns and experiences the world differently. Such as ELL students which are

students whose first language is not English. Some may have what is called BICS also

known as Basic Communicative Skills which consist of a student being able to

communicate in said language but may lack the Cognitive Academic Language

Proficiency (CALP) not being able to understand or comprehend written or oral concepts

relating to school such as questions being asked on an exam. They clearly won’t be able
to complete assignments if they don’t understand what is being asked of them. For the

second module I learned that there are very easy ways to assist a child in improving

academically as well as self-regulating with using a strategy such as SRSD. With just six

easy steps. This strategy seems quite beneficial to all students as it breaks down the

workload which prevents the student from being discouraged and allows them to lay out

their thoughts in a organized manner. Even for students who have exceptionalities or

difficulties gaining a grasp of the concept it is easy to use activities to help gain a better

understanding of what is being asked of them all while supporting the student in their

assignment by demonstrating self-encouragement to keep them going. A few terms that

were new to me were Exceptionalities. At first, I was quite unaware that this term was

used commonly I was used to people who had physical and or mental difficulties were

referred to as being Disabled or having a disability. However, this term seems more

enlightening and carries a brighter tone as when most people hear disability it carries a

negative stigma around it. CALP was another word I was unfamiliar with it, I had no clue

it carried a term, but I was always aware of people who had this issue. I grew up in a

predominantly Hispanic community and throughout school I knew plenty of people who

had English as a second language but only understood common conversations and when

brought to a classroom they had no clue what was going on as the terms used were so

different from what they would hear from students, in public or even on tv. I also learned

more about ELL and ESL students and teacher’s perspectives on them changing. It is

refreshing to learn that teachers are becoming more considerate about their cultures and

why a parent might not show up to a conference meeting and its not because they are not

engaged in their child’s academic progress its just because of the language barriers that
may come with communicating with teachers. I am glad there is more awareness about

this topic.
Celeste Bunkem
January 23, 2023
Professor Ugo
Professional Development Hours

Part 1: Names of the professional development modules completed, and hours earned:

1. Cultural and Linguistic Differences: What Teachers Should Know (1 hour).

2. SOS: Helping Students Become Independent Learners (1.5 hours).

Part 2: Brief descriptions of the modules listed above:

Cultural and Linguistic Differences: What Teachers Should Know
During this module I learned about the importance of being culturally responsive to students.

Each culture differs from each other more than people expect them to, so to carry the perspective

of viewing children as all the same disregards their culture and upbringing. To be a culturally

responsive teacher is to incorporate a child’s culture, beliefs, and religion into the curriculum to

help them get a better understanding. Teachers should be able to recognize a child may act

different from what the dominant behavior is here, such as rambling or falling off track when

telling a story, speaking when someone else is talking, and or being loud/quiet in the classroom.

They are only acting as they would at home or with relatives. A teacher should not shame that

behavior but instead redirect it into when there is a time or place for it. Teachers should not push

their beliefs onto their students as this causes confusion and fear of expressing themselves freely

within the walls of that classroom. Teachers should know to accept differences and show

appreciation to them which not only builds the teacher-student relationship but makes them more

inclined to learn and grow.

 SOS: Helping Students Become Independent Learners

During this module we talk about Helping Students Become Independent Learners, by using two

different types of methods which are Self-Directed strategies and Teacher-Directed strategies.

Self-Directed strategies help the students monitor and regulate their behavior with the guide of a

teacher while in Teacher-Directed strategies, the teacher plays a major role in first identifying the

problem, monitoring it, and finding a solution and reinforcement for the more appropriate

behavior that is to be implemented. There are four steps, the first one is Self-Monitoring, which

would consist of a student who has trouble listening to ask themselves every few minutes, “am I

paying attention?” and acknowledge the problem they are having in class. Next step would be

Goal setting, which is to set a goal to improve one’s behavior for a more appropriate one. An

example would be a student wanting to get an 85 on the next exam. Following is Self-Instruction,

this is where the student works to achieve said goal and uses self-motivational phrases to

encourage themselves to keep going. The final step is Self-Reinforcement, this step consists of

the student choosing an object or activity to be rewarded with once that goal is met. These

strategies not only benefit the students’ abilities but also benefits the teacher as well as they are

now able to assist students who have learning disabilities and may require extra instructions.

