Education_Reform.docx Supporting the Whole Student Grand Canyon University Supporting

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Education_Reform.docx Supporting the Whole Student Grand Canyon University Supporting the Whole Student The United States of America, a country that strives to raise educated children, has been ... presenting and adjusting the way it teaches its population since before the adoption of the US Constitution more than 225 years ago. Over the last 100 years, many reforms have been initiated in the United States. This paper will present two important reforms that strive to identify children who are lacking in one way or another. Reading to Intervention (RtI) and the National School Lunch Program (NSLP) both have seen successes but also both have their share of continuing issues. What types of reforms will we see in the next 100 years? A possible reform will be to restructure of the way we level students in classrooms. All three of these reforms affect Special Education students in the way we, as educators, teach, guide and support every student on their path to learning. Reading to Intervention (RtI) RtI is early intervention for students who are struggling and identifies students for further testing for special education and related disabilities. (Alahmari, 2019) When RtI is implemented with fidelity, students receive quality education in reading within small group or a 1 to 1 setting. RtI helps to identify students that need extra support and can help avoid unnecessary referrals to Special Education. The way RtI students are identified varies from state to state. Many schools lack the resources and. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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