Response to Instruction - Academics
Common in many classrooms across the nation was the practice of referring all failing students for a special education evaluation. Referrals to special education in the late 1970’s and 1980’s were encouraged as a part of the federal requirement of conducting a Child Find campaign to find unserved students.
RtI Training Modules
An excellent source for Response to Instruction is: www.interventioncentral.org
RTI Teams will utilize the RTI Problem Solving Model as they work to solve a student’s educational problems (click here). This becomes a part of the overall record for each child as they work through the various “tiers.”
Fast Track to MCAS RTI-A Procedures
Procedures for Response to Instruction Academics (RTI-A)
Response to Instruction is a pre-referral process for Special Education or Section 504 consideration that documents all attempts to accommodate for student’s individual needs. Special education may be provided when it can be demonstrated that the student’s disability adversely affects educational performance.
Specific Learning Disability (SLD) for example can be evidenced through Insufficient progress to meet age or state approved grade level standards in one (1) or more of the areas identified in subdivision (1) when using a process based on the student's response to scientific, research based intervention. Additionally, a pattern of strengths and weaknesses in performance or achievement, or both, relative to: (i) age; (ii) state approved grade level standards; or (iii) intellectual development; that is determined by the group to be relevant to the identification of a specific learning disability. The multidisciplinary team is prohibited from using a severe discrepancy between academic achievement and global cognitive functioning to meet this requirement.
Section 504, on the other hand is offered when there is a physical or mental impairment that substantially limits one or more major life activities. This requires a specific process of accommodating and a documentation of all attempts--Response to Intervention click for more…
Tier 1:
Accommodating for All Students
Embedded within Tier I is an invitation to all general education teachers to understand diverse students and accommodate for all students.
*It should be understood that the word accommodation is used preferentially instead of modifications or interventions. The author understands and appreciates that some professionals find a difference between these words and to assist in limiting confusion, accommodation will be used to mean assistance for all learners, whether it means modifying the environment or assignments or intervening for the benefit of a given student either not mastering the proficiencies or a student whose skills are beyond what is being taught in the age-appropriate curriculum. Accommodating a student’s unique needs is the foundation of our work.
Each teacher realizes that a student not learning is a student who will require accommodations. Tier 1 does not assume a “bell-curve” mentality where some will succeed, some will have problems, and some will fail (A, C, F mentality). Tier 1 requires a mentality that all students can, will, and must learn and if it does not happen, it is up to the teacher to figure how to teach a particular cluster of skills to their students. This Tier supposes that teachers recognize that their teaching style may not work for all, and they are willing, able, and committed to seek answers to problems presented in their class. This will be considered “Thinking outside their box.” Extensive efforts to assist students, including making environmental modifications for physically, hearing, and visually impaired individuals, etc., seeking help from peers, conducting searches (Google), calling university colleagues for help, documenting all efforts, and professional development are required for this tier to be successful.
The general education teacher sees all students as unique human beings and has the attitude “If it’s to be, it’s up to me.” This teacher does not allow any child to leave the classroom for special services and insists that all support staff come into his/her room for services, including Title I, all therapies (if possible), and other specialized special education services, (i.e. LD resource, speech therapy, etc.). They talk regularly to these people and modify what they do personally to reinforce what is being taught within their general education classroom. This individual does not allow questions to go unanswered and will go to colleagues for help. If there is a formalized procedure to discuss concerns in their building with assistance teams, such as Teacher Assistance Teams (TAT), Student Assistant Programs (SAP), General Education Intervention (GEI) they make good use of help. This teacher also regularly conducts “searches” on specific techniques that might be helpful for a given child. They might even make contact with a former college/university professor to discuss ideas. They encourage brainstorming with like-minded colleagues so that they can ensure the growth of the students under his/her care. They simply do not give up on any child and make it their charge to find the right “key” to unlock a child’s potential. This teacher has enlisted a strong partnership with the parents and has a well-organized room with a strict routine and is well planned according to standards. He/she uses as a standard mode of operation evidence-based practices.
The work of Uncommon Schools led by Doug Lemov (2010) in his book titled Teach Like a Champion: 49 Techniques That Put Students On A Path to College shows great promise, especially for teachers that wish to be Tier I teachers that accommodate for all students. This work has been successful in failing urban schools where high poverty, low performing schools are celebrating tremendous gains in student performance.
Capitalizing on Teach like a Champion, research is plentiful with evidence of success if the teacher:
As students present their unique needs academically, it may be necessary to develop an academic plan with smaller groups for certain students. As you consider more intensive services (Tiers II and III) teachers must document what has been accommodated and the result of all attempts. These attempts are over a reasonable period of time and must include results of assessments and present levels of educational performance.
MCAS Procedures for Tier I Accommodations: Instruction and Assessment Given to All Students, Focusing on Grade Level Content and Standards
All students will participate in grade level determined pre-instructional assessments. They may include, but are not limited to: End of unit tests; Assessments on specific skills; End of course assessments, etc. These assessments will be determined by school based teams to identify students meeting and students not meeting grade level expectations.
Students meeting grade level expectations will continue with Core grade level instruction, including differentiated instruction of strategies, content, processes, and skills based on grade level standards.
