RTI, Educational Research and Accountability - Essay Example

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RTI, Educational Research and Accountability Name: Tutor: Course: Institution: Date: RTI, Educational Research and Accountability 1. Describe the Relationship between RTI and other national efforts to improve student outcomes (IDEA, RTTT, etc.) Response to intervention (RTI) refers to education model applied in facilitating the process of identifying students with high risk of having trouble in learning processes (Gersten, Compton, Connor, Dimino, Santoro, Linan-Thompson & Tilly, 2008)…
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RTI, Educational Research and Accountability
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"RTI, Educational Research and Accountability"

RTI, RTT and IDEA are interlinked by sharing a common objective of improving the performance of students through learning and teaching process. Nevertheless, RTI have a direct connection to IDEA since the latter is applied in identifying students with learning disabilities: who are the beneficiaries of IDEA (Fletcher, Stuebing, Lyon, Shaywitz & Shaywitz, 2005). Moreover, RTI model is also applicable in RTTT to facilitate the process of meeting requirements in teaching and learning (Marzano & Pickering, 2001). Therefore, these relationships have raised attention among numerous educators, who are seeking ways to raise standards of students’ achievement (Heggen, Karseth & Kyvik, 2010). In addition, RIT in RTT and IDEA is commonly applied through strategies to explore potential of formative evaluation as an approach of raising students’ performance (McCardle, Scarborough & Catts, 2001). In this case, by raising standards of content for their students, educators ensure that all achievement gaps are bridged to assisting students with learning disabilities (Arne & Easton, 2009). ...
or are not) Research based education has aspects of policy development that requires a research to be conducted in order to base teaching and learning procedures on results of this research (Jonasson, 2011). Therefore, the interpretation of this perception is evident through a notion that is relevant and easy to support. However, given that, the research-based education has elements of policy development; some policies may be subjected to forces in educational and social systems leading to determination based on inherent or unequivocal policy (Bridges, Smeyers & Smith, 2009). Therefore, this influences decision-making by teachers based on the extent, which their perceptions are affected by informed policy. Elementary and Secondary Education Act (ESEA) mandate research-based strategies focusing on measurable IEP objectives relate to interventions that are based on evidence (Arne & Carmel, 2010). Moreover, these recommendations are made through consideration of making relevant decisions regarding students’ assessment. In fact, one of the mandates that I use is “Improving the Student Achievement.” Moreover, it is a crucial mandate for increasing students’ growth by use of effective data systems offering substantial information for driving instructional practices to assist students with learning disabilities. In this case, I ensure that I have administered all evaluations that are set by ESEA based on the parameters for students’ IEPs (Brustein & Manasevit, 2009). Therefore, mandates of ESEA research-based strategies are considered in developing objectives that can be evaluated to determine the students’ growth (NACAC, 2010). Furthermore, they assist in making a substantial contribution in improving the performance of students’ with learning disabilities, Read More
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