Rational

Artifact for Standard IPTS 8H and 8I: 

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  

IPTS 8I: understands the roles and the importance of including students with disabilities, as appropriate, and all team members in planning individualized education programs

Name of the Artifact: RtI Blog

Date:  April 10, 2016

Course:  EDU 219 – Students with Disabilities

Rational:

IPTS 8H:

The three tiered Response to Intervention (RtI) model includes different level of support systems to students’ academic and behavioral needs. While planning interventions for students, parents’ involvement is a very effective factor. I learnt more about RtI model and how to implement it in different cases. A teacher should keep parents in the loop and should come up with strategies as per their child’s need. This knowledge about RtI will be helpful in my future classes. Due to all these I believe the artifact comes under this standard.

IPTS 8I:

I believe that this artifact comes under this standard because RtI blog gives an information about special education procedure. A teacher need to  evaluate when a student is eligible for formal evaluation to determine eligibility to special education and  to know what are the parents’ right in this process. I also learnt an involvement of specialists in respective cases. 

What is RtI?

Response to Intervention (RtI) is an approach used by teachers to identify students that need supports, monitor their progress as they receive targeted interventions, and adjust the level of intervention depending upon students’ responsiveness. Student’s evaluation is done by the use of assessment data, progress monitoring, and evidence-based practices. RtI is a broad conceptualized approach as it can be applied at class and school level and for students from any grade level. This approach can be used for general as well as students with special needs. The support services can be provided by different school personnel including general education teachers, special educators, and specialists.

RtI model is a three tier process and applicable to students’ academic or behavioral improvements.

• Tier 1 or universal support for all students with a focus on prevention.
• Tier 2 or targeted group support that includes evidence-based practices and monitoring.
• Tier 3 or individualized support based on individualized assessment processes.

In order for RtI model to work well following four component should be implemented:

•  High-quality, scientifically based classroom instruction.
•  Ongoing student assessment.
• Tiered instruction.
• Parent involvement.    

Explanation of Tier 1

Tier 1 begins with essential instructions that adequately addresses the needs of most of the students. The systematic and clear instructions will help students stay engage in the class and get more clear understanding. Instructions can be reinforced by the use of charts, formulas, and sequential temporal instruction which help student stay focused. Peer groups can help students increase participation in the class and learn from each other. A teacher can plan an active approach in teaching so that all kinds of children find it easy to learn. For example, the angles can be taught by making angles with tape on the table and floor. Probability can be taught by using colorful m&m chocolates. Sometimes teachers find students not completing their homework. If a teacher can show some practical applications of the learning in the class then students will be motivated and would see the value of the lessons.  

Classroom behavior can be set by clearly discussed and well-designed rules. Students would know what is expected of them and how they can abide in those behaviors. Positive reinforcement strategies can also be used to meet the desired goal. A positive relationship between students and a teacher is very important. A teacher should be calm and confident while teaching in the class. Teacher should keep updating parents about class activities and their child’s performance. Parents’ active involvement would also benefit their child’s success.

Students not showing improvements are moved to Tier 2. 

Explanation of Tier 2

"According to many publications about the three-tier model of RtI, a school's goal is for no more than 20% of students to require additional support beyond good Tier I curriculum and instruction" (Burns et al., 2005). Tier 2 is designed to support a group of students who need additional help to meet their academic and behavioral goal. A teacher recognizes students who didn’t do well even after applying strategies in Tier 1 and then comes up with the strategies focused on the specific area of needs based on the data gathered from students’ performance in Tier 1. One of Tier 2 strategy is surface management techniques (regrouping, restructuring lessons, nonverbal signals, and rewards) which are used to solve surface level behavioral and academic problems. Positive reinforcement techniques are good to re-engage them. These technique need not be necessarily certificates or tokens. A teacher needs to find what boosts up the student to learn and work hard. Sometimes different ways of learning, different classroom setting, or knowing the value of what they are learning may kindle their interest. From the classes I observed and I found out that some students do not ask questions even if they do not understand. Tier 2 is perfect place to motivate and to make positive relationship with them so that they open themselves. 

If the students still do not improve even after applying different intervention in Tier 2; they are then moved to more intensive intervention in Tier 3.  

