Response To Intervention

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.

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

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).

Recently in the field of education, a great emphasis has been put on equal access to education and academic success in the school setting. With laws like No Child Left Behind supporting this belief, there has been an increase in academic accountability and success, especially for minority students, in the areas of reading and mathematics. The population of students is increasingly diverse and according to Sun, Nam, and Vanderwood (2010), the population of English Language Learners (ELLs) has increased significantly, representing 5.1 million students or 10% of the total public school enrollment (p. 1). In this population of ELL students 76% of students are performing below grade level in English reading, which is concerning as foundational literacy is important to academic success (Sun, Nam, & Vanderwood, 2010, p. 1). With the increasing demands of accountability and performance and the significant growth of ELL students, Response to Intervention (RTI) has been implemented to support students learning needs. Response to Intervention is a multi-tier approach, which provides struggling learners with interventions to increase learning. In regards to Response to Intervention and ELLs, there is not as much research as is present for the

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.

In the 3rd step plan the implementation is when educators will monitor and provide feedback to ensure the intervention is delivers properly. And step 4 is to evaluate the problem, consultant and teacher will evaluate the responsiveness to the intervention and modify if needed. These steps result in a great intervention program that is precise to see desired results in the RTI. With intervention trial and error is how real results are achieved. In previous years before interventions and RTI’s were placed in schools, too many children were sent for learning disabilities or special education showing teachers inability or unwillingness to teach sand accommodate academic diversity ( Reynolds, 1987). The article states how teachers can generally implement learning strategies until the student gets it and if after interventions and RTi’s measure the responsiveness as not responsive the child can be placed in special education to receive IEP’s to adjust to their learning disability.

Students can be identified as having a learning disability by using a process based on their response to research-based interventions along with an IQ-achievement discrepancy. These scientific, research-based interventions, which are tiered approaches to school based service delivery, are generally known or called response-to-intervention (RtI) models. RtI models are early intervention approaches that involve children’s responses to evidence-based interventions which are implemented on three different levels of intensity. To achieve prevention goals, RTI schools are structured, arranged, staffed, and lead differently than traditional schools. Along with using a tiered approach, schools that use RtI models also use progress monitoring. They use a vital flow chart of students, within and across tiers of services, to maintain a positive response to intervention. School-wide RtI is characterized by multiple tiers of risk and support. Students within RtI schools are considered to be placed across three, sometimes four, tiers of risk ranging from no risk to very high level of risk. There is no right or wrong amount of tiers schools can use, but the majority of schools use a three tier system. The expectation of Tier 1 is that about 80% of students will be making expected progress in

Chapter two’s main objective is to inform the reader with the definitions, details, and purposes of the four critical aspects of educating students with disabilities, which include the importance of collaboration among professionals, the IEP’s, the LRE, and inclusive education (p. 45). The chapter begins discussing some topics that are slightly related to the four critical aspects. The book goes into the different techniques and programs that are associated with the prereferral process. Response to Intervention was the process that the book decided to promote and discuss, and the book decides to start the information here because it is the beginning of the process that most general educators will face. Chapter two also informs readers on what multifactored evaluations are and why they are

“Of all forms of mental activity, the most difficult to induce even in the minds of the young, who may be presumed not to have lost their flexibility, is the art of handling the same bundle of data as before, but placing them in a new system of relations with one another by giving them a different framework, all of which virtually means putting on a different kind of thinking-cap for the moment. It is easy to teach anybody a new fact…but it needs light from heaven above to enable a teacher to break the old framework in which the student is accustomed to seeing.”

Response to intervention is a program that integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. This program helps students with disabilities, and students that struggle in the classroom. It also helps students to maintain a good behavior in the classroom. I believe there are a lot of reasons why schools are starting to adopt this system. For example, I think schools want this system because it reduces problems in the classroom, allows teachers to monitor children so they can see what there strengths and weakness are, and it also gives the teacher a way to keep track of their academics and behavior. I think teachers want what is best for their students,

It is interesting to see that both of our institutions utilized the same Response to Intervention (RTI) process to gather data based on a student's failing grade. Like you have mentioned, this process is helpful in determining the weaknesses of that student, and identifying the academic risk before the end of the school year. On many occasions, when an educator fails to identify the student at risk, that student more likely will fail toward the end of the year. My institution use that intervention beforehand to prevent the student from failing the entire year. I found this intervention to be effective in analyzing the data informed decision-making before it is too late. Thank you for

Students with learning disabilities account for nearly half of all students in special education programs (Wright & Wright, 2008). The methods for identifying these students has historically been the severe discrepancy model. This model identifies students with learning disabilities through a series of academic and cognitive tests (Crouse, n.d.). If a student’s cognitive abilities are deemed capable of learning, but their academic performance demonstrates a delay, then the child is identified as having a learning disability. Unfortunately, with this model it is difficult to identify students in primary grades because there is not a severe enough discrepancy to qualify for special education services. This model has been coined the “wait to fail” model (Donovan & Cross, 2002) because students must demonstrate a large enough delay to receive any special education help. By the time the students are identified, the gap is extremely hard to close. According to Donovan and Cross (2002), students with learning disabilities (SLD) that are identified show “minimal gains of achievement.”

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