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

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 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 “data-driven and structured procedure for analyzing students’ learning problems” (Friend 49). The purpose of RtI is to use a systematic approach of increasing interventions for students in order to determine if a student has a learning disability. IRtI is a great program for school to use to help students but it is not mandated by IDEA.

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).

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

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

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

Special populations is any student who obtains a disadvantage or barrier that affects their learning. The disadvantages or barriers include disabilities, economic status, single parent households, foster care, homeless, English Language Learners, sexual orientation, racial and ethnic minorities. Students with disabilities could range from one factor to multiple factors and can obtain a 504 plan or Individualized Education Plan and Behavior Intervention Plan. These plans are implemented with the Response To Intervention (RTI), which closely documents students learning and behavior by the educators, and the data is looked at closely by the school psychologist, teachers, parents (guardians), and administration. Additionally, speech pathologists, occupational therapist and the school nurse participate in the RTI process as needed.

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

Defining Response to Intervention: Barnett, VanDerheyden and Witt’s (2007) definition is operational; whereas, the IDEA (2004) provides user friendly and practical language. RtI consists of three tiers. The teacher provides rigorous instruction on Tier I to the whole class. On Tier II a universal screening assessment has determine the student is below grade level and more intense intervention is design according to the students’ need. Tier III has different

Education is an ever changing system that allows teachers and families to come together to create opportunities for students throughout the country. Response to Intervention (RTI) is a model that exhibits the adaptability our education system has. RTI has a tremendous amount of positives that bring professionals, students, and guardians together to create an opportunity for those in the program to have a chance at being successful. Throughout the research we will look at the history and benefits of what RTI brings to our educational system.

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,

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