Explanation of Tier 3

Schools implementing effective Tier 1 and Tier 2 instruction should find no more than 5% of students requiring more intensive interventions than those provided in Tier 2 (Burns et al., 2005). Tier 3 is an individualized intensive intervention. Students that do not meet their needs in other tiers are referred for comprehensive evaluation. Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) allows parents to request a formal evaluation to determine eligibility for special education. A teacher should question why one is behaving in a certain manner or why one is not able to do well academically. It is not necessary that there will be one to one intervention in Tier 3. For example, a student with emotional and behavior disorder may need comfortable and friendly environment with other students to learn or open oneself. It is important to understand the student and his/her challenges in order to plan effective strategies.

TABLE 1: Research-based effective intervention practices for tiers 2 and 3

Tier	Practice	Reference
2	se explicit and systematic instruction	Gersten et al. (2009a)
2	Use groups of three to five students	Elbaum et al. (2000)
2	Provide instruction in up to three foundational reading skills	Gersten et al. (2009a)
2 & 3	Focus on underlying skills and structures for math and reading	Gersten et al. (2009a;b)
2 & 3	Progress should be closely monitored until approximately eight data points are collected to assure sufficient reliability	Christ (2006)
3	Use an intervention with at least three components that are different from Tiers 1 and 2	Swanson & Sachse-Lee (2000)
3	Potential intervention components include (a) highly targeted, (b) provides an appropriate level of challenge for the individual student, (c) explicitly teaches a specific skill, (d) allows many opportunities to respond, and (e) provides immediate corrective feedback for an individual student	Burns et al. (2008)

Interview with classroom teacher

1)    How do you apply RtI model at the school level?

At the school level point sheets are most exclusively used for behavior which includes be respectful, be safe, and be responsible categories. Most students are on point sheets when they have multiple referrals/write ups. Some students are put on point sheets because they are internalizers and we are concerned about their participation or stress levels. Occasionally a student is put on a point sheet for academic reasons like missing assignments, but that is pretty rare.

2)    Which strategies do you apply in your class?

I use grouping arrangement of five to six students in my class. I try to put the students who has difficulties in the front side, so they can concentrate well in the class. Sometimes the students with difficulties are placed with bright students so they work together and can learn from each other. I change the groups every few weeks. When the students work on the practice problems, I put them in different groups. I and a special aid teacher call the groups one by one to work with us on one to one basis. We call those students first who need more support. So that they can ask if they have any doubt or question. The special need students get services from special aids. Some students get simplified question forms or with the hints.

3)    If the student has still difficulties in the subject in regular class then what needs to be done?

           Students are placed into the extra Acceleration class when they score consistently at            the 40th percentile or below on MAP. If they score in that range on 2 or more tests in              a row then we put them in the class until either they do better on MAP or if the                        Acceleration teacher has enough evidence that they have improved. They are usually            in the class the entire year, but a few students have transitioned out after 1 or 2                      trimesters.

4)    Do the teachers use any positive reinforcement techniques?

           Yes, all the teachers apply different reinforcement techniques. A student is                              recognized for doing well through the week and a teacher puts his/her name on the                certificate on classroom wall. We also use token system which can be used to buy                  food in the school.

Case Study

RtI Scenario E: Middle School Level

• What do you know? What do you still need to know?

I have the information that Maria started her seventh grade year with negative attitude. She was in the same elementary school until fifth grade and had marginal grades in all core subjects. She attended after school classes in second and third grade. I would like to know that what her progress level was after attending after school classes for two years. It is also important to know that what required need to meet her academic goal and what level and type of strategies were practiced in her extra classes.

• What do you believe is the core problem?

I believe that negative attitude is an effect or reaction of her frustration or problems. I would like to look for what causes her in her academic performance. For example, any difficulties in understanding the subject, learning techniques, or any social issue disturbing her mind.  

• Should teacher proceed with the RtI process?

Yes, the teacher should proceed with the RtI process

• Who needs to be on the RtI Team?

Classroom teacher, school psychologist, parents, and special education teacher.

RtI Scenario F: Middle School Level

• What do you know? What do you still need to know?

Sergio is an ELL six grader and new to U.S country. He studied four years in Mexico. He is pleasant, co-operative, and good in reading, writing, and speaking Spanish. The teachers say that he must have a reading problem that is interfering with learning to read English. I would like to know, which support services were provided to his needs and how effective they were.

• What do you believe is the core problem?

I believe that he might not have any disorders but he is totally new to English language and they may speak Spanish in his home even in U.S. He is co-operative, good enough in Spanish, and also tries to work in math. The core problem should be just to put time and effective efforts to learn a new language. 

• Should teacher proceed with the RtI process?

Yes, the teacher should proceed with RtI process.

• Who needs to be on the RtI Team?

Literacy or reading specialist, speech or language therapist, classroom teacher, special education teacher, and parents.