Tier Placement Essay

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.

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

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

The Response to Intervention framework is a critical element of the Westside Elementary to meet the individual instructional needs of our students. The school utilizes universal screenings to access all students reading data in grades one through five, three times throughout the school year. Primarily, two assessments, STAR and Aimsweb data, determine the pathway of the students and the services deemed appropriate, including teacher information and collaboration with the MTSS team. The students partake in the assessments three times a year; fall, winter, and spring. Tiers are not stagnant; students may receive services from multiple tiers, depending on instructional, academic, and environmental needs. Therefore,

Being a very powerful and well-designed tool RTI enables using differentiated levels (also called Tiers), setting individualized goals and monitor explicit learning and behavioral difficulties. SEDL aided the school staff to use student assessment records to designate reading tier placement for all elementary school students. Using the assessment results of the last 2 years the staff set up RtI tier placements for the students. All students would receive Tier 1 instructions, which is the core level ,nevertheless students with “some risk” would receive additional instruction in Tier 2 while those who are “at risk” where placed in tier 3 .Tier 2 included additional directed instructions to complement the core instructions , while Tier 3 involved small-group or one-on-one intensive interventions in addition to core instruction

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RtI has a multistep approach broken down into three tiers. According to the text, this is where all students are initially screened to determine their progress in achieving established literacy benchmark skills, objectives, and standards. In tier 1 (Classroom Intervention), it represents the regular classroom and the normal instruction process. This provides all children with research-based curriculum and instructional methods to reach the desired educational outcomes. The emphasis is on good instruction and assessment to ensure that a majority of children receive good instruction. In tier 2 (Supplementary Intervention), it represents students having difficulty and is intended to fill in learning gaps. The intervention and measurement should be tailored to the individual child. In tier 3 (Intensive Instruction), it represents students who fall behind significantly and require additional time during the school day for remediation. Students will continually be assessed to determine if gaps have closed and if they can be moved back

When a school decides to implement RTI at their site all of the school staff becomes involved. The school psychologist is part of team and assists in developing a plan, designing the program 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 tiers and identify any students who will require

If the student is tested and there is an area that they qualify for, the student moves to Tier IV, which is special education. If they do not qualify after testing, Tier III interventions will continue. This is the process that is outlined by the district, some schools may present data differently, but the overall process is the same.

She has her masters in special education, a member of the SPED team, and teaches the self-contained class with students in grade three through grade five. When referring to the problems associated with assessing students with intellectual disabilities, there are several things to take into account. First, the student must receive an evaluation to determine if the student has any disabilities that would require special education services. Teachers can also decide to use the process called RTI, which stands for Responsive to Intervention. RTI is a tiered process that helps determine if a student will need to be evaluated for special education services, it has different levels that the student and teacher or designated person must complete in order to help determine if they need special education services. During this process they use different strategies for a certain period of time to offer help to the students in their weak areas, to see if any improvement has been made and if this process is not successful, then they are able to move forward with the evaluation. Parents also have the right to ask that their child be evaluated, and if they do qualify for special education services, the student that is receiving special education services will be re-evaluated every three years

Once results from the universal screener are available, it will show the students that may not be able to perform at grade-level. Therefore, the child will need to receive outside resources to supplement the reading curriculum that is provided in the classroom. A teacher may pull these students 2-3 times a week in small groups to provide a more in-depth level of instruction. These students will be closely monitored, as well. The teacher will log and record all time spent on interventions with each student. This information will help keep track of each student’s progress over time. The Tier Team will also be able to use this information to make adjustments on either the amount of time the student spends on these interventions as well as the level of difficulty. The teacher will also use this information to progress monitor each student receiving interventions. RTI uses a similar method. Once the child has been exposed to the curriculum being presenting to all students in the classroom, but is still showing signs of difficulty, as the screener had indicated in the beginning, the method of intervention will begin. The student will be assigned interventions to target the exact problem areas shown on the screener. The student will also be progress monitored using different assessments along the way to make sure that the child is reacting and responding appropriately. The student’s progress will also be charted so that it is made clear whether or not the interventions are causing the student to grow or decline while receiving this small group

The Educational Support Services Team (ESST) is an integral part of how a school runs. The ESST, provides “[…] coaching, mentoring, training and support to the classroom teacher in accommodations, instructional strategies and other related practices” (ASD-W, p.1). The ESST are a part of the various programs that are available and developed for students within their school. They are also a part of any initiatives and curriculum development that is there to support classroom teachers in better reaching students with special needs. Within this framework, the EST-R and the other members of the ESST are required to Problem Solve for those that are at risk and need targeted support

Moreover, lessons should be planned accordingly followed by regular assessments so that support is matched to needs. Effective assessment methods help teachers to develop appropriate strategies to sustain the child’s learning. Before 2014 assessments and statements were the best way to offer provision for a child with SEN. However, statements only described SEN children’s needs; how needs should be met and what school the child should go to. Alternatively, the benefits of an assessment include experts such as a child psychologist and the people who are involved in

A learning support teacher may be a case manager who runs a learning support program or unit. A case manager’s primarily responsible is to promote and facilitate inclusion within the school. Case managers should be responsible for managing verification processes of students with special needs and developing and reviewing EAP (Educationally Adjusted Profiles). They need to collect and monitor detailed information about the progress and academic and behavior difficulties of the targeted students who may be referred by mainstream teachers and then create individual student profiles so as to have a holistic picture of students’ academic achievement, personal development and well-being. Theses student data can lay a foundation for further designing and implementing and reviewing an Individual Education Program (IEP), short-term or long-term intervention plan as well as support programs tailored to the needs of the individuals to help students integrate in mainstream class and engage in learning activities.

Children with learning disabilities are protected by the Individuals with Disabilities Education Act and No Child Left Behind Act, which emphasize identifying learning difficulties in children early on. They do this by screening a child, implementing formative assessment to drive instruction and analyzing the outcome data to further assist the child. If a child is not performing at the same level as their classmates they may be evaluated for special education services. A multidisciplinary team must evaluate the student to see if they have one or more academic skill deficits compared to their peers, if the student is not make sufficient progress with the interventions that are currently in place, and if the student’s learning disability isn’t the