12 May Tiered instruction and support programs are often implemented on a school or district-wide level. Response to Intervention (RTI) and M
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.
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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