Tiered instruction and support programs are often implemented on a school or district-wide level. Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) are common programs that provide a framework for assessment, delivery of instruction, provision of supports, and guidelines for referrals for eligibility in special education. The law requires that teams document efforts to support students in general education settings before they can be referred for special education evaluation. Not all students who struggle have a documented disability or meet eligibility requirements. Teachers and staff must address screening and assessment to identify the needs of students and make data-driven decisions regarding delivery of instruction, needed supports, and referrals when necessary for additional supports and services. RTI is a framework that includes general supports for all students, supports that are more specific for at-risk students, and identification of students who need interventions that are more intensive.
Select a grade level “Class Profile” relevant to your field of study and imagine you are the classroom teacher for these students. Review the profile and formulate a small group of students with whom you will implement RTI strategies. Using this group as an example, create a 15-20 slide digital presentation providing an introduction to the RTI for new educators.
Within your presentation, provide:
An overview of RTI and MTSS, including an explanation of the tiers and how these systems can be used to enhance and adapt instruction.
An explanation of the role of the child study team.
A discussion and examples of the types of data collected throughout the RTI process.
An explanation of what factors determine appropriate student placement within the RTI tiers. Refer to your example student group to illustrate specific ideas.
An explanation of how the RTI model can help meet the needs of students without disabilities and as a means of adapting instruction prior to evaluating students for a disability.
Five examples of research-based intervention strategies that you will use with students in your example student group who are struggling in English language, arts, or mathematics. Include justification for each intervention strategy.
Description of the data that would be collected as part of implementing the research-based intervention strategies. Explain how this data could be used to evaluate the effectiveness of the RTI strategies and how this information could be used as justification for testing for possible special education eligibility.
A title slide, reference slide, and presenter’s notes.
Support your presentation with a minimum of three scholarly resources.
200
ATTACHED FILE(S)
Overview of RTI:
· Response to Intervention is an instructional practice used by educators to reach the needs of all students. The RTI process is broken down in to 3 Tiers.
· Tier 1 is generalized instruction for all students. This instruction occurs daily for 100% in the classroom.
· Tier 2 is more thorough instruction for students who need a reteach of instruction. This tier is ideal for students to “not fall in the cracks”. Tier 2 intervention is produced when students perform slightly below from the majority and need more instructional opportunities and practice to better understand the content. Tier 2 takes place within the classroom with the general education teacher and can look like 1 to 1 or in a small group setting.
· Tier 3 intervention is for students who are continuing to not grasp material/content from generalized and/or small group instruction. To begin this process, the general education teacher should have data beyond a reasonable doubt that the student is lacking progress, regardless of small group intervention and reteach. Data collection and concerns are brought to the administration with a student support team. Typically, a student support team includes an principal, the general education teacher, and any resource teacher whom may have been working with the student and/or teacher during Tier 2 for extra support. This team comes together to review data and decide if further evaluation is needed for the student; could there be a learning barrier or behavior concern that is prohibiting this student from learning at their best?
Role of the Child Study Team:
· General education teacher – provides data and documentation of work samples, intervention, and strategies used throughout the RTI process to support the student.
· Resource teachers – if applicable, provide data and documentation of strategies used for teacher support or of direction with student.
· LSSP or Diagnosticians – provide data, documentation, and observations of their time with and/or around the student.
RTI can help meet the needs of students without disabilities and provides as a mean of adapting instruction prior to evaluation students for a disability by:
· Acting as a safety net from generalized instruction; students who are not grasping content with the majority of peers during generalized instruction are noticed and pulled for 1-on-1 or small group instruction/reteach of material. This time provides more and thorough opportunities for students to grasp the information with more in depth support.
Class Profile – 1st Grade
Student Name
English Language Learner
Socioeconomic
Status
Home Language
IEP
504 Plan
Reading Proficiency Level (Lexile)
Math Proficiency Level
Other
Internet Available
at Home
Alex
2
Mid
Spanish
No
No
85-95
At grade level
None
Yes
Ana
N/A
Low
English
No
ADHD. Difficulty with task completion and executive functioning.
160-230
At grade level
Struggles to remain on task.
Yes
Angela
2
Mid
Spanish
Speech/
language. Difficulty with phonics and semantics.
No
100-150
At grade level
None
Yes
Annie
N/A
Mid
English
No
No
135-260
At grade level
None
Yes
Betty
N/A
High
English
No
No
120-200
Above grade level
Reads slowly and struggles with comprehension.
Yes
Bonnie
5
Low
Mandarin
No
No
190-260
Above grade level
On the list for gifted testing.
No
Brad
3
Mid
Spanish
No
No
195- 210
At grade level
Struggles with math word problems.
Yes
Christopher
3
Mid
Spanish
No
No
190-225
At grade level
Quiet. Struggles with maintain peer relationships.
Yes
Cole
N/A
Mid
English
No
No
150-200
At grade level
Tier 3 RTI for reading, writing, and math.
Yes
Donavon
N/A
Low
English
Dyscalculia
No
170-250
*Below grade level
Struggles with concept of number value and counting.
