Sunday, April 17, 2016
Artifact for IPTS 8H: understands concerns of families of students with disabilities and knows appropriate strategies to collaborate with students and their families in addressing these concerns;
Name of Artifact: Rti Blog
Date: 4/17/16
Course: EDU 219-B01: Students With Disabilities
Rationale:
I have included the Rti Blog under Standard 8H. I feel this Rti blog belongs under this standard because it focuses on the purpose of the three tiered model that is used to provide students with additional support. For this assignment, I needed to conduct some research on the Rti model and create a blog. In this blog I was to include the information I found about each tier, such as provide an explanation and strategies used. Also, I needed to have an interview with the classroom teacher that was assigned to me to complete my clinical hours and include the questions on the blog as well. Lastly, I needed to respond to two case studies from a website that my professor provided me with. I came to understand that each tier is a completely different process but focuses on helping the student become successful in the classroom. As a future educator, I will use the information I found about the Rti model to help me decide whether or no my students will need to go through the Rti process.
I have included the Rti Blog under Standard 8I. I feel this Rti blog belongs under this standard because it contains information on how to understand the roles and important of including students, whether they have disabilities or not, and creating individualized education programs for any students that are placed into a special education program or classroom. For this assignment, I needed to conduct some research on the Rti model and create a blog. In this blog I was to include the information I found about each tier, such as provide an explanation and strategies used. Also, I needed to have an interview with the classroom teacher that was assigned to me to complete my clinical hours and include the questions on the blog as well. Lastly, I needed to respond to two case studies from a website that my professor provided me with. I came to understand that the Rti model should be taken seriously because it is very beneficial to figure out what exactly a student needs in order to become successful. It is a model to ensure that a student's struggles in a classroom are not due to inadequate instruction. In my future teachings, I will make sure to take the Rti model seriously and use it wisely in case I notice that any of my students is struggling in my classroom.
What is RTI?
Let's take a look at a few sources to understand what exactly Rti is.
According to www.rtinetwork.org, Rti or Response to Intervention "is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom."
Another source, www.understood.org, states that "a big part of the RTI process involves closely monitoring student progress . . . that way the school can see which kids need more academic support."
This same source explains the main focus of the Rti,
"the goal is for the school to intervene, or step in, and start helping before anyone falls . . . behind."
Let's take a look at a few sources to understand what exactly Rti is.
According to www.rtinetwork.org, Rti or Response to Intervention "is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom."
Another source, www.understood.org, states that "a big part of the RTI process involves closely monitoring student progress . . . that way the school can see which kids need more academic support."
This same source explains the main focus of the Rti,
"the goal is for the school to intervene, or step in, and start helping before anyone falls . . . behind."
Explanation of Tier 1
According to the website, www.rtinetwork.org, Tier 1 is used to ensure teachers that any difficulties a student faces in the classroom are not being caused by the teacher's inability to instruct these students adequately. This website mentions that "all students [struggling in the classroom or school] receive high-quality, scientifically based instruction provided by qualified personnel." Screenings of the students are done periodically in order to identify any academic, behavioral, or learning difficulties so that additional services can be provided for these students. Any student that is "identified as being 'at risk' through [these] screenings and/or on state or districtwide tests receive supplemental instruction during the school day in the[ir] regular [education] classroom." The time it takes to make sure that this student receives the adequate support varies, "but it should not exceed [over] 8 weeks."
Another website, www.understood.org, explains that these screens are universal in which the skills of every students in the general education classroom are measured. "The screening[s] help teacher[s] work with students in small groups based on their skills levels."
What are the strategies used within Tier 1?
The website previously mentioned, www.rtinetwork.org, explains that "effective teachers do not simply teach . . . page-by-page in the same way for all students" These teachers must use the data collected from the screenings and differentiate the instruction amongst his or her students in order to meet their additional needs and to help them become successful in their classroom.
Another website, www.corwin.com, indicates that "instructional strategies at this level are intended to build on student strengths and create a foundation for further learning and achievement."
