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

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

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 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

The chapter goes on to address the topic of RTI (response to intervention). The purpose of RTI is to identify students that need support before they fall behind. There are three tiers for the intervention support. Tier one targets most of the students in the classroom. The teacher will assess the students

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

84). As past standards for academic intervention called for a discrepancy between what the student was capable of learning and where the student was performing in relationship to his or her ability, typically expressed as an intelligence quotient (IQ) score, which left many students without specialized support until they were significantly behind their peers, typically not until third grade or later (Dunn, 2010, p. 21). Response to Intervention (RTI) model is based on the reverse philosophy where the goal is to use the early intervention model in order to support students before they fall significantly being their same-aged peers. According to Powers & Mandal (2011), the two major philosophies behind Response to Intervention are that learning difficulties may not be fundamentally due to the student’s deficits and that most students will make considerable and measurable gains after receiving targeted, research-based interventions (p.

I like how you touched on behavior being one of the reasons why the Response to Intervention/Instruction (RTI) model not being as effective as it could be for struggling students’ academic performance. Behavior issues are one of the underlying issues that must be addressed at some schools within the United States, in order for the RTI model to be properly implemented and actually work. I believe that a school should attempt to address issues such as these, before trying to implement RTI. A pre-assessment step should be added to the RTI pre-assessment process and/or requirements that forces school teachers and staff to take a look at factors such as behavior to determine whether or not they should continue to pursue implementing the Response

The article CAN STUDENTS RUN THEIR OWN INTERVENTIONS?: A SELF-ADMINISTERED MATH FLUENCY INTERVENTION written by David M. Hulac, Kayla Dejong, and Nicholas Benson caries the discussion further on the implementation of response to intervention, especially in the area of mathematics. The article begins with expansion of response to intervention (RTI) in the past recent years but the limited amount research conducted in the area of mathematics. A comparison is drawn between research found within the area of mathematics thus far is the use of working memory. It is agreed that students who relay heavily on working memory, are not able to free the working memory to learn new information and are unable to free it to process new information. The intervention

It provides students with additional instructional support in order to target and strengthen student learning needs. “Children enter kindergarten with differing degrees of preparedness for academic learning. To address these inequities, schools must allocate resources early, as formal academic instruction begins” (Robinson, McKenna & Conradi, 2012, p. 289). According to Robinson, McKenna and Conradi, within the RTI instructional model, “interventions are first delivered to a small group and are intended to assist students in developing skills that will allow them to improve their reading skills” (Robinson, McKenna & Conradi, 2012, p. 278).

RTI stands for Response to Intervention. It is being implemented in many schools now, and therefore is an important aspect for teaching candidates to understand. Response to intervention allows teachers the chance to intervene in children’s education before they fall farther behind in school. RTI is a major aspect of education today. It assists the teachers in identifying issues before they become major issues in education. RTI impacts many areas of the children’s educational experience. It not only can be used to fix academic issues, but also behavioral issues.

Members of the IEP team are, the school psychologist, school counselor, assistant principal of special education, speech therapist, occupational therapist, physical therapist and social workers. Members of the PPT are the same members of the IEP including the RTI coordinator. The PPT uses an individual case conference to determine if the needs of that individual student have suggestions for school wide interventions or programs. If the student is having problems academically or behaviorally, the PPT closely examines that student’s case to see if the school can change to better this student. As described by the school psychologist, RTI is a three-tier program that mainly focuses on prevention. The school concentrate on prevention by ensuring the school is using appropriate and evidence based methods to work with all students. RTI assist the school in determining which students need individual intervention and services and makes the PPT /IEP team aware of areas where there are school wide issues that need to be addressed.

RTI differs from the past models for addressing individual student needs in multiple ways. Two of the most significant differences are the elimination of the discrepancy criterion in diagnosing learning disabilities in favor of multi-level support for all students, and the centrality of culturally responsive practices (Wisconsin Department of Public Instruction, 2010).

The students Ms. Edwards works with on a daily basis have several different learning disabilities. However, all of the students Ms. Edwards instruct are currently in Tier 3 of Respond to Intervention. In Teaching Students Who Are Exceptional, Diverse, and at Risk Vaughn describes RTI Tier 3 students as those who may need “even more intensive intervention [such as] longer instructional sessions, smaller group, instruction more specifically aligned with their learning needs” (Vaughn, 2014). More specifically, Ms. Edwards instructs students with Autism, specific learning disabilities, emotional disturbances, intellectual disabilities, type 1 diabetes, muscular dystrophy, speech and languages disorders, and students with traumatic brain injuries. Furthermore, Ms. Edwards also works with students who have different learnings styles. For example, she will works with students in small groups who do have receive the one-on-one attention they need in the general education classroom.

Response to Intervention (RTI) is not an intervention, but a framework to identify and provide support for at risk students to prevent academic and behavior outcomes that do not lead to long term success (Stecker, Fuchs & Fuchs, 2008). RTI should not be used as a gateway to special education. Referral to special education is one result of the RTI process; however emphasis should be placed on implementing evidence based interventions that will result in closing the gap between those students at risk and students making grade level progress. There are multiple components of RTI and each should be used as intended for optimal results. The goal of all instruction is for a student to master both academic and behavioral skills taught. Before a student is referred to tier, teachers should work collaboratively with peers, specialists, and principals