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

Action: We began our study by meeting 9/28/15 to review the GADOE website on SST and to begin our data collection. During this research, Leslie Smith, Paula Cooper, and I met and specifically discussed RTI implementation at Mossy Creek Middle School (MCMS). We met with MCMS counselor, Ashley Veline, on 10/1/15 and reviewed test scores, grades, the current RTI process, and read through RTI plans. It soon became apparent that the teachers and counselors needed help with writing appropriate and relevant RTI goals. The majority of the goals we read were unclear and unmeasurable.

This paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

Multiple years of research and field experience as well as my undergraduate coursework in Psychology, Counseling, and General Education has provided me with ample skills to be successful at the graduate level in the School Psychology program offered at Francis Marion University. Working within the school system with students with mental health needs and exceptionalities has been a dream of mine since I was in high school. I am confident the School Psychology program at Francis Marion University will provide me with the skill set needed to make my dream a reality and become the best School Psychologist I can be.

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.

School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs. To do this, they perform valid assessments and intervene to promote positive learning environments which children and youth from diverse backgrounds have equal access to effective educational

Examining the information obtained in the interview and the roles and functions of the school psychologist in Burr Elementary School, I would first like to investigate the client basis in Mrs. Montgomery’s practice. With the client focus centered on the children and teachers, as well as the social system, it can be seen through Mrs. Montgomery’s open door policy that she puts herself out there so that students and teachers know they can come to her for guidance and support. Not only does Mrs. Montgomery’s spend time with a student in a 1-to-1 setting, she also meets with students through the many instructional, social skills and outreach groups. For example, she incorporates small group meetings during lunch, to confer with students on various grade levels. This allows Mrs. Montgomery’s to cycle through students who are not on her caseload. Spending observation time sitting-in in classrooms, Mrs. Montgomery is able to consult and collaborate with teachers and administration about students who are struggling or who need extra

P., & Pas, E. T. (2011). A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation. In School Psychology Review (pp. 530-548). National Association of School Psychologists.

Over the last decade, school administrators began implementing the RTI program at a rapid pace. This implementation was inspired by President Bush’s reauthorization of IDEA, which identified RTI as a viable way to qualify students for special education (Fuchs & Fuchs, 2007, p. 14). Fuchs and Fuchs (2007) defined RTI as a three tiered system of education. There has been research completed to show RTI was a reliable systems, but it is an open ended systems. The designers of the RTI program have left several of the specifics for individual administers to determine for their districts. While the open framework granted administrators leeway to alter the program, this also leads to questions about

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.

Choosing a technique to use throughout the therapeutic process is essential to the client as well as the therapist. By choosing a particular therapeutic approach the therapist is simply implementing a tool to help navigate through the counseling phase. Therefore, without the necessary tools needed for therapy counseling would be extremely difficult for both the client and the clinician. The ability to use different techniques is also useful for those who choose a career in school counseling. Those who choose to go into the school counseling field are disposed to using techniques that help to quickly resolve a solution or one that has the ability to change a child’s thought process or behavior. Hence, many of the practices used in conventional therapy would not be practical to use as a school counselor because they may be deemed as inappropriate or ineffective to use when counseling children. Take for instance; Psychoanalysis many of the techniques used throughout Freudian therapy would not be useful for school counselors.

RtI also helps implement behavioral interventions in the classroom through a similar process called Positive Behavioral Interventions and Supports (PBIS). PBIS is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (Sandomierski, Kincaid & Algozzine, 2007). Both RtI and PBIS are grounded in differentiated instruction; a type of instruction that is beneficial to all types of students with

Designed to be an early identification approach, the successes of this approach may be limited to teacher training and knowledge to effectively implement RTI. Providing and designing approaches to enhance student learning is significant, therefore, targeting student strengths and weaknesses promotes the ability to create and design successful interventions. Furthermore being proactive to students needs instead of waiting until the student fails will build a foundation paves the road that lead to a successful educational outcomes. Although the students in this research and receive the RTI showed improvements, there was no significant data to indicate substantial motor and visuals skills gained. In addition, this study highlighted the significance of occupational therapy practitioners, short term interventions, and collaboration provided the teachers with the tools needed to enhance the students’ ability without occupational therapist present. Ohl et al.

When it comes to a student's IEP schools should use the three tier Response To Intervention model to help shape the IEP's. A student should go through each tier one at a time and in between each tier their should be a collaborative team meeting to discuss the students response to intervention. Tier one uses high-quality classroom instruction,and some small group interventions. I have seen the use of centers as a form of organizing the interventions seen in tier one. If the student is not responding the the interventions that were provided in tier one they move to tier two. In tier two teachers use targeted interventions that allow for teachers to focus on areas in which the student needs to improve, during this time the interventions use smaller

Throughout the years, schools have had to take on much more responsibility than just making sure that students are learning the material. Schools are now facing new challenges such as violence in schools, children that may be mentally or emotionally challenged, and basically being a caretaker for hundreds of kids, 365 days out of the year. With the new challenges, comes more responsibility and accountability which means adjusting accordingly. This is where the job of a school psychologist is of upmost importance. In the past, the role of the school psychologist has been solely to work with mentally challenged children. However, with the constantly changing demands that schools are facing, school psychology has broadened the field by transitioning from working with students individually to putting more focus into evidence-based work with families, classrooms, home-school partnerships, consultation and etc. (cite). The role of a school psychologist includes working with students, teachers, and other staff to help students excel academically, maintain healthy social relationships, manage emotions, exhibit healthy behavior and overall, create a supportive learning environment. They may also work with families, community, and school administration to make sure that students are in a safe school climate and explore ways to improve student success (American Psychological Association, 2016). School psychologists have had to broaden their training and expand their reach and