Students not meeting grade level expectations using these assessments will be offered differentiated instruction within the classroom setting focusing on deficit areas including strategies, content, processes, and skills based on universal screening instruments.
Students exceeding grade level expectations will also be offered differentiated instruction including an advanced core delivered at an accelerated pace, which may include above grade level standards aligned to the student’s needs and abilities.
Post testing of all students will determine their progress or lack of progress within the area(s) of deficiency and/or grade level expectations. After post testing, if a student meets grade level expectations, the student will continue with the Core grade level instruction including differentiated instruction of strategies, content, processes, and skills at a level that meets the needs of the student. If the student does not meet grade level expectations, advance to Tier II accommodations and documentation as defined below.
Tier II.
School Psychologist and Special Education Collaboration
This teacher has witnessed the success of accommodating for many in his/her class, but a small group of students are not responding to their efforts, at least not to their satisfaction. They have demonstrated a commitment to the education of all students, have documented all of their efforts to help the class to be competent with state and local standards (proficiencies), and have been actively involved in their own professional development. These individuals go home and have conducted “searches” to answer nagging questions about the lack of progress some students are making. They need help and to answer the questions that remain they seek the special education teacher for assistance, but they are not ready for a referral. They know that Tier II students will benefit from lessons that are explicitly and systematically taught. Modeling and practice with a variety of materials, using a gradual withdrawal of teacher support is maintained to help support the student to become independent in their skill base. The special education teacher will work with students within the general education class and will document all his/her efforts to assist the student(s).
This teacher understands the following sequence as components of explicit instruction:
· Direct Explanation;
· Teacher Modeling;
· Guided Practice;
· Independent Practice;
· Progress Monitoring.
Likewise, this teacher understands the essentials of systematic Instruction:
Differentiated Instruction essentials include:
· Planning instructional tasks regarding pace, content, process, product, and environment;
· The use of quality educational resources, small group instruction, and ongoing process monitoring drive instructional decisions.
Flexible Grouping:
· Pre-assessments are performed before each unit of study help to drive groups;
· Grouping is a differentiation strategy to be utilized with other instructional groups;
· The process of pre-testing, grouping, post-testing allows the groups to be fluid and for the classroom teacher to move students into and out of groups once the student has demonstrated mastery of skills or the further need for instruction on tested skills.
Assessment: A system of assessment and progress monitoring must occur in teaching and learning and it serves as a tool to measure learning and to guide decision-making. Assessments can be utilized for multiple purposes. Click here for the Types of Assessments
After reviewing the data available from formative and summative assessments, this teacher is frustrated that his/her efforts to help the child are not more successful. It has become important to seek help from the special education teacher and outside help, perhaps a school psychologist. The teacher must keep detailed documentation on the progress of this child (or of their children). A referral for testing is not the objective here, but the teacher is beginning to realize that their efforts may not be enough to help the students (or a given child). In this tier, the special education teacher may be observing the child to assist with searches for the correct methodologies and may start assisting this child and others so as not to stigmatize anyone. The general and special education teachers become partners with the parents to trying new and innovative ideas that have not been tried before, but have shown promise in some classrooms. The special education teacher regularly uses resources, such as the Council for Exceptional Children research available on their web site and they seek professionals that are knowledgeable in the area(s) of concern. Embedded within this Tier are continued documentation and a detailing of questions that remain. All teachers are invested in this child’s success and are diagnostic-prescriptive in their approach. The “science” of teaching is really being utilized in this tier.
The special education teacher, in their effort to go beyond Tier I accommodations (detailed above); seek best practices from resources available to them. They model and test out approaches in the general education classroom using the respective student and perhaps peers also having difficulties. The special education teacher may assist the general education colleague by identifying resource materials that will assist the student(s) in finding success. High interest low vocabulary texts or other materials may be needed or the special education teacher may need to assist in accommodating the high vocabulary text(s) so the student(s) experience benefit. If the child has not been taught to read, supports will be necessary for the child to be ready for advanced rigor later.
It is critical, in this tier that the collaborating teachers strategically practice techniques that will keep the child enfranchised in the academic core. If, however, the child is having great difficulty with the reading material and the content in general, even if spoken there may be a more advanced problem. Students with below average intelligence quotients (75 - 60) will be required to pass the state and local competency measures so determining the extent which the student can remain in the general realm is vital in this tier. Remember, if the child has not been taught to read, it does not, necessarily mean he/she has a disability. It may reflect that supports are needed to help this student without a disability to catch up and rejoin his/her class. We have to recognize that so many students have not been taught gateway skills in reading and mathematics, which does not mean they require a label for services.
Individuals with linguistic and logical-mathematical talents will need to be continually challenged in meaningful academic work that is appropriate for them. Establishing a grouping with students performing at a more advanced rate who are “thirsty” for answers to questions should be afforded the technology to conduct searches and to assist others with searches. If the class is reading an abridged story on a leading figure, the teacher seeks out more advanced reading material on the same subject and ask the student to contribute insights learned that may not be in the regular textbook(s). Students with other talents, such as visual/spatial, musical, body/kinesthetic, inter and intra personal skills, etc. should be given opportunities to develop additional skills, perhaps as a reward for completing their academic work.
