MTE 562 RTI Model

EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data. Thus, the Determination Team has requested a comprehensive evaluation of EE107 to assist the team in determining whether or not she would qualify for assistance through the Exceptional Children’s program.

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

During the 2012-2013. 2013-2014, and 2014-2015 school years, the Student passed the State of Texas Assessments of Academic Readiness. After reviewing all of the evidence, it was finally concluded that the Student did not need to receive special education services. The argument the Students parents were making was that ECISD did not evaluate the Student for an IDEA disability. However, the Respondent’s evaluation and application was done in agreement with the IDEA. Evidence also showed that the Student did receive educational benefits from the school’s regular education

If a student meets qualification requirements, the Individual Education Plan (IEP) team determines the appropriate educational services needed for each individual student based on evaluation results, the goals for the student, and the classroom needs. Parents are included as a member of the IEP team and request for input it sought from parents whenever a new evaluation is completed. Students may also be included on the IEP team. The IEP is a legal document and is written based on the IEP team meeting input from all IEP team members. The IEP team is tasked with reviewing present levels of performance and recent evaluation information to develop goals to meet the student’s educational needs. The IEP team must provide access to the general education curriculum as much as possible. This is the least restrictive environment (LRE). The IEP team documents how the student’s disability adversely affects their progress in general education curriculum. The IEP team decides on the annual measurable goals and services including the amount of service time, where

Our three tiered RTI process is designed to identify whether general education techniques and supports are sufficient or if a student might require special education services. Having exhausted all three tiers, the Special Education Coordinator will convene a Child Study Team (CST) comprised of a classroom teacher, a learning support teacher, and the Principal to review past attempts at meeting the student’s needs and determine whether to recommend the student to the appropriate Committee on Special Education (CSE) for evaluation. We recognize that the school cannot make a determination and will work closely with the CSE to provide all necessary information to support its evaluation and IEP (Individualized Education Plan) development processes.

Julian is a 5th-grade student with a special education classification of OHI. Julian has made progress in his speech and language skills. He can formulate complete and grammatically correct sentences. As per his IEP, Julian is progressing satisfactorily with his Writing, Reading and Math goals. His first term report card indicated that Julian is making progress with his Reading and writing. In addition, Julian has good math problem solving skills and displays effort in the classroom.

Prior to individuals being found eligible for special education, the general education teacher, other caregivers, or medical providers may identify individuals who may be having various difficulties in cognitive or physical development that may affect academic performance and social development. A request for intervention assistance may be made by a teacher or other professional so that a team of professionals can come together to have the child properly assessed and evaluated. The team will make a determination of what type of academic difficulties the individual may be having, and/or whether the individual is having behavioral difficulties that may cause learning to be impeded according to Salvia et al. (2017). The multidisciplinary team

Hall: I’ll be happy to explain them. The tests that Adam was administered all has an average or mean score of 100. These test have a wide average range of 85-119. Based on Adam’s sores Reading Comprehension he is in the low range because he had a Standard Scores range of 74-80. Adam’s written expression in also in the low range with a Standard Score range of 71-81. His math calculation is in the low range with a Standard Score of 30-43 and His math reasoning is in the very low range of 5-12. Don’t let these numbers scare you. This is just a form of measurement for us to understand Adam’s weakness and strengths. These numbers also help determine eligibility for special education. With your written consent we can proceed with the process. Adam will be assigned a team of experts that includes: Adam, the principle, his general education teacher, the special education resource teacher, myself and of course the pair of you. Mr. and Mrs. Gallery you will have a very active role in deciding how Adam will be taught. The professional can provide you with researched based data and evidence, and strategies. However, if you notice anything that isn’t working you are the only experts on Adam. We will develop an Individual Educational Plan or IEP and develop strategies, accommodations and modifications. We recommend that He is remains in the general education class but pulled out for resource room for the areas of weakness. We will also provide strategies that can be used at home.

Alina’s cognitive abilities and academic achievement are within the average range and she does not present with an educational disability. It is recommended that Alina continues receiving her current remedial services.

If a student is needing extra support in grasping grade level curriculum, they are moved into Tier 2. Tier 2 is the second level in the RTI pyramid and allows for more support to a struggling student. The student will still receive differentiated instruction just as they were given in the Tier 1 level. In Tier 2, a support team including the classroom teacher, an early intervention teacher, and parents work together to create a learning plan that works best for the student. Parents will be informed of their child 's

If we can catch her difficulties early we can catch her up to the standards without her needing to be in special education. Based on her scores I am going to place her in Tier 3. Tier 3 allows her to have individualized or small group instruction, consisting of no more than 2 other students. Suzie will be working with a specialist to try and catch her up to the standard for her grade. We will be reassessing in the middle of the year so she will not be stuck in a tier if she needs to be in a higher tier. Nothing here is set in stone and Suzie is a very good student who wants to learn. Wanting to learn is the fastest way for a student to improve. Do you have any questions on anything I have said so

Gina is in third grade, her specific age is not indicated in the report, but it is to be assumed she is somewhere between the age of seven and nine years old. She currently classified as having autism spectrum disorder as her primary disability and speech impairments as her secondary disability. She has asthma and sometimes requires the use of an inhaler, she also complains of headaches when reading and during large group instruction. This could be related to her asthma, but also could be due to possible sensory issues related her autism diagnosis. Gina is currently being served full time in the general education classroom, with pullouts for deficits that affect her ability to succeed in the general education classroom.

Ms. Lindsey Gaouette is an 18 year old female who receives special education services at South Hadley High School for a health disability: Russell Silver Syndrome. Lindsey struggles with learning difficulties and has worked hard to remediate her learning deficits. Lindsey’s area of weaknesses includes; executive functioning, recall, organization, planning, attention, concentration, processing, reading comprehension, communication and due to her short stature, she does have some physical limitations. Lindsey has been on an IEP most of her academic history. Just last year Lindsey was taken off the IEP and placed on a 504 plan. She has been successful this year with the help of her teachers and additional tutoring.

The student is not meeting grade level expectations on state tests in one or more subjects (Basic Reading Skills, Reading Fluency, Reading Comprehension, Written Expression, Math Calculation, Mathematic problem solving), when quality researched based intervention is being used in each subject that the student is not performing on level.

I found these points to be important because it shows Rita had difficutly with speech when she was younger. Rita also has an average IQ, but is getting with Cs and Ds in class. Also, her PIAT-R scores are average or above average, except for several reading or writing categories. This indicates something is adversely effecting her educaitonal performance. I believe there is not enough information for Rita to qualify for services. For example, we do not know if Rita is having difficulty with speech and language as a ten year old. We also do not know if her auditory receptors are functioning properly or if Rita has a hearing