Strategies used within Tier 1
According to a website, http://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/
Teachers have a variety of options of many strategies that they can use in their classroom. These strategies include providing students with direct instruction. Teachers will need to be explicit during their instruction so that students are able to understand what is being taught. Another strategy includes using hands-on, non-linguistic representations. An example of this is saying, "Everyone, draw a common noun, you have three minutes," it is important for teacher to set a timer in order to keep the activity moving. By using this strategy students will be able to understand what a noun is based on the definition and by connecting it to a drawing. Another strategy would be to restate the objective and reinforce the lesson to make sure students understood the overall purpose of the lesson. Teachers may say something like, "Today we have discovered that a common noun is the name of a person, place, thing, or idea." This is also helpful for any students that got distracted during the lesson.
If students show progress after being provided with adequate instruction, he or she is returned to their regular education classroom. Students that do not show any progress in Tier 1 are moved to Tier 2 in which different strategies will be used to meet their academic needs.
According to the website, www.rtinetwork.org, Tier 1 is used to ensure teachers that any difficulties a student faces in the classroom are not being caused by the teacher's inability to instruct these students adequately. This website mentions that "all students [struggling in the classroom or school] receive high-quality, scientifically based instruction provided by qualified personnel." Screenings of the students are done periodically in order to identify any academic, behavioral, or learning difficulties so that additional services can be provided for these students. Any student that is "identified as being 'at risk' through [these] screenings and/or on state or districtwide tests receive supplemental instruction during the school day in the[ir] regular [education] classroom." The time it takes to make sure that this student receives the adequate support varies, "but it should not exceed [over] 8 weeks."
Another website, www.understood.org, explains that these screens are universal in which the skills of every students in the general education classroom are measured. "The screening[s] help teacher[s] work with students in small groups based on their skills levels."
What are the strategies used within Tier 1?
The website previously mentioned, www.rtinetwork.org, explains that "effective teachers do not simply teach . . . page-by-page in the same way for all students" These teachers must use the data collected from the screenings and differentiate the instruction amongst his or her students in order to meet their additional needs and to help them become successful in their classroom.
Another website, www.corwin.com, indicates that "instructional strategies at this level are intended to build on student strengths and create a foundation for further learning and achievement."
Strategies used within Tier 1
According to a website, http://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/
Teachers have a variety of options of many strategies that they can use in their classroom. These strategies include providing students with direct instruction. Teachers will need to be explicit during their instruction so that students are able to understand what is being taught. Another strategy includes using hands-on, non-linguistic representations. An example of this is saying, "Everyone, draw a common noun, you have three minutes," it is important for teacher to set a timer in order to keep the activity moving. By using this strategy students will be able to understand what a noun is based on the definition and by connecting it to a drawing. Another strategy would be to restate the objective and reinforce the lesson to make sure students understood the overall purpose of the lesson. Teachers may say something like, "Today we have discovered that a common noun is the name of a person, place, thing, or idea." This is also helpful for any students that got distracted during the lesson.
If students show progress after being provided with adequate instruction, he or she is returned to their regular education classroom. Students that do not show any progress in Tier 1 are moved to Tier 2 in which different strategies will be used to meet their academic needs.
Explanation of Tier 2
According to the website, www.undestood.org, it explains that Tier 2 provides students with "more targeted help." However, this does not mean that this targeted help will replace the instruction already being provided in the regular education classroom. Instead, this targeted help is an additional support along with the instruction given in the classroom. "Tier 2 interventions take place a few times a week during elective or enrichment activities such as music or art so [that students] don't miss any core instruction in the classroom." At this time, small groups will be created and students will be taught "using a different method than in Tier 1 because the first method wasn't successful." Within this Tier, teachers may encourage parents to work with students at home. Once again, students progress will be closely monitored in order to collect data and to see whether or not they are making any progress.
Another website, rtinetwork.org, offers a more detailed explanation of what occurs within Tier 2.
