Three Tier Model

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

As in any research based program there are benefits and challenges. One of the biggest benefits of RTI is it has the ability to transform how we educate all students. When implementing Response to Intervention it helps to treat learning disabilities, identifies students with disabilities, classifies every student’s strengths and targets the specific disability. Perhaps the greatest benefit of an RTI approach is that it eliminates a “wait to fail” situation because students get help promptly within the general education setting. As soon as assessment data indicates a problem area for a student, interventions are put into place to address these concerns. One of the biggest challenges that are occurring is that RTI is still uneven; some districts use it and some do not and because of this it becomes a challenge. There is confusion as to what RTI is and whether schools are required to use. In addition, the evidence based and differentiated instruction is one of the issues in response to education. “Interventions that are research based but not feasible are not likely to be implemented with fidelity, which would undercut the validity of RTI decision making” (Kubiszyn & Borich, 2010,

The assigned video is explaining Response to Instruction and Intervention (RTI) . This is a plan to make decisions of the educational path of a student. It enhances education for all students and assesses whether they will need additional support with growth or more independence in reading. All of the students in the building have the opportunity to be assessed through RTI not just students with an IEP.

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

This three-tier RTI system is wonderful at the early stages of education because it allows teachers to identify at-risk students and move them through the intervention process. However, in the later stages, it is often too late to evaluate students for learning disabilities as these should have been recognized early on in a child’s education. It should be noted that students at this stage do still need interventions, but in a different format.

Response to Intervention (RTI) is an in school service program designed to guarantee that all students are getting a high quality education. Before students are referred for special education services, it is essential that they receive effective teaching designed to meet their own learning requirements. All students in public schools are required to be included in the RTI program.

Response to Intervention (RTI), is an early detection, prevention, and support system that attempts to identify and assist struggling students with appropriate levels of intervention. This strategy may determine if a student based on their time prior in Tier 3, would be qualified for special education with a qualification of learning disability. The RTI has three tiers which allows a teacher to monitor their student’s progress during instructions. The three levels of the RTI are explained through an article called, “Understanding Response to Intervention”, which states:

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.

According to Polk, (2014) “both African-American and white children in Mississippi rank second to last among states for their composite score.” Mississippi is already beginning to feel the impact with low-skill, low pay jobs replacing those that were lost during the financial crisis. Factors that affect education in Mississippi are low birth-weight babies, children living in poverty, and children in single-parent families. However, Mississippi school districts provide support groups for dropout prevention, students who are struggling one or two grades behind their peers, maintain a data system that tracks students’ attendance, etc.

Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).

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

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.

Assessments are used to develop and monitor IEP goals. Data is tracked and school officials are able to determine if the IEP goals are being met or if the goal is appropriate for the student. Every teacher is responsible for the success of every child. A common differentiation tool in Reading and math classes are small group activities. If students are performing proficiently within a skill, the skill will be re-taught in small groups. The school also has set intervention times in which students are placed into groups by their academic weaknesses. East Elementary also engages their students in tracking their own progress. Students create leadership notebooks where students archive work samples and track their own data. In Kindergarten, skills are assessed bi-weekly. Teachers are responsible for Response to Intervention. Students who are in RTI and struggling with growth will be assessed every week to make sure growth occurs. Teachers have significant flexibility in their discretion for integrating technology into their lessons. Upper grade teachers usually prefer technology based assessment tools while lower grade teachers usually conduct individual

As a teacher, parent, advocate, and student it is important to have access to valuable informational websites. Not only for assistance but to keep yourself informed on current resources or program, as well as future information that can assist you in the understanding of student’s abilities. The two websites that I have chosen to review are Center on Response to Intervention and Response to Intervention – RTI Resources. When working with children/students with learning disabilities it can be overwhelming if you don’t have resources or understand their abilities. So, it is important to look for assistance which I did reviewing these websites. “RTI is a prevention oriented approach to linking assessment and instruction that can inform