3-Tiered RTI Process Analysis

This paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

In writing this paper the author will provide her research information about on three terms UDL RTI, and what is MTSS? And expand on answering these seven questions: What role do you think the special education teacher plays in these models? What role do you think the general education teacher plays in these models? What are some of the different ways a school can structure all three of these models? What are some of the best practices or methodologies that should be applied to an RTI model? What are some of the difficulties that schools might encounter when they begin an RTI model? ‘What is your vision for the future of UDL MTSS and RTI? Lastly, how is a referral for special education different for a student who was involved in the RTI model, versus a school without this model?

At student can be referred for special needs by a parent, teacher, or principal. A student study team is then set up to evaluate the child. The team includes the psychologist who is the coordinator of the team, the principal, the child’s teacher, the special education teacher, speech specialist, upper and lower grade teacher representatives, and the parents. The parents can also bring other people including a therapist.

The next article I researched was bout potential implementations for 3rd grade students who were identified as learning disabled. This article talked about how RTI’s are the front running alternatives to placing a student in special education. Interventionists, who were undergrad special education teacher candidates, used RTI approach on 3rd grade children with reading disabilities. The

The goal of an Individual Education Plan (IEP) is to provide a roadmap for progress for a child with special needs. To create or update a child’s IEP, there are fixed requirements that must be met at all meetings. Meetings must take place at least once per year, though additional meetings can be scheduled for several reasons, such as the evaluation of progress toward goals, or to modify the IEP, and meetings require specific people to attend. Each person at a child’s Individual Education Plan (IEP) meeting has a distinct role and expertise for contributing ln the process of writing the IEP. Their expertise will help guide the creation, implementation, and evaluation of individualized goals, and a set time frame in

Chapter two of the Spinelli text covers the special education process including assessment for referral, classification, placement, and programming. Spinelli’s text outlines the referral process, the components of a comprehensive educational evaluation, and the components of an IEP. Additionally, chapter two explains parental/guardian rights during the assessment process and the development of the IEP. Finally, Spinelli describes parental/guardian rights to request a mediator or their right to a due process hearing when they are dissatisfied with the educational services their child is receiving.

One of the biggest problems with special education is students are being over diagnosed as special education when in fact the student may just need additional supports. RTI is designed for students to receive instruction and if they still need additional then special education will come in. However, students in RTI are in fact receiving almost the same services that special education, especially in Tier 3. The overall purpose of RTI is to 100% if a child should be considered special education. The RTI system is not designed to take away a child’s right to services but in fact assess the severity of the child’s learning

Prior to individuals being found eligible for special education, the general education teacher, other caregivers, or medical providers may identify individuals who may be having various difficulties in cognitive or physical development that may affect academic performance and social development. A request for intervention assistance may be made by a teacher or other professional so that a team of professionals can come together to have the child properly assessed and evaluated. The team will make a determination of what type of academic difficulties the individual may be having, and/or whether the individual is having behavioral difficulties that may cause learning to be impeded according to Salvia et al. (2017). The multidisciplinary team

Special populations is any student who obtains a disadvantage or barrier that affects their learning. The disadvantages or barriers include disabilities, economic status, single parent households, foster care, homeless, English Language Learners, sexual orientation, racial and ethnic minorities. Students with disabilities could range from one factor to multiple factors and can obtain a 504 plan or Individualized Education Plan and Behavior Intervention Plan. These plans are implemented with the Response To Intervention (RTI), which closely documents students learning and behavior by the educators, and the data is looked at closely by the school psychologist, teachers, parents (guardians), and administration. Additionally, speech pathologists, occupational therapist and the school nurse participate in the RTI process as needed.

The Individualized Education Program (IEP) assignment for EDUU 601 included two goals with objectives and an IEP for the student. An IEP is developed for an individual student who has been determined to be eligible for special education. The persons involved with the development of an IEP include the parents, teacher, psychologist, service providers if needed, the student if able, and any other individuals from the school or district that are appropriate. The services provided could include, behavioral services, speech therapy, assisted technology, adapted physical education, or occupational therapy.

Response to Intervention (RTI) is a multi-tiered school wide intervention model used to identify students in need of closer monitoring or more intervention. Johnson et al. (2006) explain the roles of general education teachers, special education teachers and administration in identifying and helping students. General Education will administer screening measurements for reading, writing and math. The data from these assessments will be evaluated and identify students who need additional support. Parents are informed of student's’ progress. The special educations staff will assist general education in identifying students and collaborate to provide strategies for the implementation process in tiers one and two. Administration will support staff

Once the student is found eligible for special education services through psychological testing, and the student is found eligible for services, then an Individualized Education Plan (IEP) is developed. When developing the IEP, the team must first consider the student’s home school in a general education environment as the Lease Restrictive Environment (LRE). In such an instance the student would be served in an inclusive classroom setting (Hornby, 2015). The inclusive setting provides support to the student

We are committed to serving all students of our community among all ethnic, racial, and socio-economic backgrounds, including our ESOL and Special Education population, and recognize that there are students who have abilities and academic aptitudes that differ from their school-aged peers. Therefore, they require special instruction, services, and experiences, which go beyond the general curriculum to further develop their potential. A committee of professionals within the school building will work together to analyze multiple forms of evidence including, but not limited to, assessment scores, referrals, student work samples, and teacher and parent narratives to determine eligibility based on the interactions between

The current special education system determines the placement for these students in accordance with the recommendation of the child’s educational team. This group is made up of parents, educators and administrators from the child’s school district, as well as administrators from an alternative schooling option if applicable (Ohio Department of Education). The team is unique to each student and has the goal ensuring a “Free Appropriate Public Education” (FAPE) for the student in the “Least Restrictive

The special education class allows students with learning disabilities to get individual attention that is needed in order for the student to focus and make it to the next step in life. Everything from the student’s setting to needs are planned and monitored. The special education teachers are able to provide support such as assisting with identified modifications to student’s academic and physical tasks in order to meet their needs and help their differences in the learning cycle. However, not all special education students need one on one teacher aids. The need for a one to one assistance is considered, depending on the individuals needs.