Response To Intervention Essay

Response to Intervention (RtI) is a “data-driven and structured procedure for analyzing students’ learning problems” (Friend 49). The purpose of RtI is to use a systematic approach of increasing interventions for students in order to determine if a student has a learning disability. IRtI is a great program for school to use to help students but it is not mandated by IDEA.

Response to Intervention (RTI), is an early detection, prevention, and support system that attempts to identify and assist struggling students with appropriate levels of intervention. This strategy may determine if a student based on their time prior in Tier 3, would be qualified for special education with a qualification of learning disability. The RTI has three tiers which allows a teacher to monitor their student’s progress during instructions. The three levels of the RTI are explained through an article called, “Understanding Response to Intervention”, which states:

Response to Intervention (RTI) is a three-tiered system that provides for increasingly interventions as students move upward through the tiers. The first tier involves all students on a campus. During this tier, all students are provided with effective instruction using research-based teaching and learning strategies. Students are benchmarked at the beginning, middle, and end of each year. About 65%-75% of all students respond to the initial tier of interventions and no further intervention is required. Tier 2 interventions take place in small groups and are in addition to the interventions of Tier 1. The areas of weakness are targeted, and instruction may be provided by the general education teacher or other school personnel. Student progress

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

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).

In this webinar the presenters focus on ELLs and RTI. The first key word is the evidence based assessment and curriculum. The focus of RTI is preventions and maximizing student’s achievement and students are growing academically. The goals are for all students to meet their highest potential and use general education. Sheltered instruction is part of the core curriculum. The core curriculum is meeting at least 80% on each sub group.

Parents play a huge role in the RTI process. The ASCA National Model (2012) tells us that the “parent must feel welcomed at the school and that their voice is valued” (p. 17). The purpose of RTI is to determine what students are struggling academically or behaviorally, and provide intervention. It is the job of the RTI team to determine if the interventions are successfully working (ASCA National Model, 2012, p. 73). Most parents want what’s best for their child, which includes a successful and positive school experience. Parental involvement is essential, because they can provide extra support at home to help their struggling student. For example, I had a student last year who was on the third-tier of the RTI process.

Response to Intervention, also known as RTI is a method made up of multiple tiers, to provide early recognition and aid of children with needs concerning to their behavior or learning. This process includes high quality teaching and general screening for all children in a mainstream classroom setting. The multiple tier systems of support, fits into the existing definitions for learning disabilities by classifying students into the tiers they require in order to achieve academic success based on their needs. Before a student enters their tiers, each student goes through a screening and progress monitoring to determine where they are in their educational setting. Once this has taken place and the data have been analyzed, students will be placed

In the RTI program, all students start out at tier one, which is called the general instruction level. All students receive the general education teacher’s instruction and for 80 to 85 percent of students that is all the instruction they need. If a student struggles for 6 or more weeks a student may be moved to tier two, which focuses on small group instruction. The student would continue to receive the general instruction and have additional small group instruction either with the general education teacher or special education teacher for an extra 30 to 45 minutes a week. This group of students represents 10 to 15 percent of the student population. Finally, if after six weeks of targeted interventions, if a student is still struggling, the student will be tested for needing special education services, which is about four percent of the student population. Students are supposed to “filter” in and out of the different tiers after a certain amount of time (every 6 weeks, or every grading period). However, in the state of Kentucky if a student is identified under the age of 9, the student will be classified as developmentally delayed instead of their identified disability (See Developmental Delay and its

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

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.

Response to intervention (RTI) is a multi-tier approach that identifies and support students with learning disabilities and behavioral issues. RTI is designed for early intervention in struggling children, to provide appropriate instruction, and prevention of special education. The multi-tier approach of RTI consists of multiple levels. The most common used approach is the three-tier model. There are different levels of intervention, which is determined on the specific needs of the student. RTI is considered a dynamic assessment an approach that emphasizes the learning process and is based on the test-intervention-retest model (Cohen, Swerdlik, and Sturman, 2013). Dependent on the child’s response to instruction, the level of intervention will increase and intensify. The three levels of RTI consist of: Tier 1- The whole class, is focused on academically. All students are screened for at risk of failing, teacher uses instruction and intervention, and progress of all students are monitored through assessment. Tier 2- Small group interventions- In addition to the normal classroom setting and instruction, children that do not respond to Tier 1 will move to this level. The child will be placed in small groups with instruction, teacher will monitor progress through assessment, as well has parent involvement at home. Tier 3- Intensive Intervention- this level is the

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

RTI has three tier levels. At Tier 1, all students are at the general instruction and assessment stage. At Tier 2, some students are at the supplementary instruction and assessment stage. At Tier 3, few students are at the specialized instruction and assessment stage. This stage can take quite some time for students to get out of, but educational professionals need to continue to be patient and work with students. This is also an opportunity for educational professionals to collaborate with their team to come up with differentiated instructional

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,