It explains that students "are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rate of progress." It's focus is primarily on the student, and providing him or her with the support in order to meet their academic needs. Which is completely different from what Tier 1 focuses on. It continues by saying that "intensity varies across group size, frequency and duration of intervention, and level of training of the professional providing instruction or intervention." This website explains that "in the early grades (kindergarten through 3rd grade). interventions are usually in the areas of reading and math." Since this Tier offers students with more intense instruction it takes "a longer period of time" to make sure that students are able to understand and obtain the instruction to help them succeed.
Again, as mentioned before, if students do not show any progress within this Tier, they will be moved on to Tier 3 in which they will receive an even more intense level of intervention.
Strategies used within Tier 2
According to a website,
http://www.escambia.k12.fl.us/pbis/rtib/Tier%202%20Intervention%20Toolbox.pdf
According to the website, www.undestood.org, it explains that Tier 2 provides students with "more targeted help." However, this does not mean that this targeted help will replace the instruction already being provided in the regular education classroom. Instead, this targeted help is an additional support along with the instruction given in the classroom. "Tier 2 interventions take place a few times a week during elective or enrichment activities such as music or art so [that students] don't miss any core instruction in the classroom." At this time, small groups will be created and students will be taught "using a different method than in Tier 1 because the first method wasn't successful." Within this Tier, teachers may encourage parents to work with students at home. Once again, students progress will be closely monitored in order to collect data and to see whether or not they are making any progress.
Another website, rtinetwork.org, offers a more detailed explanation of what occurs within Tier 2.
It explains that students "are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rate of progress." It's focus is primarily on the student, and providing him or her with the support in order to meet their academic needs. Which is completely different from what Tier 1 focuses on. It continues by saying that "intensity varies across group size, frequency and duration of intervention, and level of training of the professional providing instruction or intervention." This website explains that "in the early grades (kindergarten through 3rd grade). interventions are usually in the areas of reading and math." Since this Tier offers students with more intense instruction it takes "a longer period of time" to make sure that students are able to understand and obtain the instruction to help them succeed.
Again, as mentioned before, if students do not show any progress within this Tier, they will be moved on to Tier 3 in which they will receive an even more intense level of intervention.
Strategies used within Tier 2
According to a website,
http://www.escambia.k12.fl.us/pbis/rtib/Tier%202%20Intervention%20Toolbox.pdf
- Behavior Contracting:
- "an agreement between the child and teacher and often includes the student's parent/guardian(s) . . . a written agreement about how the individual will behave."
- Contract is collaboratively written by the student and the teacher
- Cooperative Discipline:
- a theory of discipline that seems to work for children of today . . . offers corrective, supportive, and most important preventive strategies . . . promotes cooperative relationships among the main participants: students, teachers, administrators, and parents (or guardians)."
- "uses three sets of strategies to encourage students to behave appropriately and choose responsible behavior."
- Peer Tutoring:
- "a way for all students to get one-on-one help and enough time to practice and learn."
- "organized to be a school-wide initiative to help facilitate both academic and behavior gains through and among classrooms and grade levels."
- " every student in the class is paired with another . . . the teacher writes lessons that one student uses to teach or tutor another . . . during the tutoring, one student explains the work to another student, asks the student to answer questions, and tells the student whether his or her answers are correct. "
Explanation of Tier 3
According to a website, www.rtinetwork.org, it explains that students placed in this level of intervention, "students receive individualized, intensive interventions that target the students' skill deficits." It continues by saying that students that "do not achieve the desired level of progress in response to these targeted interventions are the referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). All of the data that was collected from the screenings done during all three tiers will be used to make a decision about the services that will be provided for the students.
It is important to remember that "at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine the eligibility for special education . . . [the] RTI process cannot be used to deny or delay a formal evaluation for special education."
According to another website, www.understood.org, it explains that "only a small percentage of the class . . . perhaps one or two students . . . will require Tier 3. However, there are schools in which the numbers of students who need Tier 3 is more than just one or two students. These students "receive one-on-one instruction or work in very small groups. These groups consists of students that are "receiving special education services and who need to work on the same skills." Although, these students are receiving even more intense instruction they are still spending most of their time in their general education classroom.
