An Evaluation Of Intervention ( Rti )

Response to Intervention (RtI) came about initially in answer to the over-identification of struggling students as special education students. It was developed starting in the late 1970s by numerous researchers seeking a method of identifying learning disabilities that avoids the problems of the discrepancy model. Many educators were concerned that too many students were being identified as having a learning disability, not because they actually had one, “but because they had not been successful in a general education program” (Prasse, 2010). Many were also concerned that students with a true learning disability were not receiving the help they needed quickly enough. Before RtI, the accepted

As in any research based program there are benefits and challenges. One of the biggest benefits of RTI is it has the ability to transform how we educate all students. When implementing Response to Intervention it helps to treat learning disabilities, identifies students with disabilities, classifies every student’s strengths and targets the specific disability. Perhaps the greatest benefit of an RTI approach is that it eliminates a “wait to fail” situation because students get help promptly within the general education setting. As soon as assessment data indicates a problem area for a student, interventions are put into place to address these concerns. One of the biggest challenges that are occurring is that RTI is still uneven; some districts use it and some do not and because of this it becomes a challenge. There is confusion as to what RTI is and whether schools are required to use. In addition, the evidence based and differentiated instruction is one of the issues in response to education. “Interventions that are research based but not feasible are not likely to be implemented with fidelity, which would undercut the validity of RTI decision making” (Kubiszyn & Borich, 2010,

Teachers, during tier one, should closely follow the GREAT guidelines. Teachers are also expected to differentiate instruction for those who are struggling. Tier two teachers expected to collect extensive data on the at risk student. Teachers are to collect data not only on information the student got wrong, but also when they were correct. This aids in a more correct placement, if needed. The final tier of the RTI process, tier three, is where all the data collection comes into play. In order for a student to be admitted into tier three, there has to be adequate evidence to support this claim. The teacher needs to continue to collect data to provide information on whether or not the student has made progress with the interventions in place. The teacher may asked to organize the data collected during the previous interventions. The text suggest that the teacher may be asked to collect this data in the form of a visual aid, such as a bar graph.

-Tier 1- Students learn at roughly grade level or above, and are least likely to fail behind

Response to Intervention (RTI) is a three-tiered system that provides for increasingly interventions as students move upward through the tiers. The first tier involves all students on a campus. During this tier, all students are provided with effective instruction using research-based teaching and learning strategies. Students are benchmarked at the beginning, middle, and end of each year. About 65%-75% of all students respond to the initial tier of interventions and no further intervention is required. Tier 2 interventions take place in small groups and are in addition to the interventions of Tier 1. The areas of weakness are targeted, and instruction may be provided by the general education teacher or other school personnel. Student progress

There are 3 Tiers: 1) High-Quality Classroom Instruction, Screening, and group Interventions. 2) Targeted Interventions. 3) Intensive Interventions and Comprehensive Evaluation Different types of Response To Intervention (RTI) which suits each individual and provides the high-quality information they need in order to succeed. Tier 1: All students will receive high-quality and technological based instruction provided by our qualified teachers and instructors to ensure each student is provided with the best learning possible. Tier 2: Students who are not making sufficient progress in regular classrooms in Tier 1 are then issued and provided with progressively intensive instruction that matches the needs based on their level of performance and rates of progress.

Tier 1 focuses on effective classroom instruction and practices for academics and the management of behavior for all students. Tier 1 includes the quality core instruction and curriculum all students have equal access which incorporates the classroom teacher using proactive data-driven practices to identify and help children who are not being successful (Hilton, 2007). Using research-based differentiated instruction for all learners and a universal screener to measure proficiency at least twice a year are keys to an effective program. These screeners identify students who are not meeting standards. Approximate 80%-90% of students will be successful in a Tier 1 program. If less than this percentage is successful, classroom practices must be evaluated.

If the appropriate progress is not made by a student in Tier III in a timely matter, the next step would be to test the student for any learning disabilities that are hindering their literacy skills.