However, these strategies cannot be successful unless the classroom environment is organized, if

not the success is less likely to happen.

Part 3: Insights gained (what did I learn?). How do these modules relate to the

course content?

What I learned about Cultural and Linguistic Differences is that, it doesn’t take much to

be responsive to a child’s culture and acknowledge the differences they may carry from
mine or another student. To learn more about what is considered normal and common

and learn how to incorporate it in the lessons. This makes learning for children easier. As

they can make connections to what they know to what they are learning now. In Helping

Students Become Independent Learners, I gained an insight into that some students don’t

develop self-regulation skills, and there can be a number of reasons why that is.

However, it is important to identify if a student carries this skill or not because it affects

them later in life. A few acronyms I learned in these modules was SMA which stands for

Self-Monitoring of Attention which is great for students who get distracted easily and go

to talk to other students, the way to monitor this is by the frequency. Upon learning about

SMA, I simply thought people who conversed with others too much were simply just

chatterboxes and not the possibility a self-regulating issue. The next one is SMP which

stands for Self-Monitoring of Performance. This monitoring is good for academic

performance in which watch the progress of how many questions in an assignment a

student can get done or just their overall performance in the assignment. This is good for

students who simply have trouble finishing their work, this one was new to me as well

considering I was often a student who had trouble completing assignments fully even

though I was quite capable of doing so and knew I could easily pass, to correlate this to

the course. I would definitely implement these strategies into my own teaching as it quite

beneficial to all, as I am learning about it right now, these skills are useful to any age

group, and I plan to use them in my own education and further on.
January 31, 2023
Professor Ugo
Professional Development Hours

Part 1: Names of the professional development modules completed, and hours earned:

1. Addressing Challenging Behaviors: Part 1, Elementary (1 hour).

2. Addressing Challenging Behaviors: Part 2, Elementary (1 hour).

Part 2: Brief descriptions of the modules listed above:

Addressing Challenging Behaviors: Part 1, Elementary: Understanding the Acting-Out

Cycle

During this module I learned about how to handle and identify challenging behaviors in the

classroom. Children may to go through an eight-stage cycle, called the Acting-Out Cycle. Calm,

Trigger, Agitation, Acceleration, Peak, De-escalation, and Recovery are the eight stages.

Students tend to remain in the first stage of ‘Calm’ which consists of listening to the teacher,

cooperating within the classroom and ready to learn, unless a situation is brought upon them that

may lead to the second stage; Trigger. When a student is experiencing Trigger, they may show

signs of frustration or restlessness. Such as looking away from the lesson and rolling their eyes.

These all give off a signal there is an escalation beginning. However, during this phase a teacher

can intervene and prevent it from going further and when successful the student will go back to

the calm stage. This can be done by asking them to do a task or an assignment to regain their

attention, and or reinforcing classroom behavior rules. Now if the teacher fails to stop the student

during the Trigger stage, the student will then move onto Agitation. A student’s behavior will

begin to escalate as they may begin to talk back or say negative comments to their teacher or
peers. Whenever in this stage it’s important to be cautious of your words and actions as to

prevent anything else from happening. A few ways a teacher can attempt to de-escalate the

situation is to talk in a calmly manner, show empathy, or assist the student in what they might be

struggling or frustrated on. Timing is quite important in this stage because if not done right the

student, then progresses to the Acceleration and Peak phase. In these phases, the student may

begin to raise their voice, talk back further and attempt to engage and agitate you. As a teacher

you must not respond to these actions and instead remain in a calm neutral state to not engage the

situation further. Instead, you may offer a prompt to the student and give them time to answer

and attempt to get back on track and back to the calm phase. If they decide to do so, praise the

requested behavior as it helps to de-escalate them further. Unfortunately, if that fails the student

then hits the Peak phase where they may toss items, kick desks, push chairs down, or even cause

harm to another student. You would react the same as in the Acceleration stage and always

remain calm. For this situation a plan must be made as the safety of everyone has become the

most important thing. However, this is the only phase that cannot be interrupted and can only be

supported and monitored as the student begins to move over into De-escalation and Recovery

phase. Once a student has left the peak phase you may offer time for them to be alone and gather

their thoughts, calm down before assessing the situation, breaking down what happened to them,

and seeing where you can help to prevent this situation from happening again and holding them

accountable for their actions before reintegrating them back into the classroom and bringing the

environment back to what it once was.

