Curriculum Based Measurement

If a student is not successful in Tier 3, he/she will be considered for special education testing. The classroom teacher is responsible for communicating is developed through the School Assessment Team (S.A.T.), which is comprised of the school administrators, the teacher of the student being assessed, reading specialist, interventionist, ESL teacher, special education teacher, speech teacher school, psycologist and social worker. Based on the findings, a home visit with a translator, special education teacher and social worker will perform a home visit. This is in order to determine where the child is developmentally in language and academically. The instructional team will also monitor instruction and provide feedback. Encore time embedded into the resource schedule for students will provide additional support for students as needed. The Response to Intervention (RTI) and the S.A.T. will work with teachers to meet the needs of the learner. School audits and walk -through will be on

Disability has been a difficult topic of society for years. Many people find discomfort in the presence of the disabled and many feel pity for those who are disabled. Back in the 1800s, the disabled were perceived as unable to contribute to society, often forced to undergo sterilization, and forced into institutions and asylums (“A Brief History”). In fact, this treatment of the disabled and mentally ill has been persistent until somewhat recently, when the Civil Rights movement took place, and those with disabilities decided to take a stand for their rights. Although people with disabilities continue to face difficulties in finding jobs, legitimizing their opinion, having the right to vote, and choosing whether or not they receive or refuse

In the United States today, there are over fifty-one million disabled adults and children. Throughout our nation’s history, we have not allowed the best treatment and care for these numerous citizens. But, in the recent past, the government has passed laws, made exceptions, and thoroughly tried to provide accommodations to these people with special needs. While this is true, America, as a whole, still views this group as strange or different. Even though this is exceptionally normal, it is not correct. The United States needs to be opened up to the truth about their fellow American citizens. The people of America ought to understand that these disabilities affect not only those who are disabled, but that it affects the family and friends

In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.

Tier II: Everyone at the meeting signs and agrees with Tier II intervention. Teacher does progress monitoring. Teacher will use a program to help the student more effectively, it will be more formal.

Individuals with disability have had a long history of maltreatment in America. From being thought of as possessed individuals in need of exorcism, targeted for heinous experiments, unknowingly sterilized, being labeled imbecile, feeble minded, and retarded, to being shipped off to state schools or mental asylums, those with disabilities were given no consideration as a valuable and able to contribute member of society. In a speech to congress, Frank Bowe, a highly educated deaf-man highlighted this claim by stating, “we are not even second-class citizens, we are third-class citizens” (Bowe, F. 1977--need citation), and Jim Cherry (2001) furthered the ideal in his words, that prior to “1970 we [disabled citizens] had no right to education, to employment, to transportation, to housing, or to voting. There were no civil rights laws for us, no federal advocacy grants. Few people looked beyond our medical needs” (Cherry, J.L, 2001 http://www.raggededgemagazine.com/0701/0701cov.htm). Section 504 of the Rehabilitation Act of 1973 attempted to fundamentally change how disabled people were reguarded.

Teachers, during tier one, should closely follow the GREAT guidelines. Teachers are also expected to differentiate instruction for those who are struggling. Tier two teachers expected to collect extensive data on the at risk student. Teachers are to collect data not only on information the student got wrong, but also when they were correct. This aids in a more correct placement, if needed. The final tier of the RTI process, tier three, is where all the data collection comes into play. In order for a student to be admitted into tier three, there has to be adequate evidence to support this claim. The teacher needs to continue to collect data to provide information on whether or not the student has made progress with the interventions in place. The teacher may asked to organize the data collected during the previous interventions. The text suggest that the teacher may be asked to collect this data in the form of a visual aid, such as a bar graph.

-Tier 1- Students learn at roughly grade level or above, and are least likely to fail behind

Many individuals with disabilities, including physical disabilities, have been treated harshly throughout history. Physical disabilities were thought about and viewed differently in history than they are viewed today. Many things that people do not see as a physical disability, today, were seen as a physical disability in the past. These people were discriminated, murdered, and even experimented on.

There are 3 Tiers: 1) High-Quality Classroom Instruction, Screening, and group Interventions. 2) Targeted Interventions. 3) Intensive Interventions and Comprehensive Evaluation Different types of Response To Intervention (RTI) which suits each individual and provides the high-quality information they need in order to succeed. Tier 1: All students will receive high-quality and technological based instruction provided by our qualified teachers and instructors to ensure each student is provided with the best learning possible. Tier 2: Students who are not making sufficient progress in regular classrooms in Tier 1 are then issued and provided with progressively intensive instruction that matches the needs based on their level of performance and rates of progress.

Tier 1 focuses on effective classroom instruction and practices for academics and the management of behavior for all students. Tier 1 includes the quality core instruction and curriculum all students have equal access which incorporates the classroom teacher using proactive data-driven practices to identify and help children who are not being successful (Hilton, 2007). Using research-based differentiated instruction for all learners and a universal screener to measure proficiency at least twice a year are keys to an effective program. These screeners identify students who are not meeting standards. Approximate 80%-90% of students will be successful in a Tier 1 program. If less than this percentage is successful, classroom practices must be evaluated.

Nonetheless, this is the reality of the disabled in U.S. history, just as discomfort and marginalization exist today. The 20th century contains many examples of how the disabled were abused, from the harsh restrictions for immigrants to the outright murders of disabled babies. Much of the blame for this must be laid at the door of eugenics, an unconscionable “science” seeking to promote human perfection. It is the essence or ultimate expression of the society's plain dislike of the disabled, and the ideologies behind it only further the universal bias against this population. Progress has been made and there is greater awareness today, but it remains arguable that the culture's emphasis on beauty and physical skill only perpetuates the eugenics rationale. Ultimately, the idea of eugenics itself translates to an ongoing and unconscionable marginalization of the disabled, and because the concept reduces disabled human beings to only their

For students who are not meeting required levels in one area or another, in this case reading, tier 2 simply wants the teacher and parents to expand the length of time and intensity the student is involved in reading both at home and during school hours. For example if the normal reading time is 30 minutes a day, then the teacher should encourage the student to read for an additional 30 minutes a day, for a total of 1 hour of reading each day. When talking about intensity level the teacher can create small group of 3-6 students and increase the intensity level during each meeting. Parents can also increase the intensity and time by providing more difficult books.

The second level, tier 2, is more selective or targets children and youth with learning, emotional, or life experiences that put them at risk for behavioral or health challenges. Lastly, tier 3 provides intensive services to children and youth with identified disorders that may limit participation in occupational activities.

As a special education teacher, I would adapt this type of measurement to documenting my student’s long term curriculum goals. These are goals that are