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  Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) are common programs that provide a framework for assessment, delivery of instruction, provision of supports, and guidelines for referrals for eligibility in special education. The law requires that teams document efforts to support students in general education settings before they can be referred for special education evaluation 

Using the 3rd Grade “Class Profile”, imagine you are the classroom teacher for these students. Review the profile and formulate a small group of students with whom you will implement RTI strategies. Using this group as an example, create a 15-20 slide digital presentation providing an introduction to the RTI for new educators.

Within your presentation, provide:

  • An overview of RTI and MTSS, including an explanation of the tiers and how these systems can be used to enhance and adapt instruction.
  • An explanation of the role of the child study team.
  • A discussion and examples of the types of data collected throughout the RTI process.
  • An explanation of what factors determine appropriate student placement within the RTI tiers. Refer to your example student group to illustrate specific ideas.
  • An explanation of how the RTI model can help meet the needs of students without disabilities and as a means of adapting instruction prior to evaluating students for a disability.
  • Five examples of research-based intervention strategies that you will use with students in your example student group who are struggling in English language, arts, or mathematics. Include justification for each intervention strategy.
  • Description of the data that would be collected as part of implementing the research-based intervention strategies. Explain how this data could be used to evaluate the effectiveness of the RTI strategies and how this information could be used as justification for testing for possible special education eligibility.
  • A title slide, reference slide, and presenter’s notes.

Support your presentation with a minimum of three scholarly resources.

Class Profile – 3rd Grade

Student Name

English Language Learner

Socioeconomic

Status

Home Language

IEP

504 Plan

Reading (Lexile) Proficiency Level

Math Proficiency

Level

Other

Internet Available at Home

Aaron

4

Low

Spanish

No

No

450-500

At grade level

Very shy, but will participate if approached by peers.

Yes

Aiden

N/A

Low

English

Speech. Sees speech pathologists two times a week, 15 minutes each (phonemic awareness and letter blend sounds).

No

525-630

At grade level

Struggles to self-regulate emotions; wants constant attention from teacher.

Yes

Christian

3

Low

Spanish

No

No

450-500

At grade level

None

Yes

Cordarrell

N/A

High

English

No

Dyslexia. No IEP due to intensive private intervention.

545-600

At grade level

New student. Assessment information from previous school. Hard working.

Yes

Derek

4

Low

Spanish

No

No

760-800

*Below grade level

RTI Tier 2 for math. Loves to read. On list for gifted testing for reading.

Yes

Dereon

N/A

Low

English

OHI, ADHD. Difficulty with executive functioning and focus.

No

610-750

*Below grade level

Does not like math. Often procrastinates with math assignments.

Yes

Dulce

5

Low

Spanish

No

No

545-600

At grade level

None

Yes

Eveyln

N/A

Low

English

No

No

415-550

At grade level

Often shouts out during class and interrupts instruction. Starting process for a behavior plan.

Yes

Isabelle

N/A

Low

English

No

No

810-950

At grade level

Gifted for reading.

Yes

Jennifer

4

Low

Spanish

No

No

610-750

At grade level

RTI Tier 3 for reading.

Yes

Jose

4

Low

Spanish

No

No

415-550

At grade level

RTI Tier 2 for reading.

Yes

Kimberly B.

N/A

Low

English

No

No

810-950

At grade level

Loves to read non-fiction such as biographies.

Yes

Kimberly M.

N/A

Low

English

Speech; verbal stutter and sounds. Sees speech pathologists four times a week, 15 minutes each.

No

450-500

At grade level

RTI Tier 2 for reading.

Yes

Leo

3

Low

Spanish

No

No

525-630

At grade level

New student. Assessment information from previous school. Very shy and withdrawn.

Yes

Lexis

5

Low

Spanish

OHI, ADHD. Difficulty with executive functioning and attention to detail.

No

760-800

*Below grade level

Numerous absences and tradies; Mom worried about her academics.

No

Luis

N/A

Low

English

No

No

810-950

Above grade level

Loves learning. Gifted in reading and math.

Yes

Marshall

N/A

Low

English

No

No

545-600

At grade level

Struggles to maintain focus. Loves to read;

No

Martin

3

Low

Spanish

No

No

610-750

*Below grade level

RTI Tier 2 for math.

