CHRISTIAN INSTITUTE OF ARTS & SCIENCES
ESE/SPECIAL EDUCATION
RTI & INTERVENTIONS AT THE CIAS CAMPUS SCHOOL
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CIAS implements an organized Response to Intervention (RTI) approach to identifying and supporting our students who have learning and behavioral needs. The following information is from the RTI Action Network and the National Center for Learning Disabilities; it can be found here: http://www.rtinetwork.org/learn/what/whatisrti
“Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavioral needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student responses to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:
1. High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
2. Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
3. Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
4. Parent involvement. Schools implementing RTI provide parents with information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.
Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined as a three-tier (or three-step) model of school support that uses research-based academic and/or behavioral interventions. The Three-Tier Model is described below.
Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened periodically to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.
Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.
Tier 3: Intensive Interventions and Comprehensive Evaluation
At this level, students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.
It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.”
Gorski, D. (2021). What is Response to Intervention (RTI)? RTI Action Network. The National Center for Learning Disabilities. http://www.rtinetwork.org/learn/what/whatisrti
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CIAS services for ESE students include, but are not limited to, the following services:
BARTON SYSTEM OF READING & SPELLING
The Barton Reading & Spelling System is influenced by Orton-Gillingham, a structured language approach that is different in both what is taught (reading and spelling are taught as related subjects) and how it is taught (the methodology).
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The Barton System is a multi-sensory, direct, explicit, structured, and sequential program designed for intense intervention. Our Reading Specialist works one-on-one with students in RTI Tier 3 pull-out tutoring (4 sessions per week).
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http://nild.org/nild-educational-therapy/basics-faq/
Julie Jones, CIAS Administrator, is a licensed National Institute for Learning Development (NILD) educational therapist.
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NILD Educational Therapy aims to help students develop tools for independent learning in the classroom and in life. The focus of one-on-one individualized interventions is to strengthen the underlying causes of learning difficulties, rather than simply treating the symptoms as tutoring does.
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NILD educational therapy is a true therapy in that it aims the intervention just above the student’s current level of functioning and raises expectations for performance, which creates the framework to foster that growth. NILD therapy students become competent, confident learners. They gain mastery over their cognitive vulnerabilities and hone their cognitive strengths for success in the classroom and in life.
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After a student has been diagnosed, we can often provide one-on-one tutoring that helps a student learn, absorb, or motivate through their schoolwork. We have teams of teachers (lead/assistant) who help students manage their learning environment to facilitate the best learning environment for academic progress and success.
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Accommodations & Modifications in the Classroom
See the CIAS Campus School Handbook, Pages 22-23 for the CIAS Testing Policy
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INCLUSIVE CLASSROOMS
All CIAS classrooms are multi-grade level classrooms for 3-4 grade levels.
Early Elementary: Kindergarten, Grades 1 & 2
Upper Elementary: Grades 3-5
Middle School: Grades 6-8
High School: Grades 9-12
Each homeroom classroom has a daily class schedule which includes group learning activities, concept learning, station activities, small collaborative group activities, independent schoolwork, and one-on-one tutoring. Many of our students receive RTI interventions at Tiers 1-3 as needed.
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IEP & 504 Plan Policy
Individualized Education Programs (IEPs) and 504 Plans can offer formal help for public school K–12 students with learning and attention issues. An IEP is a plan for a child’s special education experience at school, while a 504 Plan is a plan for how a child will have access to learning at school.
If your student has already been tested and evaluated, and you have participated in the creation of a public school IEP or 504 Plan at any time during their schooling (no matter how far back it was created), then CIAS administration asks that you bring a copy of it to your initial interview consultation. CIAS policy is to honor the accommodations and modifications delineated in these plans to provide the least restrictive environment possible for each CIAS student and if we can offer the services they need. Sometimes, an IEP or 504 has expired and needs to be updated; this can be done through FDLRS. In other cases, the accommodations outlined in an IEP or 504 Plan are no longer needed or need to be modified or re-evaluated for further diagnosis.
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GIFTED
After a student has been tested and has been labeled as gifted by a psychologist, appropriate accommodations may/can be made for their gifted abilities. This is accomplished during consultations with students and their parents after diagnostic and/or placement testing has taken place at CIAS.
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For example, a gifted student in 8th grade may begin working on high school credit courses.
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LEARNING DISABILITIES
The staff at CIAS strives to provide the educational services that all of our students need. In some cases, this means providing accommodations and modifications to an academic program specifically suited to the academic and cognitive needs of an ESE/SPED student.
We work with students who have the following:
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Behavioral/Emotional Disorders (ODD, ADHD, etc.)
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Developmental Disability
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Developmental Delays
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Gifted
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Hospital/Homebound
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Intellectual Disability
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Mental Health Disorder (Bipolar, depression, OCD, etc.)
