Monitoring Students' Difficulties: Response to Intervention Documentation

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

Response to Intervention (RtI) came about initially in answer to the over-identification of struggling students as special education students. It was developed starting in the late 1970s by numerous researchers seeking a method of identifying learning disabilities that avoids the problems of the discrepancy model. Many educators were concerned that too many students were being identified as having a learning disability, not because they actually had one, “but because they had not been successful in a general education program” (Prasse, 2010). Many were also concerned that students with a true learning disability were not receiving the help they needed quickly enough. Before RtI, the accepted

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.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

2. Trevion is not under medical supervision for his speech problem (Medical doctor) he is under a supervised treatment plan by a Speech therapist at the school. (Request form HR.department).

Some of these additional resources include the time required to increase support and the skills to intervene and monitor progress (Bohanon, Goodman, & Mcintosh, 2010). The purpose of data collection in Tier 3 is “to build an intervention that will accelerate learning, monitor intervention progress, address and adjust integrity and implementation facets to maximal effects, and to evaluate the intervention effects” (VanDerHeyden & Burns, 2010, p. 12). Although Tier 3 may or may not include a referral to special education, a referral for these services is recommended for students who do not make progress, if there is any question of a

Response to Intervention, also known as RTI is a method made up of multiple tiers, to provide early recognition and aid of children with needs concerning to their behavior or learning. This process includes high quality teaching and general screening for all children in a mainstream classroom setting. The multiple tier systems of support, fits into the existing definitions for learning disabilities by classifying students into the tiers they require in order to achieve academic success based on their needs. Before a student enters their tiers, each student goes through a screening and progress monitoring to determine where they are in their educational setting. Once this has taken place and the data have been analyzed, students will be placed

In regards to the reading program it is appropriate for each special education and at-risk student. The reading program is implemented with specifications acquiescing to their individual education programs (IEP), and recommended reading levels. Although the students are working together in a small group in the second tier of the intervention process, each student progresses according to individual achievement based on goals designated in their IEP, and teacher recommendations based on their current reading grade level. The individual responsiveness of each student determines whether they transition to the third tier of the RTI process, or if they are able to appropriately progress at the current level of intervention. Presently, the two at risk students have maintained the status quo, not progressing sufficiently, and have

In the 3rd step plan the implementation is when educators will monitor and provide feedback to ensure the intervention is delivers properly. And step 4 is to evaluate the problem, consultant and teacher will evaluate the responsiveness to the intervention and modify if needed. These steps result in a great intervention program that is precise to see desired results in the RTI. With intervention trial and error is how real results are achieved. In previous years before interventions and RTI’s were placed in schools, too many children were sent for learning disabilities or special education showing teachers inability or unwillingness to teach sand accommodate academic diversity ( Reynolds, 1987). The article states how teachers can generally implement learning strategies until the student gets it and if after interventions and RTi’s measure the responsiveness as not responsive the child can be placed in special education to receive IEP’s to adjust to their learning disability.

For my research I have chosen to discuss the key role of a Speech Language Pathologist (SLP). Speech Language Pathologists can best be recognized as qualified practitioners that identify, diagnose and treat communicative disorders (Serpanos & Senzer, 2015). There are two types of disorders that a SLP can be used for: speech disorder and language disorder. A speech disorder can best be described as a person that has trouble producing sounds correctly or fluently. A language disorder is recognized as someone who has trouble expressing thoughts, feelings and ideas through speech. SLP’s are taught how to treat each pf these disorders.

Pupil B requires an intensive language and communication programme devised and monitored by Speech and Language Therapists. Pupil B is aware of which adults are specifically trained and he will respond to them if needed. His LSA’s try to encourage him to communicate his wants and needs; however, there is a level of anticipating as he is functioning at a much lower level of development than his chronological age.

Formal and informal assessment tools were used during this evaluation to determine the client’s speech and language skills. After a thorough evaluation, this clinician deems it appropriate for therapeutic programing to target the following: (1) improving N’s expressive language skills, specifically his use of age-appropriate morphosyntactic markers and high-frequency vocabulary; (2) expanding the length of N’s utterances from 2-word utterances to 3-5 word utterances; (3) improving N’s comprehension of language for high frequency concepts, including understanding of quantitative and spatial concepts and Wh- questions.

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

… In some children, there are speech and language issues (“Diagnosis & Genetic Testing...”, n.d.)

Spinelli begins the chapter by introducing speech and language disorders and how they can affect