Strategies used within Tier 3
According to a website,
http://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/
It indicates that in Tier 3 teachers use strategies designed to "affect they way . . . each student processes information." The website provides an example of what exactly a teacher would do, "the teacher may model how to think through a problem and ask student to think aloud as they work through the problem as well." The strategies and instruction are more explicit than in Tier 1 and Tier 2. This allows " students [to] work on memory skills, [and] teaches them to ask and answer questions about what they are learning and provides them with many opportunities to give feedback."
If students are still not showing any progress after being placed in all levels of intervention "it is likely that the school will recommend an evaluation for special education services." These services will provide these students with "individualized teaching, assistive technology and other resources."
According to a website, www.rtinetwork.org, it explains that students placed in this level of intervention, "students receive individualized, intensive interventions that target the students' skill deficits." It continues by saying that students that "do not achieve the desired level of progress in response to these targeted interventions are the referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). All of the data that was collected from the screenings done during all three tiers will be used to make a decision about the services that will be provided for the students.
Also, this website mentions that "that schools use different approaches in implementation, such as problem-solving, functional assessment, standard protocol, and hybrid approaches."
It is important to remember that "at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine the eligibility for special education . . . [the] RTI process cannot be used to deny or delay a formal evaluation for special education."
Strategies used within Tier 3
According to a website,
http://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/
It indicates that in Tier 3 teachers use strategies designed to "affect they way . . . each student processes information." The website provides an example of what exactly a teacher would do, "the teacher may model how to think through a problem and ask student to think aloud as they work through the problem as well." The strategies and instruction are more explicit than in Tier 1 and Tier 2. This allows " students [to] work on memory skills, [and] teaches them to ask and answer questions about what they are learning and provides them with many opportunities to give feedback."
If students are still not showing any progress after being placed in all levels of intervention "it is likely that the school will recommend an evaluation for special education services." These services will provide these students with "individualized teaching, assistive technology and other resources."
Interview Questions
Teacher: Madeleine Christiansen (SIP Teacher)
Grade: Second
School: Marion Jordan Elementary School
1. Has using the 3-tiered model improved the special education program at Marion Jordan?
Answer: Yes, aids or program assistants are placed in each level of intervention to provide students with adequate instruction and adequate additional services to meet their needs.
2. In your opinion, is using the 3-tiered model useful for students in special education?
Answer: Yes, since the school has a special education program for the students with autism, the levels of intervention are already in place and are very beneficial for students that are struggling in their classrooms.
3. Based on your teaching experience at Marion Jordan, how do parents react to the Rti model?
Answer: The reactions vary depending on the parents, some are very accepting and thankful of the model because it allows their child to receive additional support.
4. How exactly are the parents involved in the Rti process?
Answer: A meeting is held, in which parents are told about the interventions that will be provided to their child.
5. Are students that are placed in Tier 3 already in special education?
Answer: Yes, students are placed in a restrictive classroom, while students in Tier 1 are placed in a general education classroom.
*Ana Pinedo and I were placed with the same Special Education teacher at Marion Jordan Elementary School. We decided to combine our questions.*
Miss Christiansen's students all have Autism and are all second graders. As I observe Miss Christiansen's students and her strategies, I notice that during rotation work, each students has differentiated instruction. Whether they are getting instructed by Miss Christiansen or the Program Assistants: Mrs. Cathi, Mrs. G, Mrs. Margo, and Mrs. Helen. Miss Christiansen mentioned that her classroom is considered a restrictive environment because her students leave to get additional support from their therapists. Although her classroom is a restrictive environment, Miss Christiansen does not use the Rti model. When she taught in a general education classroom, she did use the Rti model and saw that it was very beneficial to her students. She said that it changes the way teachers teach their students in order to meet their needs. To continue, there is a student from her class that has been placed into a general education classroom but has the assistance of a Program Assistant to maintain his success.