MCAS Procedures for Tier II
Tier II is reflected in additional scaffolded instruction using research-based instruction beyond the Core curriculum and the duration, intensity, and frequency of instruction are increased based on progress monitoring for a minimum of 6-8 weeks. The duration should be based on specific intervention requirements and RTI teams make data-driven decisions regarding student movement within Tiers I, II, and III.
Progress monitoring of student progress or lack of progress is KEY.
K-2 mClass, Reading Running Records, LLI assessments;
3-5 Reading Running Records, Acuity Custom records.
Post assessments are given frequently to measure student learning.
Tier II instruction—dedicated 30 minute intervention groups (outside the Core instructional time) provided to students either working above or below grade level expectations. Students working above grade level expectations will be provided further challenges that are differentiated for pace, content, and complexity. Students working below grade level expectations and showing NO PROGRESS toward grade level standards will move to Tier III instruction--refer to Fountas and Pinnell benchmarks for reading expectations.
Tier II students are not placed in a special education program at any time, but they do include consultations from the special education teacher(s) in the building or outside consultation from a School Psychologist or other appropriate consultant.
Tier II requires data and a plan. First of all, complete the RTI Referral form (Elementary or Secondary). The required data must be completed and once finished develop a plan.
One of the most important steps to providing intensive accommodations and instruction is to immediately involve the parents. The Parent Letter will assist you in ensuring the required parental participation at the beginning stage and if done so this notification will increase the possibility that the parents will be partners in the effort of helping the child to achieve grade level expectations.
All of these documents will be stored and the complete running record of all students within the RTI system must also be updated. MCAS RtI Log
**At no time is it appropriate or acceptable for the teacher or Guidance Counselor to call the parent and request that they initiate a referral.
Teachers must document all attempts to assist a student in Tier II
Tier III.
More Individualized/Intensive Services are provided to an Individual or Small Group outside the General Education Classroom
Answers to questions being generated about a child’s academic performance are not causing success in the classroom and the approach is becoming more and more individualized. The special education teacher is sending their instructional assistant (paraprofessional-if there has been extensive training for the position) and this individual is working one-on-one in the general education classroom with the student (and/or small group of students performing at the same ability level). What is being tested is if the child will benefit from a smaller adult: student ratio in the general education class. If the child is highly distractible, the teachers have already tried to provide a non-distracting spot in the classroom with which to work and if the child is benefiting from reading material to be modified to be high interest material embedded in the grade appropriate curriculum, continue, but extra supports will be needed. If the student is distracting others it must be documented that many behavioral supports have already been applied to decrease the student’s effect on the learning of others. The purpose of this tier is to see if more restrictive supports are needed. Certainly, if general education inclusive efforts do not work, even if there is an instructional assistant, behavioral coach to eliminate unwanted behaviors, and a modified reading program at grade level the teachers in partnership with one another work for the student to keep him with his general education peers.
A child may not find success in smaller groups during Tier II and requires more intensive services. This is the time where “special education-type” of services may be warranted.
This teacher understands the following sequence as components of explicit instruction:
· Direct Explanation;
· Teacher Modeling;
· Guided Practice;
· Independent Practice;
· Progress Monitoring.
Likewise, this teacher understands the essentials of systematic Instruction:
Differentiated Instruction essentials include:
· Planning instructional tasks regarding pace, content, process, product, and environment;
· The use of quality educational resources, small group instruction, and ongoing process monitoring drive instructional decisions.
Flexible Grouping:
· Pre-assessments are performed before each unit of study help to drive groups;
· Grouping is a differentiation strategy to be utilized with other instructional groups;
· The process of pre-testing, grouping, post-testing allows the groups to be fluid and for the classroom teacher to move students into and out of groups once the student has demonstrated mastery of skills or the further need for instruction on tested skills.
Assessment: A system of assessment and progress monitoring must occur in teaching and learning and it serves as a tool to measure learning and to guide decision-making. Assessments can be utilized for multiple purposes. Click here for the Types of Assessments
The documentation (The Response to Intervention Problem-Solving Model and intervention plan) must demonstrate the need for Tier III accommodations and intensity. There is a running record of all attempts to assist this child in Tiers I and II before placement in Tier III Instruction is facilitated.
A strict timeline must be detailed in the RTI plan to place a child in a special education program for Tier III accommodations of no more than 6-8 weeks in duration;
Please note the following conditions for placement in special education under Tier III:
· The reading, language arts, and/or mathematics block is not provided in a special education room unless the child is either in referral for special education where the special education teacher will continue to document all attempts to assist the child and, at the case conference committee meeting will offer the data to the case conference committee, or the child has been formally placed in a special education program through Article 7. If the child requires the entire reading, language arts, and/or mathematics blocks in the special education room, the child should be referred immediately.
· The appropriate reading, language arts, and/or mathematics instruction should be in addition to the block timeframes the general education teacher provided in their setting.
· Students are never placed in the special education room because the general education teacher cannot handle or teach the child. There must always be a plan providing authority for the accommodation within the special education program.
