ESE 315 ESE315 Week 2 Discussion 1 Response to Intervention – SeeTutorials.com


Ashford ESE 315 Week 2 Discussion 1 Response to Intervention
Response to Intervention. Mary Quest, an early childhood teacher of 15 years, has shared two narratives of her experiences with response to intervention (RTI). After reading Chapter 3, Chapter 4, and the two case narratives below, describe what you see as both the strengths and challenges of RTI. How do you see children getting the support and services they may need through RTI? As you read the following case studies what would you like to learn more about? If RTI is new to you, what have you learned? If you have experience with RTI, what can you share about your experience with RTI?
Case One:
Within the first few weeks of school, I knew was going to need extra support with a student named Joshua. Having been teaching in Early Childhood for 10 years, it was very apparent that his receptive and productive language skills needed support. He only repeated phrases that the other students or I had used right before. He didn’t speak using any original words or phrases (not even one or two words) and repeated questions back to me rather than answer them. (Even “what is your name?”, “how old are you?”, etc.). He had not attended preschool
and the family had just moved into the district from another state before school started.
I was asked to wait until a month or two into the school year, but then in October, I decided to bring my concerns to the team which included a speech pathologist, social worker, OT, PT, and special services coordinator. Several of them came into the classroom to observe, and the speech pathologist started some basic language assessments, which tested both productive and receptive language in the developmental range of a two-year-old. RTI requires that you try various interventions in the classroom before going into a full referral process; so I was given cards with objects on them to work with him in the classroom on naming objects. I was also asked to document his language and keep work samples. As you can guess, the anecdotal records I kept showed little to no improvement in his language, and his work was not within the range of Kindergarten expectations. He also started to receive speech intervention at that time since you can get speech services without a full referral or an IEP, and the speech pathologist also felt that there was very limited improvement.
We met again with the rest of the team after trying the interventions for a few months. The parents had been involved in the process and seemed willing to do whatever the school suggested to help him. The team did not want to pursue a full assessment and go through the IEP process until we had tried other classroom interventions. I expressed my concern for the best interest of the student. I enlisted some volunteer help from a former parent to work with him one-on-one three times a week. After documenting very little improvement, it was finally approved in April, and he was given a full assessment (IQ, behavioral checklists, OT/PT, speech, cognitive ability, etc.).
Joshua qualified for services in May. The last three weeks of the school year, he was receiving services.
Case Two:

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