Teacher: Madeleine Christiansen (SIP Teacher)
Grade: Second
School: Marion Jordan Elementary School
1. Has using the 3-tiered model improved the special education program at Marion Jordan?
Answer: Yes, aids or program assistants are placed in each level of intervention to provide students with adequate instruction and adequate additional services to meet their needs.
2. In your opinion, is using the 3-tiered model useful for students in special education?
Answer: Yes, since the school has a special education program for the students with autism, the levels of intervention are already in place and are very beneficial for students that are struggling in their classrooms.
3. Based on your teaching experience at Marion Jordan, how do parents react to the Rti model?
Answer: The reactions vary depending on the parents, some are very accepting and thankful of the model because it allows their child to receive additional support.
4. How exactly are the parents involved in the Rti process?
Answer: A meeting is held, in which parents are told about the interventions that will be provided to their child.
5. Are students that are placed in Tier 3 already in special education?
Answer: Yes, students are placed in a restrictive classroom, while students in Tier 1 are placed in a general education classroom.
*Ana Pinedo and I were placed with the same Special Education teacher at Marion Jordan Elementary School. We decided to combine our questions.*
Miss Christiansen's students all have Autism and are all second graders. As I observe Miss Christiansen's students and her strategies, I notice that during rotation work, each students has differentiated instruction. Whether they are getting instructed by Miss Christiansen or the Program Assistants: Mrs. Cathi, Mrs. G, Mrs. Margo, and Mrs. Helen. Miss Christiansen mentioned that her classroom is considered a restrictive environment because her students leave to get additional support from their therapists. Although her classroom is a restrictive environment, Miss Christiansen does not use the Rti model. When she taught in a general education classroom, she did use the Rti model and saw that it was very beneficial to her students. She said that it changes the way teachers teach their students in order to meet their needs. To continue, there is a student from her class that has been placed into a general education classroom but has the assistance of a Program Assistant to maintain his success.
Case Study Responses
Rti Scenario A: Elementary Level
"Cecilia is a fifth grader who has never been retained. She lives with her grandmother. Her mother does not want her, and her father has just been released from jail. Her eye exam shows she needs glasses; she does not yet have them. Grandmother states Cecilia was on medication, but the doctor stopped them. This is Cecilia’s third school since starting school in kindergarten. The teacher reports Cecilia can read words, but has a difficult time comprehending. Additionally, the teacher reports her behavior is disruptive, especially when she is around her sister. She is most disruptive in P.E., music, lunch, and transitional periods. She has better control of her behavior in the classroom. She is currently failing all of her subjects. She passed the TAKS reading test in third grade, but did not pass it in fourth. She failed to pass the TAKS math in fourth grade. She passed the TAKS Writing test in fourth grade."
Questions:
1. What do you know? What do you still need to know?
The case study mentions that Cecilia needs to be using glasses but she does not have them. The reason why she does not have them is because her grandmother may not be able to afford the glasses since she is the only one taking care of Cecilia. Her kindergarten teacher mentions that Cecilia is able to read words but has a difficult time comprehending the words the reads. This may be because she may be a bilingual student and because she has been placed in three different schools since she started kindergarten. Which prevents her from having enough time to learn how to understand these words and it doesn't give enough time for her teacher to provide her with the adequate instruction. Also, Cecilia has disruptive and unwanted behavior during music, P.E., lunch and transitional periods. But is able to have appropriate behavior in the classroom. The case study also offers me information about Cecilia's TAKS test scores from third grade and fourth grade. However, I would like to know if the teacher ever tried to talk to Cecilia about her behavior. Perhaps create a group contingency in the classroom or use a token economy to improve Cecilia's behavior.
2. What do you believe is the core problem?
I believe the core problem that Cecilia is facing in this case study is that she is a bilingual student and her teacher may or may not have an endorsement in a second language. Since her grandmother is the only one taking care of her, Cecilia may be speaking another language at home so that she can communicate with her grandmother. And if her grandmother does not speak English then it is difficult for her to help Cecilia with her homework or to spend some extra time to go over vocabulary words to make sure she understands them. Not only does Cecilia have to worry about understanding words in English, but she must also have to be translating those words from English to Spanish.