Tier III involves research-based, intensive, targeted interventions for students with needs that are not addressed in Tiers I and II. Replacement or alternative programming may be utilized (Read 180). Tier III programming could include alternate Core items, but must remain aligned to the grade level standards. Read 180 is a 90 minute program. Students should have an additional 46-60 minutes of English/Language Arts instruction for Balanced Literacy Instruction. Tier III interventions are an addition of 30 minutes beyond the additional 30 minutes for Tier II. The features of Tier III include:
· Continued progress monitoring on a more frequent basis is necessary;
· If data indicates that the student DOES NOT meet grade level expectations, Tier III instruction would continue. The timeframe must be documented in the Intervention Plan.
· If a related disability is suspected, a referral for an educational evaluation would be appropriate.
Tier III intensity tends to move from small group instruction in Tier II to individualized instruction within or outside of the general education classroom. If one-on-one instruction within the general education classroom is working, the school leader may wish to seek the help of a full-time instructional assistant in this classroom or with the grade level. If the child is still not reading at grade level extra supports are going to be needed to catch this child up. Title I can be very useful for this purpose, but the regular teaching day will not be enough to accommodate the needs here. What must occur is a Herculean effort to bring the child up to grade level even if it means to start the process over of teaching the child to read. Such programs as Teach your Child to Read in 100 Easy Lessons may be very helpful. This program can (and should) enlist the parents for support for the non-reading child so they can be completed after 100 lessons (days) and be at the 2nd grade level. Using local supports once the child can read at the 2nd grade level should be easier to apply now and the goal of expecting third grade competency in ISTEP assessment season is realistic
With the approval of the general education teacher and strong data to suggest a major temporary change in the student’s education the special education teacher becomes much more specialized and remedial in approach. This teacher realizes that he/she cannot use 1st grade materials to teach reading to a 4th grader and acts upon what they know to do, namely modify the resources (text) available so the child can benefit from instruction. If his class is reading a story about Daniel Boone, this teacher modifies the actual story in the text and revises the sentences to a readable format. If the student is reading at the first grade level, then the story is re-written in simple sentences, while introducing new words. Flash cards are used regularly and when possible the student is educated with age-appropriate peers.
· If general education (as the location of the response to intervention services) does not work the general education and special education teachers may remove the child and perhaps others to a quieter spot in the building where remedial help can be provided. This teacher is re-writing the text due to the child’s inability to read the material, but all instruction will remain focused in the general education core curriculum. The efforts here continue to be general education–focused, but instruction in a group is clearly not working. Special services under Tier III may be provided in another setting, even if it means a resource room.
· The special education teacher is highly qualified to co-teach in the general education classroom and they might teach the class as the general education colleague removes a student or small group of students to the instructional resource lab for one-on-one assistance with the content. The role(s) of the special educators have changed to assisting general education peers with struggling students and they will need space to re-construct units of study for a given child, seek behavioral supports, and allocate instructional assistants and other supports where and when needed.
· Students with multiple intelligences, especially in linguistic and logical-mathematical talents may require a separate curriculum outside of the general education classroom. This is not considered special education, but a separate course of study is critically needed to assist those students to keep them challenged and engaged in meaningful and appropriate educational material. Many of these kids may become behavior problems if not engaged properly and could also “check-out” when they actually have talents that could cause them to be ready and willing for more challenging material, even more independent work offered virtually.
· If these efforts for students with difficulties and high abilities do not work and being educated in the general education class is too distracting or too limiting for the child then it is time to consider advanced services that result after a summary meeting is held to determine future directions and possibly identification of eligibility for special education.
The special education teacher is required to log-in each and every child sent to their classroom for Response to Instruction (RTI) in a weekly record. The duration of time in special education must never be more than 6-8 weeks. Again, a child must never be sent to the special education classroom outside of the RTI process. Once the timeframe determined is complete the special education teacher, in collaboration with the RTI team must make a determination whether or not to seek special education eligibility. Remember, if the committee suspects that the child may have a disability they must proceed with a special education referral. Section 504 consideration is not appropriate at this point, but may be considered following a determination of ineligibility through the case conference process. Special education referral process.
The running record must be kept up-to-date and the required documentation must be presented before a referral can go to the parent permission stage. If fidelity is not held to the process of documentation detailed above the School Psychologist will not proceed.
There will be a change in our local determination of Specific Learning Disability. Instead of using the current “cross battery” approach we will use the running records and the documentation to determine SLD. If the record of academic progress is poor the referral may need to wait until the proper data is documented.
General education teachers must understand that special education referrals must only culminate with the proper RTI data much unlike years previous where referrals were easy to initiate. Also, all parent referrals will be scrutinized by the Director and if it has been determined that RTI would better serve the child the parent’s request may be denied or put on hold for more data. At this point the Director will join the RTI team at the beginning stage and assist in directing the local team.
Information for students suspected of having a Specific Learning Disability: A determination of a Specific Learning Disability (SLD) may be evidenced through either of the following:
(A) Insufficient progress to meet age or state approved grade level standards in one (1) or more of the areas identified in subdivision (1) when using a process based on the student's response to scientific, research based intervention.
(B) A pattern of strengths and weaknesses in performance or achievement, or both, relative to: (i) age; (ii) state approved grade level standards; or (iii) intellectual development; that is determined by the group to be relevant to the identification of a specific learning disability. The multidisciplinary team is prohibited from using a severe discrepancy between academic achievement and global cognitive functioning to meet this requirement.
