Classroom Support Plan: (RTI Process)

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,

Secondly, when an effective teacher can allow students to perform many of the tasks that are vital to the classroom, he/she is freeing himself/herself up to take care of other crucial tasks. Finally, students enjoy helping their teacher and they take ownership of their responsibility allowing them to grow and develop through their classroom

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

Response to Intervention (RTI) is an in school service program designed to guarantee that all students are getting a high quality education. Before students are referred for special education services, it is essential that they receive effective teaching designed to meet their own learning requirements. All students in public schools are required to be included in the RTI program.

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

In addressing the role of the Response to Intervention process (RTI), one must first become familiar with the premise of this process. RTI is a method that is used to address school aged children that are showing evidence of academic struggle. At the beginning of the pre-referral process, educators identify struggling pupils. Following this identification, these same teachers begin to explore several avenues of remediation through highly recommended research based approaches. An approach is selected, implemented, and the child’s progress is documented fully. If solid evidence of success is discovered, through the implementation of a given program, then the process is concluded because success has been met. However, if there is solid evidence that proves that the program is unsuccessful then

Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).

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

It is my opinion that Response to Intervention is an excellent model for school districts to adopt and implement. This article was very detailed and informative. The descriptions of RTI and the three tiers were explicit. The authors left no room for confusion. I was asked this past school year to do RTI tutoring at Brookland Jr. High. I didn’t really understand what it was because I had never heard of this model before. After reading this article, I realized that I was serving as the tier-II interventionist. I worked with students one on one outside of the classroom for 30 minutes one day a week. I wish now that I had read this article before I began so I would have known better what my role was in the student’s

What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in

Response to intervention (RTI) in my words is a three tiered system designed to provide more intensive instruction for students who need additional help or additional supports. RTI is set up to help students with learning or behavioral problems. In addition RTI benefits students who are gifted and talented by providing instruction that is beyond them and pushing them to think harder. RTI is a three tiered system. The first tier (Tier 1) is when students are given basic intervention supports in a general classroom.

Response to intervention (RTI) is a multi-tiered approach to the early identification and support of learners who might be exhibiting learning and behavior needs. The RTI process begins with research based, high-quality instruction and universal screening of all students in the classroom. The universal screening provides educators with the feedback to determine which students may be struggling and need to be provided with intervention strategies. The struggling students are provided with interventions at increasing levels to accelerate their academic skills. As the textbook describes, there is no “gold standard” for the RTI model, but each model usually includes four key components. These components include the implementation of high quality,

The RTI process begins with certified instruction and screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing tiers (I, II, III) of intensity to accelerate their rate of learning before any detrimental failure has been experienced. These services may be provided by a variety of personnel, including speech language pathologists, general education teachers, special educators, and reading/writing specialists. Progress of students is closely monitored to assess both the rate of learning and the level of performance of individual students. Educational decisions about the intensity (tier level) and duration of interventions are based on individual student response to instruction and the teams overall assessment of that student. RTI is designed to help make decisions in both general and special education, creating a well-integrated system of instruction and intervention guided by child outcome

Response to Intervention (RTI) is a “multi-tier approach to the early identification and support of students with learning and behavior needs” (What is RTI?, http://www.rtinetwork.org /learn/what/whatisrti). RTI generally involves three tiers of increasing intensities of intervention that is designed to help meet students’ needs and to monitor their progress. According to Nelson (2010), RTI has two main purposes, prevention and identification. The aim is to avoid learning failure in children and to identify children who need extra support or services. Response to Intervention is based on individual need and ability. It can be used in general education and it can be used to help determine if special education is needed. The ultimate goals are

In the school I am placed, RTI is referred to as a four-tier system. The process begins when a teacher or parent notices a child struggling in the general education classroom. The student may not appear to progress as others in the class do and may need additional assistance or interventions. The process begins with Tier I, which are interventions in the general education classroom. These are interventions that a teacher would do for any student who is having trouble. If a student continues to struggle with academics or behavior, the teacher may request that the student move to Tier II. There are monthly Tier II meetings with the Student Support Facilitator and all grade