3. Should teacher proceed with the RtI process? If yes, what Curriculum Guide Evidence/supporting documentation does teacher need to present at Tier I?
The teacher should proceed with the Rti process, because according to a website, www.corwin.com, it explains that "a child's language and culture are never viewed as liabilities but rather as strengths on which to build an education . . . Tier 1 instruction should always be based on the strengths that students bring with them to school and instructional strategies selected that promote learning" (13). Since Maria is showed difficulties comprehending words in kindergarten but still passed the TAKS reading test in third grade but not in fourth, it may be that Maria needs additional support in order to ensure that she does pass all of the TAKS tests. Therefore, the teacher should present all of Cecilia's test scores and any reports that teachers have made about Cecilia. Tier 1 will be beneficial to Cecilia in a way that she will be provided with the support she needs in order to pass all of her subjects and tests, and hopefully shows significant progress.
4. Who needs to be on the RtI Team?
Based on what I know about Cecilia, I believe a psychologist should be on the Rti team. Why do I think this? I think this because Cecilia is living with her grandmother, her dad recently got out of jail, and her mother does not want her. It can be inferred that Cecilia may be struggling in school because of problems at home, her mind may be worrying about stuff going on at home rather than focusing on her school work. I also believe that there needs to be a behavioral therapist in the Rti team so that Cecilia receives support about how she should behave outside of class. Again, her behavior can be caused by what happens at home, she is observing things at home and thinks it is appropriate behavior. To continue, I believe that a speech therapist should be on the Rti team to help her comprehend words in English. A speech therapist will offer Cecilia with extra time and help to go over words she does not understand.
Rti Scenario D: Elementary School
"A kindergarten student with spina bifida has transferred into your campus. Samuel is using a diaper and will need assistance to change his soiled diaper. The school nurse is teaching Samuel to use a pull-up instead. Up until late summer, Samuel used a walker to move around. He has been learning to walk around without it but may sometimes lose his balance. Samuel is bright. He knows letter names and their corresponding sounds, days of the week, colors, shapes, and how to spell and write his name. According to TPRI documentation, he met expectations on BOY screening.
Samuel makes friends easily. His mother has repeatedly mentioned that Samuel would do better in school if an assistant were assigned to be with him during the school day. His mother is disabled and unable to bring him to school. Samuel has an older brother in second grade who is an honor student and two younger siblings at home."
Questions:
1. What do you know? What do you still need to know?
The case study mentions that Sebastian is a kindergarten student with spina bifida. Due to his disability he has to use a diaper and will be needing assistance to change. He has been receiving help from the school nurse who is encouraging him to use a pull-up instead so that it will be easier for him. During the summer he has be using a walker to help him walk, but every once in a while he will lose his balance, which is normal. Regardless of his disability, Sebastian is a very bright student and is successful in everything he does. However, "accordin to TPRI documentation, he met expectations on BOY screening." Since I do not know what a TPRI documentation is, I searched it up. According to a website, www.tpri.org, it indicates that "[it] is a brief assessment for identification of students who may be at risk for reading difficulties . . . its primary purpose is to predict for teacher which of their students may need additional or intensive reading instruction . . . it is important to recognize that a screening is not a diagnostic instrument . . . it indicates a need for further evaluation." Also, the case study mentions that Sebastian's mother has asked the school to provide him with an assistant during the school day. What I would like to know is what additional support was given to Sebastian based on the evaluations and whether or not the school provided him with an assistant.
2. What do you believe is the core problem?
Since Sebastian is a bright student, I believe there isn't a core problem that is interfering with his classwork. Although, I do believe that providing him with an assistant may be beneficial for him, especially if he uses the walker to walk around the hallways, school, and his classroom.
3. Should teacher proceed with the RtI process? If yes, what Curriculum Guide Evidence/supporting documentation does teacher need to present at Tier I?
