Multi-Tiered Intervention MindMap

1. How the RTI model can help meet the needs of students with and without disabilities.

1.1. - Students with exceptionalities benefit from RTI because along with any services they are currently receiving (National Joint Committee on Learning Disabilities, n.d.). - Students with exceptionalities can benefit from RTI because it is within the general education classroom which allows for inclusion. The students receive help and intervention just as all the other students do within the class (Response to Intervention, 2020). - RTI helps evaluate students for special education services and determine the eligibility for those students (National Joint Committee on Learning Disabilities, n.d.). - No Child Left Behind Act and the Individuals with Disabilities Education Act (IDEA) (Response to Intervention, 2020). - All students receive more appropriate instruction and feedback. Teachers can make decisions about instructional content based on real-time data. Progress monitoring provides data and documentation of student achievement.

2. Five examples of research-based intervention strategies across multiple RTI levels for students with and without disabilities who are struggling in English language arts or mathematics.

2.1. Tier 1: Direct Instruction Tier 1: graphic organizers, summary and note taking Tier 2: Shorter segments of direct instruction, to simplify instruction Tier 2: small group instruction (2-3 times a week, supplemental to direct instruction in tier 1) Tier 3: one on one instruction (usually by a person specialized in their specific needs) Provide feedback: While walking around the room recording each student's grasp on the concept as you go around the room. Examples of Feedback: Picture and symbol cues, Written feedback, Highlighting, Post-it notes comments. How should the teacher provide feedback? 1. Correct their mistakes and direct them to the right answer. 2. The sooner the better. 3. Be careful giving feedback. 4. Involve the students in the process.

3. Two Questions to ask:

3.1. “Does the disability affect the student’s educational progress?”

3.2. “Does the student need specifically designed instruction?”

4. Step 1: Students get identified for possible need of special education services (Special Education Identification Process, 2020). Step 2: Student gets evaluated. This process includes an IEP team recommendation as well as parental consent (Special Education Identification Process, 2020). Step 3: IEP decides if the student is eligible for services. A group of experienced team members along with the parents review the students test results (Special Education Identification Process, 2020). Step 4: If the student IS eligible for further educational services, within 30 days of the student getting evaluated the IEP team must write a IEP plan for the student (Special Education Identification Process, 2020). Step 5: An IEP meeting is called to discuss further actions and go over the IEP plan. Parents, general education teacher, special education teacher, IEP team members, and principal/assistant principal must be present during the meeting (Special Education Identification Process, 2020). Step 6: Final IEP is written for the student after everyone in the meeting has agreed to the plan (Special Education Identification Process, 2020). Step 7: Services are provided by the school (Special Education Identification Process, 2020). Step 8: Students are monitored and a progress report is sent to the parents (Special Education Identification Process, 2020). Step 9: Student's IEP is reviewed by the IEP team once a year (Special Education Identification Process, 2020). Step 10: At least every three years the student gets reevaluated (Special Education Identification Process, 2020). Step 11: Information from that evaluation gets sent to parents to discuss if any different or further action is required. (Special Education Identification Process, 2020).

5. - To determine appropriate student placement within the RTI tiers teachers need to assess their students and keep data (Glover & Vaughn, 2010). - If a student is below expected benchmark for their grade they will be at tier 2. Students will be at tier 3 if they are at high risk in their education (Response to Intervention, 2020). - There are some diverse approaches when implementing, including a functional assessment, problem resolution, hybrid approach, and standardized protocols. Schools can have the implementation of RTI, for best attention and catering the needs of the learners, through many alternatives. Nonetheless, every RTI bases its grounds in the schools extensive framework, based on effectiveness in the allocation of resources to advance students results (Glover & Vaughn, 2010).

6. An overview of RTI, to include an explanation of the RTI tiers

6.1. - Response to Intervention is a tool that teachers can use for students who are struggling. RTI is a set of procedures to help students get a better understanding of the material to help them succeed in the classroom (Response to Intervention, 2020). - Tier 1: This tier is for students to help prevent students from any sort of special need services. Tier 1 is “differentiated instruction” which is delivered to the whole class by the general education teacher. Uses evidence based on curriculum and is 80-85% effective for all students (Response to Intervention, 2020). - Tier 2: This tier is a “catch up” for students who need extra help. This is built off of tier 1. This tier is delivered in small groups by the teacher or aid. 15% of students who didn't get the information on Tier 1 (Response to Intervention, 2020). - Tier 3: This tier is the most intensive level on the pyramid.This is delivered by a specialist or special education teacher. Usually delivered in individual or very small group practices. Usually 5% of students go into this category (Response to Intervention, 2020).

7. An explanation of what factors determine appropriate student placement within the RTI tiers.

8. Special Education Process