Yes
Elijah
5
Mid
Spanish
No
No
185-260
At grade level
Struggles to self-regulate behavior; tends to become physical with others. On a behavior plan.
Yes
Elly
N/A
High
English
Dyslexia. Struggles with fluency and comprehension as well as written work.
No
135-165
*Below grade level
Withdrawn. Struggles with peer relationships.
Yes
Frank
N/A
Mid
English
No
No
120-200
At grade level
None
Yes
Gabe
N/A
Low
English
ODD. Aggressive and refuses to follow directions.
No
170-250
*Below grade level
Tier 3 RTI for reading and writing.
No
Haley
N/A
Mid
English
No
No
135-165
At grade level
Struggles to demonstrate respectful behaviors. On a behavior plan.
Yes
Hudson
N/A
Mid
English
No
No
135-165
At grade level
Watching for concerns with reading comprehension. Beginning RTI process.
Yes
Katie
4
Mid
Spanish
No
No
195-210
At grade level
None
Yes
Kyle
N/A
Mid
English
No
No
170-225
Above grade level
On list for gifted testing. Finishes work quickly and accurately. Needs to be challenged particularly in math.
Yes
Madison
3
Mid
Spanish
No
No
170-250
At grade level
None
Yes
Megan
1
Mid
Spanish
No
No
60-90
*Below grade level
None
Yes
Natalie
N/A
Mid
English
No
No
150-200
At grade level
None
Yes
Sam
2
Mid
Spanish
No
ADHD. Difficulty with task completion and focus.
85-100
At grade level
Eager to please, but struggles to stay organized; works hard. Gets frustrated with himself with task completion.
Yes
Samantha
N/A
Mid
English
Language processing disorder (sounds).
No
100-150
At grade level
Needs constant reminders to work on task. Struggles with fluency due to sounds.
Yes
Travis
N/A
Mid
English
No
Speech.
Sees speech pathologists 4 times a week, 15 minutes each (phonemic awareness and letter blend sounds).
100-150
*Below grade level
Gets frustrated often and refuses to complete tasks. Beginning RTI process for math intervention.
Yes
*Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.
ELL Levels
Scored as:
1
Pre-emergent
2
Emergent
3
Basic
4
Intermediate
5
Proficient
Grade
Reader Measures; Lexile
1
120L – 295L
2
170L – 545L
3
415L – 760L
4
635L – 950L
5
770L – 1080L
6
855L – 1165L
7
925L – 1235L
8
985L – 1295L
9
1040L – 1350L
10
1085L – 1400L
11/12
1130L – 1440L
Special Education Key Terms
Acronym/Identification
Details
Category
504 Plan
Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.
ADHD
Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive.
OHI, 504 Plan, or IEP based on severity of influence on academics.
APD
Auditory processing disorder. Difficulty recognizing sounds.
504 Plan or IEP based on severity of influence on academics.
ASD
Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning.
IEP
Deaf-Blindness
Hearing and visual impairments concurrently affecting communication and learning.
IEP
Deafness
Requires use of assistive technologies.
504 Plan or IEP based on severity of influence on academics.
Depression
Can be considered emotional disturbance based on severity.
504 Plan
Dyscalculia
Difficulty understanding numbers and math facts.
LD, IEP
Dysgraphia
Difficulty with handwriting and fine motor skills.
LD, IEP
Dyslexia
Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.
LD, IEP
Dyspraxia
Difficulty with muscle control and coordination.
504 Plan or IEP based on severity of influence on academics.
ED
Emotional disturbance. Includes anxiety, depression, ODD, bipolar, OCD, eating disorders, psychotic disorders.
504 Plan or IEP based on severity of influence on academics.
Executive Functioning
Difficulty organizing and managing tasks, time management, and remembering details.
504 Plan
Hearing Impairment
May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.
504 Plan or IEP based on severity of influence on academics.
IEP
Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress.
Intellectual Disability
Presents significant limitations on learning and adaptive behavior.
IEP
Language Processing Disorder
Difficulty associating a meaning with sounds.
LD, IEP
LD
Learning disorder.
LD, IEP
Memory
Difficulty with storing and retrieving information.
504 Plan or IEP based on severity of influence on academics.
Multiple Disabilities
Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment.
IEP
Non-Verbal Learning Disabilities
Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues).
LD, IEP
OCD
Obsessive compulsive disorder. Repetitive behaviors, over-thinking, anxiety.
504 Plan or IEP based on severity of influence on academics.
ODD
Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive.
504 Plan
OHI
Other health impairment. Chronic or acute health problems that do not fall under any IDEA category that impairs the physical and/or learning environment (e.g., asthma, epilepsy, diabetes, Tourette syndrome, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, hemophilia, ADHD, heart conditions).
IEP
Orthopedic Impairment
A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations).
504 Plan or IEP based on severity of influence on academics.
Speech/Language
Difficulty with articulation possibly due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes.
OHI or LD based on severity of influence on academics.
Traumatic Brain Injury
Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking.
IEP
Visual Motor
Difficulty processing what is seen and the ability to copy, such as taking notes.
LD; IEP (often seen with dysgraphia or non-verbal learning disabilities).
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