Response to Intervention, Differentiated Instruction, and the Relationship between the Processes Response to Intervention and Differentiated Instruction are educational methods that ensure that students are getting the instruction that best meets their own specific learning needs and best maximizes their potential to learn and grow. RTI focuses on meeting every students needs by getting more structured and individualized as a learner moves through the tiers of the system. DI is a method that all teachers use in their classrooms on a daily basis to ensure that all students are learning and succeeding to their best potential. When these processes are combined and implemented effectively, students are given opportunities to increase their learning and build on their education to the fullest. 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
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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
Differentiation of instruction is the process of teaching in a way to meet the needs of students with differing abilities in the same class, including those with special learning needs. One way to do this is by providing several different avenues by which all students can learn the same material. In differentiating instruction, teachers plan out and implement a variety of approaches to content, process, product, and environment. Differentiated instruction is used to meet the needs of student differences in readiness, interests, and learning needs. Many people in the education field believe differentiation has the potential to transform teaching and learning in a way that raises expectations for all students.
Differentiated instruction in a type of teaching approach in which the teacher makes changes to lesson plans or unit curriculum so that students of all levels achieve the same level of learning. The whole lesson might not have to be changed, usually they just will make changes to the content, process or product of a given lesson.
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 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 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).
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.
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
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:
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.
The response to intervention (RTI) process allows educators to respond to students’ academic and behavioral needs in the classroom. Educators can respond to student challenges by using instructional interventions to provide extra support to struggling students. An intervention is a type of instruction targeted to meet the learning and/or behavioral needs of a student. Interventions are in addition to the general classroom instruction. The interventions may vary in intensity. They can increase or decrease in intensity as determined by students’ needs. Students are progress monitored by using checkpoints to measure their performance. Progress monitoring is a
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