Addressing Challenging Behaviors: Part 2, Elementary: Behavioral Strategies

During this module, it is a continuation of the first part of Addressing Challenging Behaviors,

but it goes more into depth about what strategies to implement within the classroom. There are
various kinds addressed in the module: Behavior-Specific-Praise, Precorrection, Active

Supervision, High-Probability Requests (High-p requests), Opportunities-to-Respond (OTR),

Choice-Making, and Differential Reinforcement. Each of these strategies assist on making the

classroom environment organized and help prevent students from going through the Acting-Out

Cycle. For example, the purpose of OTR and when it’s best to use this strategy is when

reviewing materials that has already been taught or at least a basic understanding of the topic at

hand. OTR forces the students to be engaged into the conversation as questions are being asked

to test their knowledge and they are given the opportunity to answer. This strategy helps students

to reinforce participation and engagement. Now onto another strategy that can be useful, Active

Supervision. This consists of the educator walking around the room as students participate in

either individual or group assignments while the teacher monitors and interacts with students

when given. This not only encourages students to stay on task, but also promotes positive

behaviors. With the use of these low-intensity strategies an educator can easily de-escalate and

prevent any sort of Challenging behaviors.

Part 3: Insights gained (what did I learn?). How do these modules relate to the course

content?

What I learned from these modules is that actions and words are quite important in any scenario

regarding an Acting-out Cycle. As an educator, we must not let our feelings get involved in this

situation. Although, the words and actions of the student may hurt us and our pride we must

know it is all for a reaction. Children don’t act out for no reason, especially when demonstrated

in the module. It is usually an issue that gradually begins to grow, but to us teachers it may seem

as if it was unexpected. When we just failed to see the signs. We must be able to notice and

acknowledge a student’s behavior before it is too late and there is no more for us to do rather
than riding the situation out. Now, back to teacher’s feelings; we must not be reactive or put

them on display, because the child is in that exact mood as well and to have two people with

their emotions on display does not help anyone. We are the educators, mentors to these students

so we should be able to keep a level head and if you fail to do so then pull yourself away until

you are calm. Yes, children can be a bit much there are many ways to prevent a student from

expressing Challenging behaviors it is all about implementing and reinforcing desired behaviors.

A phrase that was new to me was High-Probability Requests (High-P requests), when learning

about this low-intensity strategy I was impressed with how easy this sounded. Considering it

consists of making a student do tasks you are aware they are able to complete while slowly

beginning to incorporate the task you actually want them to do. It cuts out the frustration most

educators go through when wanting a student to complete a task you know they struggle or

refuse to do so such as, sitting on the carpet during circle time. From my perspective and what I

have witnessed as working with children, most teachers bribe or pressure the student into doing

the task and yes it may work the first few times, but it only ends up rewarding that behavior in

the long run causing them to act out more. Another word that was new to me was High-Leverage

Practices (HLP). This consists of educators designing and constructing strategies and instructions

for students who may need additional help or have disabilities. This practice I quite enjoy as it

makes sure to create more learning opportunities and lessons for everyone, without disregarding

those who may take more time to complete assignments or tasks. Finally, I found interest in the

strategy called Precorrection. It is as taking measures before anything can happen. When

children first set foot into your classroom, you can already implement desired behaviors and they

will already know before hand what is and what is not expected and if they were to fall off track

you can easily reinforce these behaviors. This module has taught me quite a lot that I can see
myself using in the future, especially since my patience can run thin sometimes, and even

thinking back on situations when I had students expressing challenging behaviors these strategies

would have come in handy back then. Although, I was unable to implement these back then I am

now able to in the future and will continue to do so as I strive to have a calm, welcoming and

organized classroom environment.

