Emma A.

Foster
Journal Reflection Chapter 2
Ivy Tech

Reflective Journal Chapter 2

The multi-tiered model has numerous benefits. One benefit is that the first tier is that it is
applicable for all students. There is no special thing that any one student needs to use the multitiered model, it includes everyone in the first stage. The first tier screens universally in order to
identify students that may be at risk of academic failure. All the students that are in tier one are
receiving an excellent education in the general classroom. This benefits everyone, whether they
move up in the model or not because everyone wants and deserves to get a quality education.
The students are also monitored weekly to track progress, as well as being screened every fall,
winter, and spring to track major progress. Students that are unresponsive in tier one move up to
tier two. If a student is responsive, then they stay in tier one. This is a great benefit because the
students that need the help are getting it and the students that dont need the help are still getting
monitored in case something changes for them.
When students that need to, move up to the second tier, they start receiving instruction in
a small group on things that are not clicking for them and the other students. I think this is good
because not only are they getting the more one-on-one attention they are also with other students
that are having some of the same problems that they are having. It makes it so that they do not
feel so alone. They are also getting this attention in their normal classroom so they dont have to
leave. A kid leaving the classroom to get help can get picked on more in school than those that
dont. Those student are getting the help that they need while still being in the classroom where
they are comfortable and feel safe. They know what is happening while they are getting the help
and dont have to come back in and ask, in turn drawing more attention to themselves.

In between tier two and three a multidisciplinary team convenes and an evaluation is
conducted of the student to see if they need an IEP and if so, one is developed. If one is
developed, then the student moved to tier three and they receive the most intensive intervention
that they can get by a professional. The student gets monitored frequently and anything that
happens is based on the IEP. A student that is responsive to the IEP is looked at again by the
team and it is determined where to place the student, tier 1 or 2. This shows that the student will
not always be in tier 3 and that they can move back down. That can be reassuring to some
student and parents. Knowing that they might not always need the special attention and that if
tier 3 works, they can move back down through the tiers.
The benefit of writing the IEP before placing the student is that the student is hopefully
placed in the least restrictive environment instead of an available placement. Too often, we see
the educationally wrong (and illegal) practice of basing the IEP on an available placement; that
is, a students IEP is written after available placements and services have been considered
(Kauffman, 27). This doesnt help the student in any way because the needs that they have are
not being addressed, just what is convenient for the school.
When all of this is done correctly the student is set up for success much more often than
not. The IEP is a crucial element in the education of the student and having it written at the
appropriate time is essential. I would compare this to being evaluated on your ability to play an
instrument, then given that instrument and told to play a piece that is way about your ability level
given a grade and then writing a plan to teach the student once they already failed. No one
would do that and expect it to work and for the student to succeed so why it is even on the table
to write the IEP after the placement for a student with exceptional needs? It should never be an
option.

Kauffman, J., & Hallahan, D. (2014). Exceptional Learners: An Introduction to Special

Education. (13th ed., pp. 24-27). Pearson College Div.