Critical Issue Reflection #2: Differentiating Instruction/Multi-Tiered System of Supports

By: Jessica Tanoesoedibjo

Key to making inclusion work in the classroom is being able to provide differentiated instruction that caters to the different needs and abilities of students, from the gifted to those with disability. Regardless, all students must be challenged and be given the opportunity to thrive. Looking to the Master Teacher Himself, who sat with both the learned and the sick (Luke 5), it is important that Christian educators approach the classroom in humility, seeking to serve each student entrusted to his or her care in love (Galatians 5:13).

Response to Intervention (RTI) in Differentiating Instruction

            A means to differentiate instruction is Response to Intervention (RTI). RTI makes use of scientific, research-based interventions for struggling students in increasing intensity in the general classroom (Gargiulo, 2018). These interventions are introduced in tiers, and student progress is monitored throughout, evaluating their responses to the interventions in regards to both performance and growth (The IRIS Center, 2006).

            First, the teacher makes use of universal screening, to identify the comprehension of students in a particular subject in the class. It is important that these assessments are not biased, and that alternate versions may be provided (The IRIS Center, 2006). Based on this screening, the teacher is to provide a Tier 1 primary intervention, which consists of high quality instruction for all students, that would last 5-10 weeks. Following the intervention, students are screened for progress, and those who are still struggling would be given Tier 2 secondary intervention that is focused on the specific need of the student. After 8 months, these students will again be assessed, and for those who remain to lag behind their peers, the teacher is to provide Tier 3 tertiary prevention, that addresses the students’ needs most specifically (Gargiulo, 2018).

Benefits of RTI and Dyslexia

            Rather than a “wait to fail” approach, RTI seeks to address various students’ needs within the general classroom without placing stigma on the student by immediately labelling him or her as having a learning disability. As a result, less students are being misrepresented and placed in special education classes (Gargiulo, 2018). Starting with the general classroom is also in line with the IDEA requirement that all school-age students are to be given proper education in the Least Restrictive Environment (LRE). Furthermore, research shows that strategies used for gifted, English Learners, and students with disabilities are likewise effective for other students in the classroom (The IRIS Center, 2010).

            RTI therefore may be helpful for students with learning disabilities that are less visible, such as dyslexia, who, despite all normal cognitive and physical functions, would need more attention and support in the classroom than the rest of the class. Through tiered interventions, the teacher may assess which of the interventions work best for the students, and so the student would be catered to without having to be placed in a special class. In more severe cases, teachers may work together with parents, and seek to support the student outside of the classroom.

Assessments and Strategies Used in RTI

            RTI seeks to assess both the student’s performance and growth, and so two types of assessments are utilized: universal screening and progress monitoring. Universal screening is given to all students to evaluate student performance as compared to his or her peers, and teachers can rank students according to their test scores to figure out who are struggling in the class. Progress monitoring, on the other hand, is used to make decisions on administering tiered interventions for the struggling students (The IRIS Center, 2006).

            As universal screening is given to the whole classroom, it is important that the standard of performance that is set is neither too high nor too low. It is important to challenge students to thrive, as it is part of disciplining them, which is commended in Scripture (Proverbs 13:24). Yet it is neither wise to set unrealistic standards that may exasperate our students (Ephesians 6:4). Teachers must also determine the screening measure (what test is going to be administered), the frequency of screening, as well as the benchmark for students to receive further intervention (The IRIS Center, 2006).

            For students with dyslexia that struggle with reading, effective strategies include introducing Tier 1 intervention such as scaffolding. All students would benefit from this exercise, as they are taught to be independent readers. Following the screening, the students identified as struggling may be given Tier 2 targeted intervention that can take place in a separate working desk within the general classroom. If the student makes significant progress, he or she may return to Tier 1, whereas those who remain struggling may be given Tier 3 intervention. An example is to use assistive technology to aid the student’s reading (Bates, 2018).

Application in the Classroom

            As I currently only occasionally teach English at a college, perhaps how I may apply knowledge of universal screening in class is in setting up a sort of “database” of my students’ performance in the classroom and responses to various teaching methods I utilize. I may perhaps incorporate “fun” pop-up quizzes and identify students who are struggling through those, and also work together with the main teacher in charge to identify students who need extra help. Dividing the classroom in smaller sizes for students to work together would also be helpful so I may incorporate various teaching strategies for various groups of students.

Common Myths About RTI and Personal Thoughts

            A common myth about RTI is that Tier 3 intervention is special education. Although Tier 3 RTI may be helpful in identifying students that may qualify for special education, Tier 3 is not necessarily special education (East, 2006). The good thing about RTI is that it often addresses the different needs of students without having to categorize the student as having special needs. If the use of RTI had been effective, then there would be less children misidentified with learning disabilities.

            Another common myth is that RTI merely serves the purpose of identifying students who may be eligible for special education. However, this is not the case, as the goal of RTI is also for educators to deliver quality, research-based instruction in the classroom (East, 2006). This is a good perspective, as RTI requires that teachers utilize methods that have been proven to work, in order to provide the general classroom with high-quality education. Furthermore, I believe that my Christian faith also teaches the importance of not showing favoritism (James 2:9), and so we must desire to provide our students with the best quality of education, regardless of who they are. It is often easy to disregard children as though they are less important, but Jesus Himself taught us to let the children come (Matthew 19:14).