Response to intervention is a researched based intervention process that involves the instruction to be based off data collected in order to increase a students rate of learning. RTI is school wide and includes a multi-level system for instruction to prevent the students from failing. After intervention are put in place students are monitored for progress. Interventions can be Tier 1 (differentiated instruction in the classroom), Tier 2 (may be in the general education classroom, but may be other places), or Tier 3 ( out side of the general education classroom).

RTI has three tier levels. At Tier 1, all students are at the general instruction and assessment stage. At Tier 2, some students are at the supplementary instruction and assessment stage. At Tier 3, few students are at the specialized instruction and assessment stage. This stage can take quite some time for students to get out of, but educational professionals need to continue to be patient and work with students. This is also an opportunity for educational professionals to collaborate with their team to come up with differentiated instructional

I was able to interview Mr. West, the school counselor, at my placement about Response to Intervention (RtI). He stated that they use three different forms of intervention utilizing the three tier program. The first tier is started by the student’s teacher. She assesses the student and fills out paperwork that states the specific disability and what extra help she is providing. She will also document any health concerns, attendance issues and the best time to see the disability. She will then have the nurse process a vision and hearing test. If the student fails this exam then the RtI process is stopped until the student is seen by a doctor for these problems. If they pass the RtI process continues and the teacher must observe the student

The chapter goes on to address the topic of RTI (response to intervention). The purpose of RTI is to identify students that need support before they fall behind. There are three tiers for the intervention support. Tier one targets most of the students in the classroom. The teacher will assess the students

It is school-wide and is in place for all students at the given school. This is the general education curriculum being taught by the general education teacher. Students generally stay in this tier unless they are not making academic progress throughout the school year. It is characterized by high-quality, scientifically based instruction that occurs in the general education classroom and is implemented by the general education teacher. To ensure that student difficulties cannot be attributed to poor-quality instruction, these programs are put into place. This instruction during this time should be differentiated and the student’s progress should be monitored. Tier 1 uses universal screening. In Tier 1, there is also progress monitoring. This means that the teacher assesses students’ performances on a regular basis. It is used to determine the extent to which students are benefiting from classroom instruction and for monitoring the effectiveness of interventions. “Progress monitoring should occur at least once per month in Tier 1.”The teacher then sets in places goals for the students to reach and also interventions to use for this student during whole-class instruction. During this time the teacher asks, 1) what is the problem? 2) Why is it occurring? 3) What can we do to fix the problem? and 4) did our solution

For Tier 1, all students receive high-quality instruction and screenings. The screenings are done periodically to establish baseline for academics and behavior. They are used to identify students who may be falling behind or who are struggling to meet the core curriculum. Students who do not pass the universal screen are at risk for falling behind academically. These children need extra attention or services. Part of Tier 1 is to administer additional instruction to these children during the school day in their regular classroom. Each child’s length of additional teaching may vary, but usually it does not go past eight weeks. Typically in Tier 1 the activities focus on literacy instruction in the early elementary years (Nelson, 2010, p. 335). The student is closely examined and monitored at this time with different measurements, one common being a curriculum-based measurement. After some time with the additional instruction, students that seem to improve and progress usually are able to return to their regular education program. If students are not able to progress and catch up, they will be moved to Tier

Response to Intervention (RtI) is an academic framework that has been adopted by school districts across the country to help create a structure in which all students receiving the supports they need to be successful in school. The RtI Action Network defines RtI as “a multi-tier approach to the early identification and support of students with learning and behavior needs.” (http://www.rtinetwork.org/learn/what/whatisrti) An RtI framework addresses both academic concerns and behavior concerns. The behavior framework of RtI is often called Positive Behavioral Interventions and Supports or PBIS. RtI has three tiers in which to address the academic and behavioral needs of all students. Tier 1 consists of high quality instruction to all students, including differentiation, and subsequent screening of all students to determine who is in need of further support. Tier 2 are targeted interventions for those students who are screened and it has been determined these students are in need of greater support than what is provided in Tier 1 alone. Tier 3 consists of intensive interventions for those students who have shown little or no progress with tier 2 interventions and school personnel have determined the student needs more intense and individualized support. As a school counselor I will be very involved with both RtI Academics and PBIS as a framework to work with all students and determine the level of support each individual student will need.