The RTI Team will need extensive data to support this label before a referral can be initiated. The School Psychologists will utilize the RTI documentation as a part of their overall evaluation.
RtI Training Modules
An excellent source for Response to Instruction is: www.interventioncentral.org
RTI Teams will utilize the RTI Problem Solving Model as they work to solve a student’s educational problems (click here). This becomes a part of the overall record for each child as they work through the various “tiers.”
Fast Track to MCAS RTI-A Procedures
Procedures for Response to Instruction Academics (RTI-A)
Response to Instruction is a pre-referral process for Special Education or Section 504 consideration that documents all attempts to accommodate for student’s individual needs. Special education may be provided when it can be demonstrated that the student’s disability adversely affects educational performance.
Specific Learning Disability (SLD) for example can be evidenced through Insufficient progress to meet age or state approved grade level standards in one (1) or more of the areas identified in subdivision (1) when using a process based on the student's response to scientific, research based intervention. Additionally, a pattern of strengths and weaknesses in performance or achievement, or both, relative to: (i) age; (ii) state approved grade level standards; or (iii) intellectual development; that is determined by the group to be relevant to the identification of a specific learning disability. The multidisciplinary team is prohibited from using a severe discrepancy between academic achievement and global cognitive functioning to meet this requirement.
Section 504, on the other hand is offered when there is a physical or mental impairment that substantially limits one or more major life activities. This requires a specific process of accommodating and a documentation of all attempts--Response to Intervention click for more…
Tier 1:
Accommodating for All Students
Embedded within Tier I is an invitation to all general education teachers to understand diverse students and accommodate for all students.
*It should be understood that the word accommodation is used preferentially instead of modifications or interventions. The author understands and appreciates that some professionals find a difference between these words and to assist in limiting confusion, accommodation will be used to mean assistance for all learners, whether it means modifying the environment or assignments or intervening for the benefit of a given student either not mastering the proficiencies or a student whose skills are beyond what is being taught in the age-appropriate curriculum. Accommodating a student’s unique needs is the foundation of our work.
Each teacher realizes that a student not learning is a student who will require accommodations. Tier 1 does not assume a “bell-curve” mentality where some will succeed, some will have problems, and some will fail (A, C, F mentality). Tier 1 requires a mentality that all students can, will, and must learn and if it does not happen, it is up to the teacher to figure how to teach a particular cluster of skills to their students. This Tier supposes that teachers recognize that their teaching style may not work for all, and they are willing, able, and committed to seek answers to problems presented in their class. This will be considered “Thinking outside their box.” Extensive efforts to assist students, including making environmental modifications for physically, hearing, and visually impaired individuals, etc., seeking help from peers, conducting searches (Google), calling university colleagues for help, documenting all efforts, and professional development are required for this tier to be successful.
The general education teacher sees all students as unique human beings and has the attitude “If it’s to be, it’s up to me.” This teacher does not allow any child to leave the classroom for special services and insists that all support staff come into his/her room for services, including Title I, all therapies (if possible), and other specialized special education services, (i.e. LD resource, speech therapy, etc.). They talk regularly to these people and modify what they do personally to reinforce what is being taught within their general education classroom. This individual does not allow questions to go unanswered and will go to colleagues for help. If there is a formalized procedure to discuss concerns in their building with assistance teams, such as Teacher Assistance Teams (TAT), Student Assistant Programs (SAP), General Education Intervention (GEI) they make good use of help. This teacher also regularly conducts “searches” on specific techniques that might be helpful for a given child. They might even make contact with a former college/university professor to discuss ideas. They encourage brainstorming with like-minded colleagues so that they can ensure the growth of the students under his/her care. They simply do not give up on any child and make it their charge to find the right “key” to unlock a child’s potential. This teacher has enlisted a strong partnership with the parents and has a well-organized room with a strict routine and is well planned according to standards. He/she uses as a standard mode of operation evidence-based practices.
The work of Uncommon Schools led by Doug Lemov (2010) in his book titled Teach Like a Champion: 49 Techniques That Put Students On A Path to College shows great promise, especially for teachers that wish to be Tier I teachers that accommodate for all students. This work has been successful in failing urban schools where high poverty, low performing schools are celebrating tremendous gains in student performance.
Capitalizing on Teach like a Champion, research is plentiful with evidence of success if the teacher:
As students present their unique needs academically, it may be necessary to develop an academic plan with smaller groups for certain students. As you consider more intensive services (Tiers II and III) teachers must document what has been accommodated and the result of all attempts. These attempts are over a reasonable period of time and must include results of assessments and present levels of educational performance.
MCAS Procedures for Tier I Accommodations: Instruction and Assessment Given to All Students, Focusing on Grade Level Content and Standards
All students will participate in grade level determined pre-instructional assessments. They may include, but are not limited to: End of unit tests; Assessments on specific skills; End of course assessments, etc. These assessments will be determined by school based teams to identify students meeting and students not meeting grade level expectations.
Students meeting grade level expectations will continue with Core grade level instruction, including differentiated instruction of strategies, content, processes, and skills based on grade level standards.
Students not meeting grade level expectations using these assessments will be offered differentiated instruction within the classroom setting focusing on deficit areas including strategies, content, processes, and skills based on universal screening instruments.