Yes

Matthew

N/A

Low

English

Hearing impairment; difficulty hearing in noisy conditions.

No

610-750

At grade level

Needs to be seated close to teacher or area of instruction.

Yes

Natasha

3

Low

Spanish

No

No

415-550

At grade level

RTI Tier 1 for reading.

Yes

Olyvia

N/A

Low

English

No

No

545-600

At grade level

Yes

Robert C.

N/A

Low

English

ODD. Aggressive with peers. Often refuses to follow directions or complete tasks.

No

415-550

At grade level

Provide a quiet place in the classroom to use when a cool down is needed.

Yes

Robert L.

N/A

Low

English

No

Vertigo and migraines

325-420

*Below grade level

Retained in kindergarten; limited progress. Often needs to go to nurse to lie down.

No

Vincent

3

Low

Spanish

No

No

525-630

At grade level

Hard working; works slowly.

Yes

Viri

2

Low

Spanish

No

No

760-800

At grade level

On list for gifted testing for reading.

Yes

Yara

N/A

Low

English

No

Trauma; difficulty with maintaining peer relationships, depression, and self-confidence.

810-950

At grade level

Lacks motivation; death of mother last year. Loves to be alone and read.

Yes


**Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.

ELL Levels

Scored as:

1

Pre-emergent

2

Emergent

3

Basic

4

Intermediate

5

Proficient

Grade

Reader Measures; Lexile

1

120L – 295L

2

170L – 545L

3

415L – 760L

4

635L – 950L

5

770L – 1080L

6

855L – 1165L

7

925L – 1235L

8

985L – 1295L

9

1040L – 1350L

10

1085L – 1400L

11/12

1130L – 1440L

Special Education Key Terms

Acronym/Identification

Details

Category

504 Plan

Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.

ADHD

Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive

OHI, 504 Plan, or IEP based on severity of influence on academics.

APD

Auditory processing disorder. Difficulty recognizing sounds.

504 Plan or IEP based on severity of influence on academics.

ASD

Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning.

IEP

Deaf-Blindness

Hearing and visual impairments concurrently affecting communication and learning.

IEP

Deafness

Requires use of assistive technologies.

504 Plan or IEP based on severity of influence on academics.

Depression

Can be considered emotional disturbance based on severity.

504 Plan

Dyscalculia

Difficulty understanding numbers and math facts.

LD, IEP

Dysgraphia

Difficulty with handwriting and fine motor skills.

LD, IEP

Dyslexia

Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.

LD, IEP

Dyspraxia

Difficulty with muscle control and coordination.

504 Plan or IEP based on severity of influence on academics

ED

Emotional disturbance. Includes anxiety, depression, ODD, bipolar, OCD, eating disorders, psychotic disorders.

504 Plan or IEP based on severity of influence on academics.

Executive Functioning

Difficulty organizing and managing tasks, time management, and remembering details.

504 Plan

Hearing Impairment

May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.

504 Plan or IEP based on severity of influence on academics.

IEP

Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress.

Intellectual Disability

Presents significant limitations on learning and adaptive behavior.

IEP

Language Processing Disorder

Difficulty associating a meaning with sounds.

LD, IEP

LD

Learning disorder

LD, IEP

Memory

Difficulty with storing and retrieving information.

504 Plan or IEP based on severity of influence on academics.

Multiple Disabilities

Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment.

IEP

Non-Verbal Learning Disabilities

Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues).

LD, IEP

OCD

Obsessive compulsive disorder: Repetitive behaviors, over-thinking, anxiety

504 Plan or IEP based on severity of influence on academics.

ODD

Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive.

504 Plan

OHI

Other health impairment. Chronic or acute health problems that do not fall under any IDEA categories that impair the physical and/or learning environment (e.g. asthma, epilepsy, diabetes, Tourette Syndrome, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, hemophilia, ADHD, heart conditions).

IEP

Orthopedic Impairment

A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations)

504 Plan or IEP based on severity of influence on academics.

Speech/Language

Difficulty with articulation possible due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes.

OHI or LD based on severity of influence on academics.

Traumatic Brain Injury

Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking.

IEP

Visual Motor

Difficulty processing what is seen and the ability to copy such as taking notes.

LD, IEP (often seen with dysgraphia or non-verbal learning disabilities).

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