RTI Model Of Internalizing Classroom Behavior

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.

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 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

RtI works at its best when personal from across the school, including administrators, general education teachers, special education teachers, supplemental specialists, music and gym teachers, and counselors all collaborate to support the framework, because each staff member shares equal responsibility for the success and failure of all students (Shapiro 2011). RtI needs the full support of all staff members, because it does not show immediate results and could take between 3-5 years to see its positive impact. RtI gives schools the chance to correct literacy issues, and fix the problem early, before students’ progress forward where they pay for it long into their future.

The author of the article also ascertain that the practice is an effective one since the RTI practice is capable of matching researched-based interventions that are of high quality to the behavioral and educational needs of the students. The practice also uses the concept of monitoring the progress used in assessing need for the require changes in goals or instructions, and finally, the practice may also include the additional tiers for the purpose of instructional intensity or if possible even to be eligible for special education (Rose & Howley,

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

The next article I researched was bout potential implementations for 3rd grade students who were identified as learning disabled. This article talked about how RTI’s are the front running alternatives to placing a student in special education. Interventionists, who were undergrad special education teacher candidates, used RTI approach on 3rd grade children with reading disabilities. The

In our school, we use the RTI model to deliver high quality instruction to our students. We use it a variety of ways in the classroom. One way, is through our reading groups. At the beginning of the year, all the kindergartners' reading was assessed. From there, they were broken up into reading groups. The classroom teacher guides the groups through instruction. The groups reading at a higher level only meet two times a week, while the lower-level groups meet three times a week. Those needing additional support, and more intensive instruction, also meet with the kindergarten special educator. We only have one student who needs this services.

Response to intervention (RTI) is a multi-tier approach that identifies and support students with learning disabilities and behavioral issues. RTI is designed for early intervention in struggling children, to provide appropriate instruction, and prevention of special education. The multi-tier approach of RTI consists of multiple levels. The most common used approach is the three-tier model. There are different levels of intervention, which is determined on the specific needs of the student. RTI is considered a dynamic assessment an approach that emphasizes the learning process and is based on the test-intervention-retest model (Cohen, Swerdlik, and Sturman, 2013). Dependent on the child’s response to instruction, the level of intervention will increase and intensify. The three levels of RTI consist of: Tier 1- The whole class, is focused on academically. All students are screened for at risk of failing, teacher uses instruction and intervention, and progress of all students are monitored through assessment. Tier 2- Small group interventions- In addition to the normal classroom setting and instruction, children that do not respond to Tier 1 will move to this level. The child will be placed in small groups with instruction, teacher will monitor progress through assessment, as well has parent involvement at home. Tier 3- Intensive Intervention- this level is the

First is high-quality research-based instruction in the general education classroom setting; all students will receive the same general education. Next is the ongoing monitoring of student performances. Like I said before, this includes screening and progress monitoring of that student. Also, there are multiple tiers of instruction that get more intense as time goes on, based on the student’s response. There are two approaches that are used with the RtI approach. They are the problem-solving approach and the standard treatment protocol approach. With the problem-solving approach, a group of professionals decide the context of the intervention that will be used with that student. This is to make sure that no single intervention is used all throughout the school. The standard treatment protocol approach is the complete opposite. It uses one universal approach to all students receiving interventions for extra help. These two approaches are used together frequently and called the blended

RTI helps school districts recognize students who are below grade level and provides progress monitoring, interventions and intense instruction (O’Meara). The RTI framework consists of three components, the assessment process, tiered interventions and the problem solving method (Appelbaum). Tier 1 provides instruction that is curriculum aligned, utilizes differentiated instruction and feedback on progress (Searle). If a student is struggling in tier 1, they are moved to tier 2. Tier 2 offers students additional services and academic support (O’Meara). Students in tier 2, receive general classroom instruction in the classroom, with additional instruction in any weak areas of content (Searle). For students that need more support than offered in tier 2 are put into tier 3(O’Meara). Students in tier 3 require individualized instruction and academic support in a one on one setting with a special educator. Tier 3 students are pulled out of the classroom when students are working independently, this is so students in tier 3 do not miss out on general curriculum (Searle). This paper will explore further in depth the RTI framework.

A Response to intervention (RTI) is an integrated multi-tier instruction that can identify can provide a child that is progressing that is effortful. Interventions can be provided as the needed either academically or behavior modifications and accommodations. Seventh grade Language Arts Teacher, Teresa Langer of Robert J. Elkington Middle School provides unique opportunities that will continuously promote a child’s progress. Many times when a student is having academic or behavioral problems subtle modification could remedy it. Langer has stated that “seat changes, verbal redirection, behavior referrals to the assistant principal, etc.)” Is part of the first tier and some students are receptive to this change. If this is ineffective, Robert

Response to Intervention (RTI) is “an assessment and intervention model that enables schools to deliver sound instructional methods to students who might otherwise “fall through the cracks”” (Brown-Chidsey & Steege, 2010, p. 2). Prior to RTI, students were only referred for the assessment of special education eligibility once they were left behind, or completely failing in school. This method worked to ensure that failing students would eventually end up receiving services, however once they were finally identified, it was often too late. Now, RTI supports all students in the general education system, working alongside the special education procedures, and the data from RTI can be used in special education decision making and eligibility (Brown-Chidsey & Steege, 2010, p. 25). RTI has helped with early identification of students that not only need additional help or resources, but it has also helped with identifying students that need to be evaluated to determine eligibility for special education services. Students who receive interventions or services after being identified early are far more likely to succeed in school. In addition, these students are less likely to need special education services in the future, as the early identification and interventions may resolve the child’s issue. RTI methods were included in, and fit with, the reauthorization of IDEA in 2004 and the No Child Left Behind Act (NCLB) of 2001 (Brown-Chidsey & Steege, 2010, p. 12). RTI works to

Severe cases of EBD include the extremes of any externalizing or internalizing problem, and a student may be identified as severe affliction of both externalizing and internalizing classification because their behavior fluctuates rapidly from one extreme to the other.