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,

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.

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.

In writing this paper the author will provide her research information about on three terms UDL RTI, and what is MTSS? And expand on answering these seven questions: What role do you think the special education teacher plays in these models? What role do you think the general education teacher plays in these models? What are some of the different ways a school can structure all three of these models? What are some of the best practices or methodologies that should be applied to an RTI model? What are some of the difficulties that schools might encounter when they begin an RTI model? ‘What is your vision for the future of UDL MTSS and RTI? Lastly, how is a referral for special education different for a student who was involved in the RTI model, versus a school without this model?

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.

RTI was designed for both general and special education students with interventions and instructions

According to the ESU10 RTI website, RTI is an educational service delivery system designed to provide effective instruction for all students using a comprehensive and preventive problem solving approach. RTI is a three tiered method of instructional delivery to meet the needs of most students. The three tiers consist of the core, targeted, and intensive. The tiers represent instructional supports. Tier one is the utilization of a researched based core instruction program. The district should implement a universal screener to check for students learning. The goal is for districts to achieve at least eighty percent of students meeting benchmark. If the student does not meet benchmark, then the data is analyzed by

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.

I learned that the RTI cannot delay the identification of a learning disability. Parents also does not have much of a role in the early stages of the RTI process. Data from assessment should be provide to the student’s parents. RTI does not replace

What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in

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.

Instruction should be differentiated according to how students learn, build on existing student knowledge and experience, and be language appropriate. In addition, decisions about Tier 2 and 3 interventions should be informed by an awareness of students’ cultural and linguistic strengths and challenges in relation to their responsiveness to instruction. Teachers use student assessment data and knowledge of student readiness, learning preferences, language and culture to offer students in the same class different teaching and learning strategies to address their needs. Differentiation can involve mixed instructional groupings, team teaching, peer tutoring, learning centers, and accommodations to ensure that all students have access to the instructional program. Differentiated instruction is not the same as providing more intensive interventions to students with learning problems. RtI has three levels of prevention: primary (core curriculum), secondary (Tier 2 intervention), and tertiary (Tier 3 intervention). Through this framework, student assessment and instruction are linked for data-based decision-making. If students move through the framework’s specified levels of prevention, their instructional program becomes more intensive and more individualized to target their specific areas of learning or behavioral need. Typically each level of intervention lasts from 9–12 weeks with data collection completed regularly, e.g., weekly to three times per week. If the child’s skills improve, the intervention is considered successful. In addition, An academic intervention is successful if there is a sustained narrowing of the achievement gap for 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

I think Response to intervention and instruction is necessary because the sooner we can identify and treat difficulties the better outcome for the students. I agree with Megan Zerega RTI is proactive which is different than what America is used too. The children are identified in the general education classrooms and receive tiered services inside the classroom depending on the child’s needs. I like how Cali mention children with all behavioral and learning disabilities. RTI coincides with the six principles of IDEIA 2014; least restrictive environment, free and appropriate public education, procedural due process, parent and student participation, nondiscriminatory evaluation