Since Sebastian is not showing any difficulties or struggles in his classroom, it is easy to infer than proceeding with the Rti process is not necessary. However, as I mentioned before on the page focusing on Tier 1, the website, www.corwin.com, indicates that
"instructional strategies at this level are intended to build on student strengths and create a foundation for further learning and achievement." The Rti process will provide Sebastian with material at a higher level since what is given to him in his classroom is not a challenge enough.
4. Who needs to be on the RtI Team?
I believe that an occupational therapist should be on the Rti team so that he or she could help Sebastian maintain his balance while he uses the walker.
__________________________________________________________________________________
Bibliography:
http://www.rtinetwork.org/essential/tieredinstruction/tier2
https://www.blogger.com/blogger.g?blogID=315788040301526200#allposts
http://www.rtinetwork.org/essential/tieredinstruction/tier3
https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to-intervention
http://www.rtinetwork.org/learn/what/whatisrti
http://www.corwin.com/upm-data/34841_Collier_RTI_for_Diverse_Learners_Ch1.pdf
http://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/
https://www.tpri.org/about/screening-section.html
Rti Scenario A: Elementary Level
"Cecilia is a fifth grader who has never been retained. She lives with her grandmother. Her mother does not want her, and her father has just been released from jail. Her eye exam shows she needs glasses; she does not yet have them. Grandmother states Cecilia was on medication, but the doctor stopped them. This is Cecilia’s third school since starting school in kindergarten. The teacher reports Cecilia can read words, but has a difficult time comprehending. Additionally, the teacher reports her behavior is disruptive, especially when she is around her sister. She is most disruptive in P.E., music, lunch, and transitional periods. She has better control of her behavior in the classroom. She is currently failing all of her subjects. She passed the TAKS reading test in third grade, but did not pass it in fourth. She failed to pass the TAKS math in fourth grade. She passed the TAKS Writing test in fourth grade."
Questions:
1. What do you know? What do you still need to know?
The case study mentions that Cecilia needs to be using glasses but she does not have them. The reason why she does not have them is because her grandmother may not be able to afford the glasses since she is the only one taking care of Cecilia. Her kindergarten teacher mentions that Cecilia is able to read words but has a difficult time comprehending the words the reads. This may be because she may be a bilingual student and because she has been placed in three different schools since she started kindergarten. Which prevents her from having enough time to learn how to understand these words and it doesn't give enough time for her teacher to provide her with the adequate instruction. Also, Cecilia has disruptive and unwanted behavior during music, P.E., lunch and transitional periods. But is able to have appropriate behavior in the classroom. The case study also offers me information about Cecilia's TAKS test scores from third grade and fourth grade. However, I would like to know if the teacher ever tried to talk to Cecilia about her behavior. Perhaps create a group contingency in the classroom or use a token economy to improve Cecilia's behavior.
2. What do you believe is the core problem?
I believe the core problem that Cecilia is facing in this case study is that she is a bilingual student and her teacher may or may not have an endorsement in a second language. Since her grandmother is the only one taking care of her, Cecilia may be speaking another language at home so that she can communicate with her grandmother. And if her grandmother does not speak English then it is difficult for her to help Cecilia with her homework or to spend some extra time to go over vocabulary words to make sure she understands them. Not only does Cecilia have to worry about understanding words in English, but she must also have to be translating those words from English to Spanish.
3. Should teacher proceed with the RtI process? If yes, what Curriculum Guide Evidence/supporting documentation does teacher need to present at Tier I?
The teacher should proceed with the Rti process, because according to a website, www.corwin.com, it explains that "a child's language and culture are never viewed as liabilities but rather as strengths on which to build an education . . . Tier 1 instruction should always be based on the strengths that students bring with them to school and instructional strategies selected that promote learning" (13). Since Maria is showed difficulties comprehending words in kindergarten but still passed the TAKS reading test in third grade but not in fourth, it may be that Maria needs additional support in order to ensure that she does pass all of the TAKS tests. Therefore, the teacher should present all of Cecilia's test scores and any reports that teachers have made about Cecilia. Tier 1 will be beneficial to Cecilia in a way that she will be provided with the support she needs in order to pass all of her subjects and tests, and hopefully shows significant progress.
