Classroom Support Plan: (RTI Process)

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

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 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 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).

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,

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 is a program that is often viewed as an alternative to special education services because of it focuses on academic, behavioral, and socioemotional problems (Dougherty, 2014, p 293). Also, it used as a “data-based process to establish, implemented, and evaluate interventions that are designed” to improve the outcomes of human services (Dougherty, 2014, p 294In hopes of helping school wide problems a multitiered program is establish that “involves universal, targeted and intensive levels of intervention, assessment and exactness” (Dougherty, 2014, p 294). Tier one is dedicate to the entire student body and has a list of objectives that must be met. Tier two is dedicated to those students who show a significant risk of

The first tier is the general tier that involves instruction in normal circumstances or the general education

RTI is unique, because it’s a set of interventions for students who are struggling academically.

RTI is a multi-leveled process that has been misrepresented by the red, green, and yellow triangle which actually only represents one component. The National Center on Response to Intervention identifies four essential components for RTI and they are Screening, Progress Monitoring, Multi-level prevention system, and Data-based decision making. Screening is a process used to identify students who are endanger for poor learning outcomes. Progress Monitoring is the process that monitors the effectiveness of an intervention. Multi-level prevention system has three parts: primary, secondary, and tertiary. Primary is the core instruction and curriculum. Secondary is targeted support for students’ needs. Tertiary is the more intense level of support. Data-based decision making is used to determine effective instruction, when to move

RTI is a national program which helps children who have learning and behavior difficulties in the school. Each state evaluates the students’ progress to know what student has those difficulties and how different specialist, teacher and special educators can help the child overcomes his difficulties. The children’s improves are evaluate periodic to know if the children are responding positively to the program. General and special education are working together to help the children with learning and behavior problems to improve their condition.

When looking at the RTI model, is where it would start for him in second grade. By the time he would advance to middle school or junior high many teachers are not referring as many students because they may have up to 100 students or more, making it difficult to get to know students like Jim better, or even students like Molly. (Hecker, jdkfj;ajds;fj) The RTI provides a framework for schools to organize instruction for struggling students. They need to monitor the progress on both academic and behavioral interventions. With the TRI progress can be reviewed and altered depending if the student is responding adequately to the intervention.

Response to intervention originated after the use of the discrepancy model. The discrepancy model identified a student with a specific learning disability by looking to see if there is a severe difference between the student's IQ and what the student is achieving (Shepard & Linn, 2015, p.253). Due to students having to fail before they can be identified for a learning disability, RTI was created as an alternative model. Later on with No Child Left Behind Act of 2001 and IDEA 2004, the discrepancy model was no longer required and the RTI model was taken over (Shepard & Linn, 2015, p.253). It was taken over as the best way to qualify students for special education because it is emphasizes scientifically based interventions.

The Individuals with Disabilities Education Act of 2004 (IDEA) in combination with the No Child Left Behind (NCLB) law are significantly changing the way classroom teachers, reading teachers, and special education teachers are identifying students’ needs and delivering instruction. Response to Intervention (RTI) is becoming the prevailing model for schools in Wisconsin and across the nation to address the learning needs of all students.

According to the “Response to Intervention (RtI) Implementation Guide” issued in 2008 by the Department of Education, there are six core characteristics of RTI in schools. They are high quality standards- aligned curriculum and instruction, universal screening, shared ownership, data-based decision-making, tiered intervention and service delivery system, and parental engagement. In addition, RTI is used to refer students for behavior issues and identify students with learning disabilities.