Response To Intervention Analysis

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 this case study, Miguel clearly shows difficulties in reading. The difficulties stated include: recognizing alphabet letters (alphabetic awareness), matching sounds to letters (letter-sound correspondence), telling sounds apart (sounding out), starting/ending sounds (sounding out), and remembering words quickly (sight word reading) (Meet Miguel, n.d.). In order to address these difficulties, the authors would approach this problem in a two pronged manner: 1) immediate bridge methods for learning, and 2) RTI approach.

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.

Response to Intervention is defined in the book as the multi-tiered framework for addressing academic skills. There is three level of tiers, primary instruction or primary prevention, secondary intervention or secondary prevention, tertiary intervention or tertiary prevention. This approach if given to the students so they do not have to be failing in third or fourth grade, before they are provided with this intervention to help them succeed in reading. The students are given research based teaching in their classroom to help them with their reading , if so they are struggling the teacher will be able to catch it in their earlier years, such as the first or second grade.

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

I am an excellent candidate to assist school leadership with surpassing its annual goal. As a Turn Around administrator, I developed the skills and systems to review school improvement plans, analyze and disaggregate data, look for trends and gaps and implement scientific researched based intervention. I worked with principals to implement Response to Intervention (RtI) program. At the end of the program was a significant increase in student proficiency rate on formative and summative assessments. I used different strategies to address concerns with achievement gaps on formative and summative assessment, student and staff discipline and attendance and community involvement. I supported and implemented several mentoring programs. Several lives

A practice model that can assist schools and school districts in implementing Senate Bill 177 is Response to Intervention (RTI). RTI is a three-tiered model of prevention and support meant to identify students at risk and provide academic and behavioral supports in the classroom (Gustafson, Svensson, & Fälth, 2014). Tier 1 focuses on general behavioral interventions for all students in the classroom (Gustafson et al., 2014). Children who fail to meet a predetermined minimum criterion for RTI will be assigned to Tier 2 intervention (Gustafson et al., 2014, p. 29). Tier 2 involves self-regulation interventions in the form of group sessions (Gustafson et al., 2014, p. 29). It has specific curriculum-based

Intervention/Response: CM traveled to consumer’s home for the purpose of monitoring and assessing needs. CM arrived at consumer home and knocked on the door several times. Consumer answered the door. Consumer was trembling and her clothes were not on properly. Consumer stated someone tried to rape her. Consumer neighbor walked to consumer’s home and stated consumer was screaming and yelling for help. Consumer neighbor stated consumer told him someone tried to rape her. CM contacted the Prichard Police department. Consumer stated that the same person raped her on Friday and she did not report it because she was scared. While waiting for the police consumer took her morning medications. Once Prichard Police arrived Consumer was able to file a

The response to intervention (RTI) process allows educators to respond to students’ academic and behavioral needs in the classroom. Educators can respond to student challenges by using instructional interventions to provide extra support to struggling students. An intervention is a type of instruction targeted to meet the learning and/or behavioral needs of a student. Interventions are in addition to the general classroom instruction. The interventions may vary in intensity. They can increase or decrease in intensity as determined by students’ needs. Students are progress monitored by using checkpoints to measure their performance. Progress monitoring is a

The best way to approach an intervention would be by emphasizing that you are there to help and that they are not responsible for their illness, they did not chose to feel this way. Suggesting otherwise implies that they can turn their symptoms on or off.

The results of the intervention can be seen in Figure 1 where the criterion for both behaviours was zero minutes during the intervention phase.

The performance of the all the students who participated in the intervention benefited when increasing their WPM. Nancy, Melisa and David all ended the intervention roughly around the same area of WPM. Although John was not at their reading level he did learn from listening and imitating his partners David’s reading. He was able to challenge himself by becoming motivated to read. Nancy being the ELL student did show a great improvement in her reading with the multiple opportunity to read the passage. In the beginning Melisa and David were performing below 2nd grade WPM expectations, they were able to increase their WPM with the intervention. Implementing an intervention that met the need of students who have different

Entering in a classroom the demographic of students presently exist. The array of characteristics, interest, ethnicities and socioeconomic status, presents the distinctiveness of students. To address the learning styles of these students, teachers are challenged to create diverse instructional lessons. Over the last several years, researchers have created strategies to enrich educator’s teaching styles. Despite the educational gains and innovative efforts, academic achievement gaps persist among students. This research addresses the evidence of interventions of teaching methods taught in the classroom