Students exceeding grade level expectations will also be offered differentiated instruction including an advanced core delivered at an accelerated pace, which may include above grade level standards aligned to the student’s needs and abilities.
Post testing of all students will determine their progress or lack of progress within the area(s) of deficiency and/or grade level expectations. After post testing, if a student meets grade level expectations, the student will continue with the Core grade level instruction including differentiated instruction of strategies, content, processes, and skills at a level that meets the needs of the student. If the student does not meet grade level expectations, advance to Tier II accommodations and documentation as defined below.
Tier II.
School Psychologist and Special Education Collaboration
This teacher has witnessed the success of accommodating for many in his/her class, but a small group of students are not responding to their efforts, at least not to their satisfaction. They have demonstrated a commitment to the education of all students, have documented all of their efforts to help the class to be competent with state and local standards (proficiencies), and have been actively involved in their own professional development. These individuals go home and have conducted “searches” to answer nagging questions about the lack of progress some students are making. They need help and to answer the questions that remain they seek the special education teacher for assistance, but they are not ready for a referral. They know that Tier II students will benefit from lessons that are explicitly and systematically taught. Modeling and practice with a variety of materials, using a gradual withdrawal of teacher support is maintained to help support the student to become independent in their skill base. The special education teacher will work with students within the general education class and will document all his/her efforts to assist the student(s).
This teacher understands the following sequence as components of explicit instruction:
· Direct Explanation;
· Teacher Modeling;
· Guided Practice;
· Independent Practice;
· Progress Monitoring.
Likewise, this teacher understands the essentials of systematic Instruction:
Differentiated Instruction essentials include:
· Planning instructional tasks regarding pace, content, process, product, and environment;
· The use of quality educational resources, small group instruction, and ongoing process monitoring drive instructional decisions.
Flexible Grouping:
· Pre-assessments are performed before each unit of study help to drive groups;
· Grouping is a differentiation strategy to be utilized with other instructional groups;
· The process of pre-testing, grouping, post-testing allows the groups to be fluid and for the classroom teacher to move students into and out of groups once the student has demonstrated mastery of skills or the further need for instruction on tested skills.
Assessment: A system of assessment and progress monitoring must occur in teaching and learning and it serves as a tool to measure learning and to guide decision-making. Assessments can be utilized for multiple purposes. Click here for the Types of Assessments
After reviewing the data available from formative and summative assessments, this teacher is frustrated that his/her efforts to help the child are not more successful. It has become important to seek help from the special education teacher and outside help, perhaps a school psychologist. The teacher must keep detailed documentation on the progress of this child (or of their children). A referral for testing is not the objective here, but the teacher is beginning to realize that their efforts may not be enough to help the students (or a given child). In this tier, the special education teacher may be observing the child to assist with searches for the correct methodologies and may start assisting this child and others so as not to stigmatize anyone. The general and special education teachers become partners with the parents to trying new and innovative ideas that have not been tried before, but have shown promise in some classrooms. The special education teacher regularly uses resources, such as the Council for Exceptional Children research available on their web site and they seek professionals that are knowledgeable in the area(s) of concern. Embedded within this Tier are continued documentation and a detailing of questions that remain. All teachers are invested in this child’s success and are diagnostic-prescriptive in their approach. The “science” of teaching is really being utilized in this tier.
The special education teacher, in their effort to go beyond Tier I accommodations (detailed above); seek best practices from resources available to them. They model and test out approaches in the general education classroom using the respective student and perhaps peers also having difficulties. The special education teacher may assist the general education colleague by identifying resource materials that will assist the student(s) in finding success. High interest low vocabulary texts or other materials may be needed or the special education teacher may need to assist in accommodating the high vocabulary text(s) so the student(s) experience benefit. If the child has not been taught to read, supports will be necessary for the child to be ready for advanced rigor later.
It is critical, in this tier that the collaborating teachers strategically practice techniques that will keep the child enfranchised in the academic core. If, however, the child is having great difficulty with the reading material and the content in general, even if spoken there may be a more advanced problem. Students with below average intelligence quotients (75 - 60) will be required to pass the state and local competency measures so determining the extent which the student can remain in the general realm is vital in this tier. Remember, if the child has not been taught to read, it does not, necessarily mean he/she has a disability. It may reflect that supports are needed to help this student without a disability to catch up and rejoin his/her class. We have to recognize that so many students have not been taught gateway skills in reading and mathematics, which does not mean they require a label for services.
Individuals with linguistic and logical-mathematical talents will need to be continually challenged in meaningful academic work that is appropriate for them. Establishing a grouping with students performing at a more advanced rate who are “thirsty” for answers to questions should be afforded the technology to conduct searches and to assist others with searches. If the class is reading an abridged story on a leading figure, the teacher seeks out more advanced reading material on the same subject and ask the student to contribute insights learned that may not be in the regular textbook(s). Students with other talents, such as visual/spatial, musical, body/kinesthetic, inter and intra personal skills, etc. should be given opportunities to develop additional skills, perhaps as a reward for completing their academic work.
MCAS Procedures for Tier II
Tier II is reflected in additional scaffolded instruction using research-based instruction beyond the Core curriculum and the duration, intensity, and frequency of instruction are increased based on progress monitoring for a minimum of 6-8 weeks. The duration should be based on specific intervention requirements and RTI teams make data-driven decisions regarding student movement within Tiers I, II, and III.