Celeste Bunkem
February 15, 2023
Professor Ugo
Professional Development Hours

Part 1: Names of the professional development modules completed, and hours earned:

1. Classroom Behavior Management (Part 1): Key Concepts and Foundational

Practices (2 hours)
Part 2: Brief descriptions of the modules listed above:

Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

During this module, it demonstrates the ways a teacher can have successful classroom

management skills. First off, students come from a variety of cultures, socioeconomic

backgrounds, and societies; as teachers we must be able to acknowledge and place that into

consideration when we are going through our daily lessons. Not every child is the same, so their

words and actions may differ from how we might expect them to behave. In some student’s eyes

you may need to earn their respect and trust for them to considerate you an authority figure or

they may believe if they are actively talking during the lesson they are actively engaged. As

educators we must understand what our students may expect of us, and in return meet them at a

middle point to work together. Further into the module it demonstrates the importance of having
a structured classroom. Whether it is from the sitting arrangement to the daily routine that is

implemented throughout the week. When done correctly you gain an effective classroom

environment, this creates a learning environment that is beneficial to student growth. It increases

student engagement, facilitates appropriate social interactions amongst students, positively

affects student performance, and decreases the chances of inappropriate behavior. However,

when making an effective classroom environment you must be able to notice what each and

everyone of your students’ needs may be. Such as one student might work better in groups and

pairs or may need visual aids. Perhaps individual work is needed for another student. After

gaining this insight it is important to use this to create a classroom behavior management plan. It

should contain a statement of purpose which is a brief description of the purpose of the

management plan and why it is implemented, rules, a teacher’s expectations within the

classroom. Procedures; a description of steps required for students to successfully complete their

tasks for each day, consequences in which the teacher takes action to respond to appropriate and

inappropriate behaviors, an action plan which consists of what needs to be done and how it will

be done and what will it accomplish, and finally a crisis plan that carries explicit steps for serious

behavioral issues. When tying all these steps together and staying consistent you will then gain

an effective classroom environment.

Part 3: Insights gained (what did I learn?). How do these modules relate to the course

content?

What I learned from this module is that the key parts of having a good classroom environment

and great classroom behavior management skills is to listen to your students and heed their

needs. Children enjoy being heard and paid attention to. When a teacher begins to lack in that

department the classroom begins to fall apart. Instead of not engaging a student who is
expressing inappropriate behaviors, one might feel tempted to threaten the child or raise their

voice in hopes it would force them to behave correctly. When it actually causes the bond

between teacher and student to bend. To avoid disruptive behaviors, you should implement your

expectations in the classroom to help lessen the chances of this behavior occurring again.

Students need structure and routine; it is what keeps the classroom in order. Without it may

cause outbursts as they may not know what to do and feel frustrated from this. Educators must be

able to implement what is expected, what to do, and how to do it to keep the classroom running.

A word that was new to me from this module was Hurdle Helping, it is described as helping a

student who may be frustrated and lost on a question or an assignment. This helps to decrease the

chances of disruptive behavior to occur. I never knew there was a name for this sort of action as I

always saw it as an instinctive thing to do as an educator when you notice a student is not being

able to grasp the concept or complete the task that is being asked of them. Another term was

High-Quality Instruction, when first reading upon it I found it interesting. It is data and decision-

making based. This helps the teacher to decide what strategies might be needed for this group of

students and what adjustments should be made so it is beneficial towards everyone. The final

term I learned was Planned Ignoring, in which the educator does not entertain or engage a

student that is expressing disruptive behavior. I had always witnessed this from teachers growing

up and to use it in my own experience is quite effective especially as it teaches students that this

isn’t the desired behavior we are seeking and when working with younger children I view it as

helping them to self-regulate as they could be used to mom, dad or grandparents coddling them

the second they make a sound. Planned ignoring is helpful for teachers of all age groups. In

Conclusion, Classroom behavior management has taught me many things from, paying attention

to my students to implementing what is and what is not acceptable in the classroom.

Celeste Bunkem
February 22, 2023
Professor Ugo
Professional Development Hours

Part 1: Names of the professional development modules completed, and hours earned:

1. Classroom Behavior Management (Part 2, Elementary): Developing a Behavior

Management Plan (2 hours).

2. CSR: A Reading Comprehension Strategy (1 hour).

Part 2: Brief descriptions of the modules listed above:

Classroom Behavior Management (Part 2, Elementary): Developing a Behavior

Management Plan (2 hours).

