Response To Intervention

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,

In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.

In the article, “Response to Intervention in Reading for English Language Learners”, the authors Sharon Vaughn and Alba Ortiz explain, how much native language and/or ESL instruction students receive depends on the program model. Students in English as a second language programs do not receive native language instruction; they are typically educated within general education classrooms and have a support program for English as a Second Language. In planning Response to Intervention approaches, it is significant to recognize the program in which English language learners are registered, how their native language and English proficiency is measured and observed, and the core literacy program they have for development of

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 North Carolina Pre-Kindergarten Program, formerly known as More at Four, is geared towards bettering the lives for At-Risk 4-year-old children. Exposing children to an early learning experience that will promote a positive learning environment to ensure Kindergarten readiness is what drives the program. Upon arrival, each child is screened using the Brigance 4-year-old tool to assess and determine the child’s developmental skills and abilities. According to the text, “Classroom tests and assessments play a central role in the evaluation of student learning. They provide relevant measures of many important learning outcomes and indirect evidence concerning others” (Miller, Linn, Gronlund, pg. 139). While many educators and families

Tier 1 focuses on effective classroom instruction and practices for academics and the management of behavior for all students. Tier 1 includes the quality core instruction and curriculum all students have equal access which incorporates the classroom teacher using proactive data-driven practices to identify and help children who are not being successful (Hilton, 2007). Using research-based differentiated instruction for all learners and a universal screener to measure proficiency at least twice a year are keys to an effective program. These screeners identify students who are not meeting standards. Approximate 80%-90% of students will be successful in a Tier 1 program. If less than this percentage is successful, classroom practices must be evaluated.

If the appropriate progress is not made by a student in Tier III in a timely matter, the next step would be to test the student for any learning disabilities that are hindering their literacy skills.

The Response to Intervention (RTI) model has been incorporated into many districts throughout the nation, as a means to ensure that no one in the school environment is overlooked and deprived of services. The impact of school psychologists can be seen in many areas of schools; they do not limit their focus to the students, but also focus on the classrooms, teachers, and staff. More school psychologists will be placed in schools with the RTI model and will need to be familiar with its theoretical framework. School psychologists should be knowledgeable about the RTI model for all age and grade levels to ensure the best possible learning for their students.

Response to Intervention (RTI) is a multi-tiered approach to identify and accommodate students with behavioral and learning needs; however, are these approaches providing the best opportunities for success for our students. In this peer reviewed article entitled “Effectiveness of a 10-Week Teir-1 Response to Intervention in Improving Fine Motor and Visual-Motor skills in General Education Kindergarten Students” explores the effects of an RTI developed in collaboration with classroom teachers to enhance fine motor in visual-motor skills of general education kindergarten students. (Ohl, M., Graze, H., Weber, K., Kenny, S., Salvatore, C., & Wagreich, S., 2013) The author’s research is comprised of 113 elementary students of six different elementary schools who were randomly selected into various control

This paper explores five published peer reviewed articles that report on the use of Response to Intervention (RTI) in the classroom, with supporting results from research conducted in kindergarten classrooms. This paper works to answer the following questions: First, is an RTI approach applicable in the classroom, and thus, should it be implemented across the US? Second, how does it work to include children with developmental disabilities? This paper examines work conducted by Lembke, Garman, Deno & Stecker (2010), Hamm & Harper (2014), Greenwood, Carta, Atwater, Goldstein, Kaminski, and McConnell, PhD (2012), Davis-Bianco (2010), and McLeskey, Waldron, and Redd (2012), that all work to reinforce RTI as a positive approach to education

Between the ages of birth to three, a child is monitored for developmental delays and disabilities. Unfortunately pre-kindergarteners ages three to five, do not undergo identification of at-risk factors. Therefore, preschoolers enter kindergarten not ‘ready to learn’ because the program lack a Response to Intervention (RtI). Rudinoff’s (2011) purpose of “The study began by utilizing the research in the field of early childhood and RTI in order to define an Early Childhood RTI process that seemed appropriate and sound for public school implementation (p 51)”, and create a relationship with local childcare providers. Rudinoff (2011) logically tackled the model by systematically starting with the simple concepts and moving to more complex.

　　If there are concerns regarding a child’s progress under the general education curriculum, students are given AIS services. Fidelity is conducted by the principal and assistant principal. These methods include reviewing student’s work sample, teacher’s log, and student’s data. "Walk-through" are also employed. Tier 2 and Tier 3 interventions

They sampled children were first-time or repeat kindergarteners, kids who did not complete the first assessment in English, children who needed special education, and had moved schools recently. They used those children because they thought those factors were academic risks faced by children. “For instance, repeating kindergarten, needing

For this purpose, research was completed on an RTI (Response to Intervention) system which “is a process of systematically integrating assessment and instruction to evaluate and address student needs through the use of research-based instructional practices” (Crawford & Ketterlin-Geller, 2008, p.5). This research determined three tiers to student learning, with the third level being students with special needs.