Assessment Of Special Education Is A Problem Solving Process

contained in this report, the student might benefit from RTI and observed to see if further measures such as special education are warranted. While reducing the number of special education recommendations, RTI has increased student achievement. It uses research-based instructional strategies to identify learning problems and create adjustments to curricula for students in the general education setting (Cummings et al., 2008).

RTI helps school districts recognize students who are below grade level and provides progress monitoring, interventions and intense instruction (O’Meara). The RTI framework consists of three components, the assessment process, tiered interventions and the problem solving method (Appelbaum). Tier 1 provides instruction that is curriculum aligned, utilizes differentiated instruction and feedback on progress (Searle). If a student is struggling in tier 1, they are moved to tier 2. Tier 2 offers students

research. Tilley suggests that “special education structures have remained fixed for more than 30 years” (2008, p. 23) and raises the question of how school psychology can more to a problem solving model in this “fixed” environment. In response to his own question, he finds a

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

they school will use, training, provides assessments, and can assist in aiding both 2nd and 3rd tier students. It is also the job of the school psychologist to aid in determining if students qualify for special education services. The general education teacher is also a member of the team and assists in making the decisions on how they will run the RTI program at their school. Most importantly though the general education teacher will give the assessment to their students to place students in their

Under the Individuals with Disabilities Education Act (IDEA), local school districts, must "identify, locate, and evaluate every child who may have a disability requiring special education services." This procedure is called "Child Find." If an educator or parent suspects that a child has a disability, then it is the responsibility of the parent or educator to request a full, individual, comprehensive, multi-disciplinary evaluation. The school is requesting an evaluation of your child based on their

The role of RTI in special education is the early identification of student’s at-risk with learning difficulties. RTI data can be essential for prevention and interventions with the SLD identification process. The Data gathered through RTI can be used in SLD intervention determinations. When the model is properly used, all students identified for SLD needs more services than the interventions provided in Tier 1 and 2. RTI should be used in conjunction with other measures (e.g. CHC theory, multi-data

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

content, process, product and learning environment (Tomlinson, 2000). Tomlinson (2008) stated that differentiating instruction calls for teachers to have “clear learning goals… [that are] crafted to ensure students engagement and understanding” (pg. 27). In differentiated instruction, teachers use effective evidence-based instructional strategies (Watts-Taffe, 2012) to encourage all students to take greater ownership of their learning process (Tomlinson, 2008). The Center of Applied Special Technology

Elementary and Secondary Education Act (ESEA)/No Child Left Behind (NCLB). The Elementary and Secondary Education Act of 1965 (ESEA) and its reauthorization through the No Child Left Behind (NCLB) of 2001 have the purpose of raising achievement and closing achievement gaps. NCLB focuses on proficiency for all students within the general education curriculum with grade level content and authorizes problems that support eligible schools to raise the “academic achievement of struggling learners and