Within this module, the topic that is discussed is Classroom Behavior Management and

the ways to have a well-organized and healthy classroom environment. As educators we must

come up with a plan which is called a Classroom Management Plan. It must consist of 6 topics:

Statement of purpose, Rules, Procedures, Consequences, Crisis Plan and Action Plan. A

Statement of Purpose is a brief, positive statement that is for educators, parents, and students as it

lists the reasons why a management plan must be put in place. The purpose of Rules within the

classroom are to demonstrate what is expected within your classroom, and as an educator you

create them to what expectations you may have from your students but try to make the rules easy

enough for your students to understand and follow. However, you must take each student’s

cultural background and upbringing into consideration as you make your rules and expectations

as their actions may differ from yours. Once the rules are implemented you must remind students

of that desired behavior to keep them on track on what they are supposed to do. Next is
Procedures, a procedures plan is a step-by-step description for students as this helps them create

a routine of what is expected every day when they walk into the classroom. Such as completing

and turning in homework or transitioning from one activity to another throughout the day. When

it comes to consequences there are two different kinds: Positive and Negative. Positive

consequences are desired behaviors and you may rewards these to implement what you want out

of your students. However, each student enjoys many different things and so the rewards may

differ from each other. To help that situation you may use three different types of positive

consequences: tangible, social, and activity to allow your students to choose from. When it

comes to negative consequences there should be a tier list of what is expected if they continue to

demonstrate non-desired behaviors within the classroom. This will help to decrease the

possibility of the negative behavior continuing in the future. A Crisis Plan consists of explicit

steps for obtaining immediate assistance for behavioral situations. This plan is crucial to have in

place as when a student reaches a behavior that may cause harm to oneself or other students,

your first action is to make sure nobody is harmed and is out of the way. The final plan is an

Action plan, it is quite similar to the Procedures plan in the way of what needs to be done, how it

will be done and what the deadline is for this goal to be accomplished. When you have finally

placed these plans together, you get a Classroom Management Plan. This helps to implement

structure within the classroom and lessens the chances of disruptive behavior.

CSR: A Reading Comprehension Strategy (1 hour).

In this module, it discusses the topic of students who may have trouble within the reading

the department, especially the upper grade levels. As students continue to move through the

grades, reading becomes an important factor as they are required to comprehend what is being

read, the main idea, vocabulary, and what the message behind the text may be, However, not
 every student gains that skill and to help students who may need assistance. Teachers can use a

strategy called CSR. It consists of 4 strategies: Preview, Click and Clunk, Get the Gist, and Wrap

Up. When introducing a new topic for your students to read you will start off by using the

preview strategy. You will ask students about their prior knowledge of that specific topic or what

they think might happen in the passage. Once you are past the first step you then move onto,

Click and Clunk. In the Click and Clunk strategy the words that students already know are

considered clicks and the words they don’t know are considered clunks. To help a student with

clunks they have, you may encourage them to reread the passage again and try to decipher what

the word might mean based off the context of the text around it or attempt to look for other clues

within the passage to get a better understanding of what the word might mean. After that is

completed, the next step is Get the Gist. This step consists of helping students to identify the

main idea as they continue to read the passage to increase the likelihood that they will understand

the text. After students have finished the passage, they will move onto the Wrap Up strategy. The

purpose of the wrap up is to help students understand and remember what they just read. To do

that you would simply ask questions and review the important ideas of the story. To make CSR

most effective you can place your students into groups and pairs or in other words, Cooperative

Learning. It causes them to apply all four steps as they ask each other questions regarding what

the passage was about. Studies have even shown that Cooperative Learning has not only

increased time on task but also lead to greater motivation towards learning. It is beneficial to all

students even students with learning disabilities. Now that all the steps are learned it is important

to practice implementing CSR within the classroom by discussing, modeling, doing guided

practices, and independent practices to help students get into the routine of using CSR when

needed.
Part 3: Insights gained (what did I learn?). How do these modules relate to the course

content?

Within these modules I learned about the importance of Classroom management and having a

plan at all times, because without it the classroom would be a disorganized mess. I know a lot of

people believe they can just wing it like they do many different things in life, but when it comes

to students and especially in an elementary setting that is quite difficult to do as students are able

to notice very early on when a teacher has no control of the classroom or just seems to be

disorganized. So to implement what is expected within the classroom already shows your

students you mean business and that there is a time and place to play around. As for the other

module I learned about the reading strategy CSR. I truly see the benefits of this as it helps

breakdown passages that can be overwhelming to some students and the longer the passage the

more a student might be discouraged to read it and understand what the main idea is. As a person

who remembers taking reading exams, I used to dread reading long passages because it would

feel as if there was too much information to take in all at once, so now that students have the

ability to be taught the CSR strategy it can help them enjoy the concept of reading and finding

the deeper meaning more efficiently. Within these modules, majority of the vocabulary I was

already aware of but the few that stood out to me and I found to enjoy was, Negative and

Positive Consequences. As I believe not enough educators acknowledge both behaviors. Some

educators show attention the negative ones as it is the one causing the class to come to a halt.