4. Who needs to be on the RtI Team?
Based on what I know about Cecilia, I believe a psychologist should be on the Rti team. Why do I think this? I think this because Cecilia is living with her grandmother, her dad recently got out of jail, and her mother does not want her. It can be inferred that Cecilia may be struggling in school because of problems at home, her mind may be worrying about stuff going on at home rather than focusing on her school work. I also believe that there needs to be a behavioral therapist in the Rti team so that Cecilia receives support about how she should behave outside of class. Again, her behavior can be caused by what happens at home, she is observing things at home and thinks it is appropriate behavior. To continue, I believe that a speech therapist should be on the Rti team to help her comprehend words in English. A speech therapist will offer Cecilia with extra time and help to go over words she does not understand.
Rti Scenario D: Elementary School
"A kindergarten student with spina bifida has transferred into your campus. Samuel is using a diaper and will need assistance to change his soiled diaper. The school nurse is teaching Samuel to use a pull-up instead. Up until late summer, Samuel used a walker to move around. He has been learning to walk around without it but may sometimes lose his balance. Samuel is bright. He knows letter names and their corresponding sounds, days of the week, colors, shapes, and how to spell and write his name. According to TPRI documentation, he met expectations on BOY screening.
Samuel makes friends easily. His mother has repeatedly mentioned that Samuel would do better in school if an assistant were assigned to be with him during the school day. His mother is disabled and unable to bring him to school. Samuel has an older brother in second grade who is an honor student and two younger siblings at home."
Questions:
1. What do you know? What do you still need to know?
The case study mentions that Sebastian is a kindergarten student with spina bifida. Due to his disability he has to use a diaper and will be needing assistance to change. He has been receiving help from the school nurse who is encouraging him to use a pull-up instead so that it will be easier for him. During the summer he has be using a walker to help him walk, but every once in a while he will lose his balance, which is normal. Regardless of his disability, Sebastian is a very bright student and is successful in everything he does. However, "accordin to TPRI documentation, he met expectations on BOY screening." Since I do not know what a TPRI documentation is, I searched it up. According to a website, www.tpri.org, it indicates that "[it] is a brief assessment for identification of students who may be at risk for reading difficulties . . . its primary purpose is to predict for teacher which of their students may need additional or intensive reading instruction . . . it is important to recognize that a screening is not a diagnostic instrument . . . it indicates a need for further evaluation." Also, the case study mentions that Sebastian's mother has asked the school to provide him with an assistant during the school day. What I would like to know is what additional support was given to Sebastian based on the evaluations and whether or not the school provided him with an assistant.
2. What do you believe is the core problem?
Since Sebastian is a bright student, I believe there isn't a core problem that is interfering with his classwork. Although, I do believe that providing him with an assistant may be beneficial for him, especially if he uses the walker to walk around the hallways, school, and his classroom.
3. Should teacher proceed with the RtI process? If yes, what Curriculum Guide Evidence/supporting documentation does teacher need to present at Tier I?
Since Sebastian is not showing any difficulties or struggles in his classroom, it is easy to infer than proceeding with the Rti process is not necessary. However, as I mentioned before on the page focusing on Tier 1, the website, www.corwin.com, indicates that
"instructional strategies at this level are intended to build on student strengths and create a foundation for further learning and achievement." The Rti process will provide Sebastian with material at a higher level since what is given to him in his classroom is not a challenge enough.
4. Who needs to be on the RtI Team?
I believe that an occupational therapist should be on the Rti team so that he or she could help Sebastian maintain his balance while he uses the walker.
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Bibliography:
http://www.rtinetwork.org/essential/tieredinstruction/tier2
https://www.blogger.com/blogger.g?blogID=315788040301526200#allposts
http://www.rtinetwork.org/essential/tieredinstruction/tier3
https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to-intervention
http://www.rtinetwork.org/learn/what/whatisrti
http://www.corwin.com/upm-data/34841_Collier_RTI_for_Diverse_Learners_Ch1.pdf
http://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/
https://www.tpri.org/about/screening-section.html
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