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Orthopedically Impaired
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Personality Disorders (BPD, Bi-polar, etc.)
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Physical Disability
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Specific Learning Disability (dyslexia/reading, dysgraphia/writing, dyscalculia/mathematics, etc.)
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TESTING & EVALUATION RESOURCES
We seek to provide the least restrictive environment possible for each CIAS student's education. For various accommodations and/or modifications to be made to a student's academic and testing program, testing needs to be completed by a certified and qualified pediatric or school psychologist or a neuropsychologist. CIAS has a referral procedure in place for such testing and evaluation; please get in touch with the school office for more details.
If your pediatrician recommends that your child be tested, your insurance plan will often cover the testing and evaluation costs.
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FLORIDA RESOURCES
NEUROPSYCHOLOGISTS
We recommend several doctors in the area and have worked extensively over the years with several in particular:
The Wolff Center for Child and Adolescent Health
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FDLRS @ THE HALL CENTER
If you would like for your child(ren) to be tested and evaluated at the Florida Diagnostic and Learning Resources System (FDLRS) Emerald Coast, here is the online referral form: https://www.fdlrsemeraldcoast.org/child-find/printable-referral-form
Parents and community members may also share needs at https://forms.gle/HL9rpM2nkpsUsp2Z6
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FDLRS offers testing and evaluation services for FREE.
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Contact FDLRS
J. E. Hall Center
30 E. Texar Drive
Pensacola, FL 32503
Phone: call 1-850-469-5423 or 1-888-445-9662
Faxing to: (850) 469-5574
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Ask for specific testing & evaluations for your child(ren), such as the following:
1. Autism assessments
2. Full-Scale IQ assessment (Wechsler Intelligence Scale, etc.)
3. Assessment for cognitive abilities and academic skills (Woodcock-Johnson, etc.)
4. Testing/evaluation for Specific Learning Disabilities
During the referral process, FDLRS will need for your child's teachers to fill out forms/paperwork documenting your/their concerns as well as the accommodations and modifications that you/we are implementing in their classroom, small-group learning, and pull-outs. You may schedule a conference appointment with the CIAS Principal to fill out those forms.
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Vocational Rehabilitation (Voc Rehab) office at Pensacola State College
Testing and evaluation services are available for people ages 14 and older.
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ALABAMA RESOURCES
Read Write Learning Center
1048 Stanton Road, Suite G
Daphne, AL 36526
Phone: (251) 625-4020
https://www.readwritelearningcenter.com/
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Read Write offers testing, consultation, therapy, and advocacy for people with dyslexia, dysgraphia, and dyscalculia. Diagnostic testing through Read-Write is an alternative to psycho-educational testing from a psychologist or through your child’s school if:
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Your child has an isolated problem with reading, writing, spelling, and language, and not other aptitudes.
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You want your child tested by a professional specializing in dyslexia and reading problems.
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You are seeking a professional opinion outside of your child’s school.
Costs vary according to type of testing and range from $150-$410.​
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Be Better Clinical Psychology
Dr. Joana T. Koulianos & Associates
22 N. Florida St.
Mobile, AL 36607
Phone: 251-300-2743
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Assessments Administered:
Wechsler Intelligence Scale for Children (WISC-5)
Behavior Assessment System for Children (BASC-3)
Able to administer the following assessments:
Autism Diagnostic Observation Schedule (ADOS-2)
Vineland Adaptive Behavior Scales (VABS-3)
Autism Spectrum Rating Scale (ASRS)
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Alabama Scottish Rite Foundation Learning Centers
Dr. Donna Lee
Phone: 205-365-1640
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Dyslexia Assessment- Norm Reference Assessments Administered
Listening Comprehensive Assessment:
Oral and Written Language Scales-2 (OWLS-2)
Test of Word Reading Efficiency-2 (TOWRE-2)
Test of Written Spelling-5 (TWS-5)
Phonological Processing Assessments:
Comprehensive Test of Phonological Processing-2 (CTOPP-2)
Criterion-Reference Assessments:
Consortium on Reading Excellence (CORE) Phonics Survey
San Diego Quick Assessment (SDQA)
Consortium on Reading Excellence (CORE) Graded High Frequency Word Survey
The Multi-Level Academic Skills Inventory-Revised
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HELPFUL INFORMATION LINKS
Article: "Parenting Children with LD: From One Parent to Another"
http://nild.org/parents/parenting-children-with-ld-part-1/
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Dyslexia Resources:
International Dyslexia Association (IDA)
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Alabama Branch of the International Dyslexia Association (ALIDA)
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Dyslexia, Dysgraphia & Dyscalculia:
Executive Functioning Disorder:
inability to stay on task, differing from ADHD
https://www.additudemag.com/executive-function-disorder-adhd-explained/
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