RTI Task 4

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,

The nursing supervisor has multiple issues to address in this scenario, the use of restraints and formation of a pressure ulcer are of a great concern, but I believe these are easily rectified with training and follow-up audits to ensure

The next part of your assessment requires you to conduct the research as per the research brief that you developed in Part A and report on your findings.

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.

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.

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).

In this webinar the presenters focus on ELLs and RTI. The first key word is the evidence based assessment and curriculum. The focus of RTI is preventions and maximizing student’s achievement and students are growing academically. The goals are for all students to meet their highest potential and use general education. Sheltered instruction is part of the core curriculum. The core curriculum is meeting at least 80% on each sub group.

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,

Parents play a huge role in the RTI process. The ASCA National Model (2012) tells us that the “parent must feel welcomed at the school and that their voice is valued” (p. 17). The purpose of RTI is to determine what students are struggling academically or behaviorally, and provide intervention. It is the job of the RTI team to determine if the interventions are successfully working (ASCA National Model, 2012, p. 73). Most parents want what’s best for their child, which includes a successful and positive school experience. Parental involvement is essential, because they can provide extra support at home to help their struggling student. For example, I had a student last year who was on the third-tier of the RTI process.

Throughout the RTI process it has been made very clear to me that the process was to provide students with intervention and targeted instruction to facilitate learning. I was placed on the team my first year back in the education system so I never knew anything different. However, many people viewed it as the process for referring students to special education and I have often heard comments such as “they aren’t going to qualify for services anyway so why take the time to fill out the paper work”. This is the first thing that came to mind when I read “in their well-intentioned effort to create a sense of collected responsibility among schools, some

The new legislation is called Response to Intervention (RTI). The program is a three -tier process that involves the amount of instruction and the length of interventions given to elementary school students. RTI measures “student’s response to scientific changes in instruction that rely on evidence-based interventions” (O’Donnell, 2011, p. 84).

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

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:

RtI (Response to Intervention) is a seamless system of continuous, meaningful, and research-based interventions for struggling learners, anchored in high quality, culturally and linguistically responsive instruction and assessments. The purpose of RtI is to provide all students with the best opportunities to succeed in school, identify students with learning or behavioral problems, and ensure that they receive appropriate instruction and related supports. The role of the support team is to identify and analyze the problem and recommend interventions that have proven successful with other struggling students. The classroom teacher is asked to modify instruction, implementing the suggested strategies and then carefully monitor

The results were used to review students’ progress and to determine which concepts needed to be worked on. Most schools are using more than one form of assessment. This is good, because if one assessment cannot determine what area(s) a student needs to improve in than the other ones might be able to. The Response to Intervention/Instruction tool requires active collaboration and teamwork from the principals, school psychologist, classroom teachers, and reading or math specialist. Without everyone being involved and onboard with RTI standards and requirements, RTI will not be as effective as it could