Progress monitoring of student progress or lack of progress is KEY.
K-2 mClass, Reading Running Records, LLI assessments;
3-5 Reading Running Records, Acuity Custom records.
Post assessments are given frequently to measure student learning.
Tier II instruction—dedicated 30 minute intervention groups (outside the Core instructional time) provided to students either working above or below grade level expectations. Students working above grade level expectations will be provided further challenges that are differentiated for pace, content, and complexity. Students working below grade level expectations and showing NO PROGRESS toward grade level standards will move to Tier III instruction--refer to Fountas and Pinnell benchmarks for reading expectations.
Tier II students are not placed in a special education program at any time, but they do include consultations from the special education teacher(s) in the building or outside consultation from a School Psychologist or other appropriate consultant.
Tier II requires data and a plan. First of all, complete the RTI Referral form (Elementary or Secondary). The required data must be completed and once finished develop a plan.
One of the most important steps to providing intensive accommodations and instruction is to immediately involve the parents. The Parent Letter will assist you in ensuring the required parental participation at the beginning stage and if done so this notification will increase the possibility that the parents will be partners in the effort of helping the child to achieve grade level expectations.
All of these documents will be stored and the complete running record of all students within the RTI system must also be updated. MCAS RtI Log
**At no time is it appropriate or acceptable for the teacher or Guidance Counselor to call the parent and request that they initiate a referral.
Teachers must document all attempts to assist a student in Tier II
Tier III.
More Individualized/Intensive Services are provided to an Individual or Small Group outside the General Education Classroom
Answers to questions being generated about a child’s academic performance are not causing success in the classroom and the approach is becoming more and more individualized. The special education teacher is sending their instructional assistant (paraprofessional-if there has been extensive training for the position) and this individual is working one-on-one in the general education classroom with the student (and/or small group of students performing at the same ability level). What is being tested is if the child will benefit from a smaller adult: student ratio in the general education class. If the child is highly distractible, the teachers have already tried to provide a non-distracting spot in the classroom with which to work and if the child is benefiting from reading material to be modified to be high interest material embedded in the grade appropriate curriculum, continue, but extra supports will be needed. If the student is distracting others it must be documented that many behavioral supports have already been applied to decrease the student’s effect on the learning of others. The purpose of this tier is to see if more restrictive supports are needed. Certainly, if general education inclusive efforts do not work, even if there is an instructional assistant, behavioral coach to eliminate unwanted behaviors, and a modified reading program at grade level the teachers in partnership with one another work for the student to keep him with his general education peers.
A child may not find success in smaller groups during Tier II and requires more intensive services. This is the time where “special education-type” of services may be warranted.
This teacher understands the following sequence as components of explicit instruction:
· Direct Explanation;
· Teacher Modeling;
· Guided Practice;
· Independent Practice;
· Progress Monitoring.
Likewise, this teacher understands the essentials of systematic Instruction:
Differentiated Instruction essentials include:
· Planning instructional tasks regarding pace, content, process, product, and environment;
· The use of quality educational resources, small group instruction, and ongoing process monitoring drive instructional decisions.
Flexible Grouping:
· Pre-assessments are performed before each unit of study help to drive groups;
· Grouping is a differentiation strategy to be utilized with other instructional groups;
· The process of pre-testing, grouping, post-testing allows the groups to be fluid and for the classroom teacher to move students into and out of groups once the student has demonstrated mastery of skills or the further need for instruction on tested skills.
Assessment: A system of assessment and progress monitoring must occur in teaching and learning and it serves as a tool to measure learning and to guide decision-making. Assessments can be utilized for multiple purposes. Click here for the Types of Assessments
The documentation (The Response to Intervention Problem-Solving Model and intervention plan) must demonstrate the need for Tier III accommodations and intensity. There is a running record of all attempts to assist this child in Tiers I and II before placement in Tier III Instruction is facilitated.
A strict timeline must be detailed in the RTI plan to place a child in a special education program for Tier III accommodations of no more than 6-8 weeks in duration;
Please note the following conditions for placement in special education under Tier III:
· The reading, language arts, and/or mathematics block is not provided in a special education room unless the child is either in referral for special education where the special education teacher will continue to document all attempts to assist the child and, at the case conference committee meeting will offer the data to the case conference committee, or the child has been formally placed in a special education program through Article 7. If the child requires the entire reading, language arts, and/or mathematics blocks in the special education room, the child should be referred immediately.
· The appropriate reading, language arts, and/or mathematics instruction should be in addition to the block timeframes the general education teacher provided in their setting.
· Students are never placed in the special education room because the general education teacher cannot handle or teach the child. There must always be a plan providing authority for the accommodation within the special education program.
Tier III involves research-based, intensive, targeted interventions for students with needs that are not addressed in Tiers I and II. Replacement or alternative programming may be utilized (Read 180). Tier III programming could include alternate Core items, but must remain aligned to the grade level standards. Read 180 is a 90 minute program. Students should have an additional 46-60 minutes of English/Language Arts instruction for Balanced Literacy Instruction. Tier III interventions are an addition of 30 minutes beyond the additional 30 minutes for Tier II. The features of Tier III include:
· Continued progress monitoring on a more frequent basis is necessary;
· If data indicates that the student DOES NOT meet grade level expectations, Tier III instruction would continue. The timeframe must be documented in the Intervention Plan.
