The article “Relations Between the CCSS and RTI in Literacy and Language” begins with explaining that there is decline in learning literacy and literacy knowledge in students. Response to Intervention (RTI) and Common Core State Standards for English Language Arts (CCSS-EL) are considered the solution to the literacy problem (Wixson, 2012). The authors of the article go in to great detail to explain RTI and CCSS and there collaboration in the process of improving literacy and language. RTI is an intervention system that is planned to increase student’s literacy. RTI is also considered a screener for students with learning difficulties (Wixson, 2012). RTI is considered to be a way to give students services before we label them with a …show more content…
For example: grades k-5 are broken down by text type – informational and literature (Wixson, 2012). While, 6-12 are broken down into subject areas (Wixson, 2012). The author mentions in the article that the goal for CCSS-ELA aligned with RTI is to "they actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens world views” (Wixson, 2012). There is a problem that goes along with RTI. There is no specific approach to teaching RTI and therefore teachers must decide on the best approach (Wixson, 2012). Sometimes teachers lack in the area of providing intervention to children who need it the most and therefore the child suffers. RTI’s goal is to see if the children are benefiting for CCSS and are becoming prepared for the outside world, however with little to no approaches, there is hesitation in the success (Wixson, 2012). People working closely with RTI are trying to analyze the benefits of RTI and the success of it. In regards to ELA, RTI is designed to focus on the “Big 5”: phonemic awareness, phonics, fluency, vocabulary, and comprehension” (Wixson, 2012). In addition, to the approaches problem, there comes an assessment problem. The main piece of RTI is to progress monitor and assess your student’s growth. For CCSS, the only way to assess
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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
??? The Chaffey Joint Union High School (CJUHSD) uses RTI. Ms. DuVall did explain that all schools in the district are to use the RTI Model. She then disclosed the different interventions based on the Tiers and the RTI model is used for students who need support in the areas of learning and behavior. Ms. DuVall went into detail about the three tiers used. She stated that for Tier I, focuses on teacher intervention, such as students receiving a supportive learning environment, tutoring, and contacting the parent. In addition, Ms. DuVall defined Tier II as targeted intervention (school wide), thus students have access to tutoring programs, student tutors, AVID tutors, and college tutors, and site RTI Committee. Lastly, she explained Tier II as an intensive intervention which provides students with credit and grade recovery classes, intervention classes, counseling referral and groups, SST, 504, and Special Education
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,
This three-tier RTI system is wonderful at the early stages of education because it allows teachers to identify at-risk students and move them through the intervention process. However, in the later stages, it is often too late to evaluate students for learning disabilities as these should have been recognized early on in a child’s education. It should be noted that students at this stage do still need interventions, but in a different format.
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
Response to intervention, also known as RTI, is a multi-tiered system for early identification and a process that implements support for students with learning and behavioral needs. There is no standardized system for RTI, therefore there are variations and many ways to implement and initiate these services. Typically these services are broken down into steps or tiers, in order to ensure all students are being universally screened and are receiving the help they need.
RtI works at its best when personal from across the school, including administrators, general education teachers, special education teachers, supplemental specialists, music and gym teachers, and counselors all collaborate to support the framework, because each staff member shares equal responsibility for the success and failure of all students (Shapiro 2011). RtI needs the full support of all staff members, because it does not show immediate results and could take between 3-5 years to see its positive impact. RtI gives schools the chance to correct literacy issues, and fix the problem early, before students’ progress forward where they pay for it long into their future.
I learned that the RTI cannot delay the identification of a learning disability. Parents also does not have much of a role in the early stages of the RTI process. Data from assessment should be provide to the student’s parents. RTI does not replace
The author of the article also ascertain that the practice is an effective one since the RTI practice is capable of matching researched-based interventions that are of high quality to the behavioral and educational needs of the students. The practice also uses the concept of monitoring the progress used in assessing need for the require changes in goals or instructions, and finally, the practice may also include the additional tiers for the purpose of instructional intensity or if possible even to be eligible for special education (Rose & Howley,
Parents play a huge role in the RTI process. The ASCA National Model (2012) tells us that the “parent must feel welcomed at the school and that their voice is valued” (p. 17). The purpose of RTI is to determine what students are struggling academically or behaviorally, and provide intervention. It is the job of the RTI team to determine if the interventions are successfully working (ASCA National Model, 2012, p. 73). Most parents want what’s best for their child, which includes a successful and positive school experience. Parental involvement is essential, because they can provide extra support at home to help their struggling student. For example, I had a student last year who was on the third-tier of the RTI process.
he video talks about RTI or response to intervention, as a means of aiding students with behavior problems so that they can reach their full potential. As the video states "RTI is an effective problem solving process designed to address the needs of struggling students by promoting optimal learning". The strategies given in the video seem to be a preferred way of maintaining a teacher's control over their classroom. Some of the concepts discussed are strategies for classroom management, Instructional strategies, and data collection. I will choose the concept that I find most effective from each category, these will be the practices that I will try to incorporate into my classroom.
The next article I researched was bout potential implementations for 3rd grade students who were identified as learning disabled. This article talked about how RTI’s are the front running alternatives to placing a student in special education. Interventionists, who were undergrad special education teacher candidates, used RTI approach on 3rd grade children with reading disabilities. The
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).
Response to Intervention (RTI) is a research-based practice created under the Early Intervening Services provision of the IDEIA Act (Division for Early Childhood of the Council for Exceptional Children, National Association for the Education of Young Children, and National Head Start Association, 2014, p.108). It is more specifically defined by the video “RTI and DI: The dynamic duo”, as “a research-based process that targets every child’s learning needs.” The goal of RTI is to provide every student with the individual support that they need as early as possible (Division for Early Childhood of the Council for Exceptional Children…, 2014, p.108). RTI was designed as an improved and
Response to Intervention (RTI) is a multi-tiered school wide intervention model used to identify students in need of closer monitoring or more intervention. Johnson et al. (2006) explain the roles of general education teachers, special education teachers and administration in identifying and helping students. General Education will administer screening measurements for reading, writing and math. The data from these assessments will be evaluated and identify students who need additional support. Parents are informed of student's’ progress. The special educations staff will assist general education in identifying students and collaborate to provide strategies for the implementation process in tiers one and two. Administration will support staff