However, it will only feed into that student’s behavior even further. So, to acknowledge and

reward the positive-desired behavior, they will continue with the desired behavior in the future.

Another one was Click and Clunk. I found it interesting to make students categorize what they

know and what they don’t immediately as most students will just brush over what they don’t
know and move onto what they already know, but to make them address what they don’t know

encourages them to actually learn about it rather than pushing it to the side and guessing what it

might be. I do find myself implementing these strategies within my own classroom and I look

forward to doing so.

Celeste Bunkem
March 1, 2023
Professor Ugo
Professional Development Hours

Part 1: Names of the professional development modules completed, and hours earned:

1. RTI (Part 2) Assessments (2 hours)

Part 2: Brief descriptions of the modules listed above:

RTI (Part 2) Assessments

In this module, we learn about what is RTI and the importance of it. RTI is a general

prevention approach as mentioned in the section that helps educators identify early on if a

student is having trouble with their reading skills or may have a learning disability. Ways to help

identify if a student is struggling with their reading skills is by doing universal screenings. First

you must pick which assessment should be done to identify their reading skills such using Dolch

Sight Words, which requires the student to read as many words as possible within a minute as the

educator marks down which words they got right or wrong. Second, it must be determined the

frequency of which the students will be tested. Districts typically decide how often they will be

tested. Some districts decide every season (3 times a year) to monitor their progress throughout

the school year. Fall screenings will be used to identify what students are reading at grade level
 and what students are struggling. As the seasons go on educators will continue to do screenings

to see who is catching up or is falling behind. Once the scores are evaluated, educators then

decide what bottom percentage of students will need interventions. As demonstrated in the

module the Rosa Parks school decided that the bottom 25% of students will need interventions.

Within the classroom, the teacher must continue to monitor their students and their progression

while using Tier 1. To help monitor they may resort to using a CBM chart. This chart consists of

keeping track of a student’s reading progress for the first 10 weeks. You are able to view their

rate of growth and determine if they are moving forward or falling behind as time goes on. Once

the chart is filled an educator will then calculate their score using the slope of their CBM chart.

To then compare if their score is equal, greater, or less than the specified rate of growth, this will

display if they are responding well to instruction. If their score is low, then the student will need

intensive instruction also known as Tier 2. In Tier 2, students are placed into Targeted

Intervention. Which consists of students being placed into groups of five to better their chances

of making progress and for educators to monitor students’ progress on a closer level. If the

student responds well to instruction in Tier 2 they will be moved back to Tier 1. However, if the

student continues to not respond well to instructions, they will then be moved to Tier 3, intensive

individualized instruction. The educator will then have one on one time with the student and

have to create specialized instruction that caters to that specific student’s needs while still using

the CBM chart. The student may also be evaluated for a learning disability if he or she is placed

within Tier 3 Instruction. RTI is a great prevention approach as it is able to help many students to

catch their struggles before they fall too far behind.

Part 3: Insights gained (what did I learn?). How do these modules relate to the course

content?
What I learned from this module is the importance of RTI and what it can do to help students.

RTI is useful for two things; Early prevention, it helps to identify students who may be falling

behind and catches them before they fall too far. As well as identify students who may have

learning disabilities that haven’t been able to be noticed until now. Especially with the help of

universal screenings, every student is assessed, and nobody is left behind. A word that was new

to me in this module was CBM, upon reading about it. I found it quite useful to educators as it

was an easy way to monitor a student’s progress without the hassle of just having a simple score

at all times, you could see the progress with the line chart as time goes on. You can even

incorporate your students into their own charts by making them draw the line graph themselves

so they are able to view their own progress and gain motivation from it. Another phrase that was

new to me was Universal Screening, I knew what this might’ve consisted of but I had no idea

this was a thing within education. I simply thought teachers would evaluate students who seemed

like they were struggling based off their scores in assignments or group work, but to know that

all students have a chance of being acknowledged if they need help or not is reassuring. I do see

myself implementing RTI in the future as I don’t want to see any student fall behind or their

learning disabilities to go unnoticed