· If a related disability is suspected, a referral for an educational evaluation would be appropriate.
Tier III intensity tends to move from small group instruction in Tier II to individualized instruction within or outside of the general education classroom. If one-on-one instruction within the general education classroom is working, the school leader may wish to seek the help of a full-time instructional assistant in this classroom or with the grade level. If the child is still not reading at grade level extra supports are going to be needed to catch this child up. Title I can be very useful for this purpose, but the regular teaching day will not be enough to accommodate the needs here. What must occur is a Herculean effort to bring the child up to grade level even if it means to start the process over of teaching the child to read. Such programs as Teach your Child to Read in 100 Easy Lessons may be very helpful. This program can (and should) enlist the parents for support for the non-reading child so they can be completed after 100 lessons (days) and be at the 2nd grade level. Using local supports once the child can read at the 2nd grade level should be easier to apply now and the goal of expecting third grade competency in ISTEP assessment season is realistic
With the approval of the general education teacher and strong data to suggest a major temporary change in the student’s education the special education teacher becomes much more specialized and remedial in approach. This teacher realizes that he/she cannot use 1st grade materials to teach reading to a 4th grader and acts upon what they know to do, namely modify the resources (text) available so the child can benefit from instruction. If his class is reading a story about Daniel Boone, this teacher modifies the actual story in the text and revises the sentences to a readable format. If the student is reading at the first grade level, then the story is re-written in simple sentences, while introducing new words. Flash cards are used regularly and when possible the student is educated with age-appropriate peers.
· If general education (as the location of the response to intervention services) does not work the general education and special education teachers may remove the child and perhaps others to a quieter spot in the building where remedial help can be provided. This teacher is re-writing the text due to the child’s inability to read the material, but all instruction will remain focused in the general education core curriculum. The efforts here continue to be general education–focused, but instruction in a group is clearly not working. Special services under Tier III may be provided in another setting, even if it means a resource room.
· The special education teacher is highly qualified to co-teach in the general education classroom and they might teach the class as the general education colleague removes a student or small group of students to the instructional resource lab for one-on-one assistance with the content. The role(s) of the special educators have changed to assisting general education peers with struggling students and they will need space to re-construct units of study for a given child, seek behavioral supports, and allocate instructional assistants and other supports where and when needed.
· Students with multiple intelligences, especially in linguistic and logical-mathematical talents may require a separate curriculum outside of the general education classroom. This is not considered special education, but a separate course of study is critically needed to assist those students to keep them challenged and engaged in meaningful and appropriate educational material. Many of these kids may become behavior problems if not engaged properly and could also “check-out” when they actually have talents that could cause them to be ready and willing for more challenging material, even more independent work offered virtually.
· If these efforts for students with difficulties and high abilities do not work and being educated in the general education class is too distracting or too limiting for the child then it is time to consider advanced services that result after a summary meeting is held to determine future directions and possibly identification of eligibility for special education.
The special education teacher is required to log-in each and every child sent to their classroom for Response to Instruction (RTI) in a weekly record. The duration of time in special education must never be more than 6-8 weeks. Again, a child must never be sent to the special education classroom outside of the RTI process. Once the timeframe determined is complete the special education teacher, in collaboration with the RTI team must make a determination whether or not to seek special education eligibility. Remember, if the committee suspects that the child may have a disability they must proceed with a special education referral. Section 504 consideration is not appropriate at this point, but may be considered following a determination of ineligibility through the case conference process. Special education referral process.
The running record must be kept up-to-date and the required documentation must be presented before a referral can go to the parent permission stage. If fidelity is not held to the process of documentation detailed above the School Psychologist will not proceed.
There will be a change in our local determination of Specific Learning Disability. Instead of using the current “cross battery” approach we will use the running records and the documentation to determine SLD. If the record of academic progress is poor the referral may need to wait until the proper data is documented.
General education teachers must understand that special education referrals must only culminate with the proper RTI data much unlike years previous where referrals were easy to initiate. Also, all parent referrals will be scrutinized by the Director and if it has been determined that RTI would better serve the child the parent’s request may be denied or put on hold for more data. At this point the Director will join the RTI team at the beginning stage and assist in directing the local team.
Information for students suspected of having a Specific Learning Disability: A determination of a Specific Learning Disability (SLD) may be evidenced through either of the following:
(A) Insufficient progress to meet age or state approved grade level standards in one (1) or more of the areas identified in subdivision (1) when using a process based on the student's response to scientific, research based intervention.
(B) A pattern of strengths and weaknesses in performance or achievement, or both, relative to: (i) age; (ii) state approved grade level standards; or (iii) intellectual development; that is determined by the group to be relevant to the identification of a specific learning disability. The multidisciplinary team is prohibited from using a severe discrepancy between academic achievement and global cognitive functioning to meet this requirement.
The RTI Team will need extensive data to support this label before a referral can be initiated. The School Psychologists will utilize the RTI documentation as a part of their overall evaluation.