Intervention : Where Education Is Heading

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.

The role of the central office in the Response to Intervention (RTI) change initiative at Florence Middle School (FMS) began when the superintendent requested the school board approve the positions of the middle school interventionists in the district. Prior to the 2014-2015 school year, two high schools and the three middle schools in the district requested interventionists in anticipation of the new accountability model from the Mississippi Department of Education (MDE). The new accountability model calculated a school’s academic performance according to students’ growth on state assessments from one year to the next. Therefore, in 2013-2014, the schools requested interventionists be added to their faculties to better meet the needs of struggling students with significant learning gaps. The school board was unable to approve this request because the district’s budget could not afford the expense of the positions.

The article that I choose to complete my article summary on was called “The Relevance of the Alliance for CME Competencies for Planning, Organizing, and Sustaining an Interorganizational Educational Collaborative.” This article described “how the Alliance Competencies were exemplified in the activities of the partners, leading to educational activities that contributed to improvements in clinician performance and patient outcomes. There are 8 areas of alliance competencies supported in this article. The areas consist of Adult Organizational, Educational Interventions, Performance Measurement, Systems Thinking, Leadership, Administration/Management, and Self-Assessment and Lifelong Learning. Since there are predictions that the expectations of health professions change, so does educational performance expectations. The 8 areas described in the article provided support for planning and evaluating the expectations. Three main points addressed in the article are Educational

Disability is when a child or young person has special education needs, which stands for SEN. The children's and families act 2014 states that "If she or he has a learning disability which calls for special educational provision to be made for him or her".

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.

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, also known as RTI, is a multi-tiered system for early identification and a process that implements support for students with learning and behavioral needs. There is no standardized system for RTI, therefore there are variations and many ways to implement and initiate these services. Typically these services are broken down into steps or tiers, in order to ensure all students are being universally screened and are receiving the help they need.

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 paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

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.

Most recently, some schools employ the responsiveness to intervention (RTI) approach; students are provided with services to see if the intervention is beneficial.

This article conducted its research and study for four years in order to gain a better insight on the response to intervention environment for students with learning disabilities and those placed in special education. The main tier of response to intervention (RtI) that was observed was Tier 2, which is not as individualized as Tier 3, but less populous than Tier 1. It consists of small groups of about two to three students and meets four times a week for around thirty minutes. The main concern of the study is to test identification rates. The students that participated in this study were separated into two groups. The first group that was studied consisted of 381 students in the second grade and had learning disabilities and student characteristics.

other. The focus of the school based interventions was around changes in diet and increased physical activity which were found to have short term effectiveness in decreasing BMI among students. The studies showed weight loss in students after interventions were delivered, but again found no difference between the effectiveness of interventions at school or at home. However, the research did indicate that the most effective method may be school based interventions which are followed up on and supported at home (Kothandan, 2014). The effectiveness of this combination strategy seemed to be mere hypothesis in the study and was not directly researched. This study does confirm that school based interventions can be effective in addressing childhood obesity.

The purpose study was designed to examine the achievement of first-generation immigrant children in high-poverty elementary schools who received a school-based intervention. The intervention was designed to help schools to identify developmental strength and barriers to learning. In addition, it connected children to community and school supports to align with their strengths and needs. The participants were 667 first-generation immigrant children attending 8 high-poverty urban elementary schools. The study used a quasi-experimental design that manipulated school-level changes (presence or absence of the intervention) and had two hypotheses. First, immigrant children who attended schools when the intervention years would have higher achievement