Describe your beliefs, experiences, and what you see as the special educator’s role in a Response to Intervention (RTI) model for English and limited English language learners

1. Universal screening reveals a difference between expected and actual performance.
2. If a significant discrepancy is identified, targeted interventions (Tier 2) are attempted to resolve the problem.
3. The problem is verified, alternative hypotheses are generated, interventions are attempted, and assessment data are collected.
4. If sufficient progress is not evident, more intensive (Tier 3) interventions are attempted.
5. After a variety of methods for intervening are attempted, the student may be referred for an assessment for special education eligibility.
6. After a multidisciplinary team completes the student’s assessment and the student is found eligible for special education services, the student can begin to receive services.
7. An individualized education plan (IEP) is written, and annual goals and objectives are specified along with instructional methods to be used to achieve the goals.
8. Teachers monitor student progress toward IEP goals annually, and continuing eligibility for special education services is reviewed every three years.
After completing the Required Studies, submit a three to four page paper on the following:
1. Describe your beliefs, experiences, and what you see as the special educator’s role in a Response to Intervention (RTI) model for English and limited English language learners