Response To Intervention Model Analysis
In order for a child to receive special education services they must meet procedural requirements for determining whether or not the child qualifies for services under the Individuals with Disabilities Education Act. The student must have a disability as defined by the act. The assessment must also determine whether or not the disability requires special education and related service in order to meet the learning standards required by the state in which the child resides. Yell, (2016) reminds us that the purpose of assessing students is to both determine eligibility for services as well as for use in planning an Individualized Education Plan (p. 187). Just as students who receive special education, do so on an individualized plan, so too
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Some schools implement a Response to Intervention model (RTI) prior to any referral for specialized education. Just as the name suggests, RTI provides students with various research based interventions and determine how the student responds to that intervention. Entitlement decisions are the result of information about student growth and development obtained through routine screenings. Child find is a more common form of entitlement screening. Yell (2016) tells his readers that when routine screening is completed generally, rather than selectively, IDEA regulations do not apply (p. 189). Assessments are essential in the development of individualized programs for students, therefore assessments must include present levels of the student’s academic achievement and functional performance. This information is critical for the special education teacher in formulating goals and strategies for the team to consider. Finally assessment decisions are used to evaluate whole programs by identifying areas for growth as well as celebrations of success as a school, district, and even
Some schools implement a Response to Intervention model (RTI) prior to any referral for specialized education. Just as the name suggests, RTI provides students with various research based interventions and determine how the student responds to that intervention. Entitlement decisions are the result of information about student growth and development obtained through routine screenings. Child find is a more common form of entitlement screening. Yell (2016) tells his readers that when routine screening is completed generally, rather than selectively, IDEA regulations do not apply (p. 189). Assessments are essential in the development of individualized programs for students, therefore assessments must include present levels of the student’s academic achievement and functional performance. This information is critical for the special education teacher in formulating goals and strategies for the team to consider. Finally assessment decisions are used to evaluate whole programs by identifying areas for growth as well as celebrations of success as a school, district, and even