Clinical Field Experience A: Understanding Pre-Referral Assessments – T

Field Experience A
Jacqueline Bermudez
Grand Canyon University: SPD-531
April 27, 2020

Response to Intervention (RTI) is known to be a multi-tier approach used in the early identification as well as support for students with behavioral and learning needs. It is divided into three levels namely RTI level one, RTI level two, and RTI level three for purposes of substantive attendance to the student behavioral and learning needs. The first tier comprises the majority of learners as it is obvious that a big number of students do not require additional support other than those administered by the general teacher in the normal curriculum lessons. In tier two, the number of involved learners is low and they require the general education teacher intervention. The intervention, in this case, involves the use of tiered assignments and computer-based program to meet the required student-based skills in class. The third tier is where special need students lie for it calls for more time and intensive individualized support. In order for a student in this level to at par with their colleagues in level one and two, their learning goes beyond the jurisdiction of the classroom teacher and hence involving interventionist. The interventionists spend much more time with students for them to acquire the targeted skills as per the lesson plans. Therefore, this group is administered by the interventionist both in and out of the classroom.
The recording and interpretation of information in RTI is the other important aspect for teachers in handling the students. In tier one; the data is recorded through informal checks aimed at establishing their understanding while in class and through their assessment grades. In tier two; the records are done by the classroom teacher in the RTI binder and under the guidance of the user program. The K-12 certified teacher gave the example that if the program is computer-based; the classroom teacher logs in to check the lesson passing rate and hence establish the areas requiring adjustments. In tier three; the recording and interpretation of data are done similarly as in tier two but the difference is that it is done by the interventionist who may include anecdotal notes for the group. The RTI information is crucial as it aids in determining the evaluation and placement of students. It also informs the resource demand for students in the different tiers. Once all this has been done, communication of RTI results to the stakeholders is initiated and this is done through data testing, anecdotal notes, and specified skills where deficiencies are established.
Barrio, B. L., & Combes, B. H. (2015). General education pre-service teachers’ levels of concern on response to intervention (RTI) implementation. Teacher Education and Special Education, 38(2), 121-137.
Field Experience A-Interview Questions
The criteria and distinguishing factors of RTI level one, RTI level two, and RTI level three;
Tier 1 students are usually the largest group. They consist of grade level and approaching grade level that do not need additional support beyond the general lesson plan. Tier 2 students are students that require an intervention by the general education teacher…usually a small group, or computer-based program with specific tiered assignments. Tier 3 students require additional time and much more individualized support. Their time goes beyond the classroom teacher and requires an interventionist who may spend time in class with a small group working on classroom assignments or being pulled out of class to remediate on targeted skills.
Examples of and how RTI level one, RTI level two, and RTI level three are administered to students;
Tier 1: administered by the classroom teacher, general lessons
Tier 2: administered by the classroom teacher, tiered assignments on targeted skills (in class)
Tier 3: administered by an interventionist both in and out of the classroom
How the classroom teacher records and interprets information from the RTIs;
Classroom teachers record tier 1 data through informal checks for understanding during their lesson as well as grades on assessments. Tier 2 data is also recorded by the classroom teacher in an RTI binder but is based off the program being used. For example, if a computer-based program is being used then the classroom teacher may go in and check the passing rate of the lessons and remediate on specific skills and make adjustments to the assigned lessons. Tier 3 data is recorded and interpreted by the interventionist in a similar way to tier 2 students. However, the interventionist also includes anecdotal notes about their small groups.
How the RTI information is used in making eligibility, program and placement decisions for individuals with exceptionalities; and
RTI information is used to determine when there is a need to refer to evaluation phase. Students must have gone through the tiers and teachers must have supporting data from each tier as evidence of a need for further resources.
Strategies in communicating RTI results to various stakeholders.
RTI binder with testing data, anecdotal notes, and specific skills in which a deficiency exists.
Supplemental SPD 530-531 Observation Activities, Videos and Resources.

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Topic 2: Clinical Field Experience A (Week 2)

Part I: (Copied from the original assignment) Part 1: Pre-Referral Assessments
Interview via phone or skype etc. (See your local school website for teacher information and contact emails to request an interview) with a certified special education teacher in a K-5 grade setting about pre-referral assessments and his or her role in the RTI process.
Your interview should address the following prompts:

1. The criteria and distinguishing factors of RTI Tier 1, RTI Tier 2, and RTI Tier 3
2. Examples of and how RTI Tier 1, RTI Tier 2, and RTI Tier 3 interventions and assessments are developed and administered to students
3. How the classroom teacher records and interprets information from the RTIs
4. How the RTI information is used in making eligibility, program and placement decisions for individuals with disabilities
5. Strategies in communicating RTI results to various stakeholders

Write a synopsis or summary of the teacher’s answers to the above questions. Turn that document in as part I of the ‘observation requirement A’.

Part II
You will not be able to observe or create an informal reading assessment due to the closure of schools during the COVID-19 crisis. Therefore, instead of that requirement, complete the following RTI – Part I online learning module in its entirety.

RTI (Part 1): An Overview

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