Donti As A Teacher, Parent, Advocate, And Students

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.

RtI is a great program for students mainly because of its timeliness. “Response to Intervention calls for intervention as soon as a problem is documented” (Friend 50). Prior to RtI, students with learning disabilities would not be identified until they fell far enough behind so they would show a large discrepancy between their achievement level and their potential.

Response to Intervention (RTI), is an early detection, prevention, and support system that attempts to identify and assist struggling students with appropriate levels of intervention. This strategy may determine if a student based on their time prior in Tier 3, would be qualified for special education with a qualification of learning disability. The RTI has three tiers which allows a teacher to monitor their student’s progress during instructions. The three levels of the RTI are explained through an article called, “Understanding Response to Intervention”, which states:

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

According to the National Center on RTI website, the first step a district needs to take to begin RTI is to access the needs of the district and gather information on RTI. If RTI meets the needs of the district, then an action plan should be developed. The district should form a leadership team that consists of an administrator, general education teacher, special education teacher, and school psychologist. Next, a universal screener should be adopted. This screener, for example, DIBELS, should be administered three times a year. Also, professional development should be planned to assist with the understanding of how RTI works and how the data will drive instruction.

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

Response to Intervention, also known as RTI is a method made up of multiple tiers, to provide early recognition and aid of children with needs concerning to their behavior or learning. This process includes high quality teaching and general screening for all children in a mainstream classroom setting. The multiple tier systems of support, fits into the existing definitions for learning disabilities by classifying students into the tiers they require in order to achieve academic success based on their needs. Before a student enters their tiers, each student goes through a screening and progress monitoring to determine where they are in their educational setting. Once this has taken place and the data have been analyzed, students will be placed

In the 3rd step plan the implementation is when educators will monitor and provide feedback to ensure the intervention is delivers properly. And step 4 is to evaluate the problem, consultant and teacher will evaluate the responsiveness to the intervention and modify if needed. These steps result in a great intervention program that is precise to see desired results in the RTI. With intervention trial and error is how real results are achieved. In previous years before interventions and RTI’s were placed in schools, too many children were sent for learning disabilities or special education showing teachers inability or unwillingness to teach sand accommodate academic diversity ( Reynolds, 1987). The article states how teachers can generally implement learning strategies until the student gets it and if after interventions and RTi’s measure the responsiveness as not responsive the child can be placed in special education to receive IEP’s to adjust to their learning disability.

This week the topic we covered was over Special Education. While reading the text the information on Response to Intervention (RTI) really stood out to me. According to the text, RTI is a concept used to identify students who may have a learning disability (Walsh, p. 94). I am all for providing more focus interventions to students who are struggling in regular education. The way it operates on my campus, RTI is operated through P.E.classes only. RTI pullouts take place at the start of each class period. The pullouts can last up to 45 minutes. I question the effectiveness of the RTI pullouts because I have students that try to skip the intervention because they rather stay in P.E. To minimize the skipping, if my aide is present, I

NCLB focuses on averting learning complications, shrinking the achievement gaps among students, and interceding early through struggling learners, which is elaborated in depth in IDEA 2004 (Walter-Thomas et al., 2009); it permits an RtI method to govern a student’s entitlement for special education services. With early identification and evidenced-based instruction that is essential to the student being academically successful (Hallahan, 2011). Offering interventions when the first occurrence of difficulties occur, with the purpose of cultivating achievement and reducing potential struggles from becoming a disability. The approaches used in the intervention should be research-based, with a tactic that is multi-tiered. The approach implemented is the Response to Intervention (RtI), used to support increased success for all students. With the main objectives of both the general education and special education reform

Learning disabilities is “a condition giving rise to difficulties in acquiring knowledge and skills to the level expected of those of the same age, especially when not associated with a physical handicap.” on average children with learning disabilities start to show sings at age 5 however sometimes they develop later and go unnoticed, for the students who are diagnosed with learning disabilities such as Dyslexia- Difficulty reading, Dyspraxia (Sensory Integration Disorder)- Difficulty with fine motor skills, Dyscalculia- Difficulty with math, Dysgraphia- Difficulty with writing. The school systems have programs to help those children have an easier time in school. Programs like RTI “ Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs.” RTI is designed to make a individual special education plans for students.

One practice that can be implemented in classrooms to help teachers combat this problem is ClassWide Peer Tutoring. A considerable amount of research has been done evaluating the results of using ClassWide Peer Tutoring in the classroom. ClassWide peer tutoring has been shown to improve both academic and behavior problems for students with disabilities.