Response to Intervention in the Class Room Essay

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,

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:

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

This article is commentary to Justice's (2005) article on the effects of EBP and RTI on reading instruction. Both RTI and EBP can be used to promote effective change in the way services are provided in the school setting. As a response to the original article, Ukrainetz (2006) stated that utilizing RTI and EBP can provide opportunities as well as challenges for SLPs. Using these techniques can make considerable changes in the way children are identified for services as well as refining language intervention.

I work at a school which implements P.B.I.S., also known as P.B.S. (Positive Behavior Supports). Our school P.B.I.S./P.B.S. goals include the following:

The Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of people including general education teachers, special educators, and specialists. The RTI system is all about progress which is closely monitored to assess both the learning rate and level of performance of individual students.

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

“Response to Intervention (RtI) is a process used by educators to help students who are struggling with a skill or lesson; every teacher will use interventions (a set of teaching procedures) with any student to help them succeed in the classroom” (Special Education Guide, 2013). RtI is composed of three main components: A tiered system of services, a problem-solving approach, and a data collection system. Tier 1 begins with high quality, researched based instruction and screening in the traditional classroom. The screening process identifies the underachieving students that need Tier 2 individualized support provided in small group setting. If those targeted students continue to struggle, they will move to the intensive level or Tier 3. This level provides individualized, intensive skill specific interventions. If the student does not make significant progress at this level, further evaluations will be made to decide if the student needs special education services.

The assessments and evaluations are incorporated to happen in tier one and tier two. The reason why multidisciplinary evaluation is a necessity is to distinguish the difference among “LD, mild mental retardation, speech/language impairment, and emotional behavior disorders as the disability underlying the lack of responsiveness”. Once these disabilities are assorted, than the required support can be implemented, once done, the progress monitoring begins, followed by an evaluation of progress before and after the implemented

Discuss the differences and similarities between Tier 2 and Tier 3 instruction. Tier 2 intervention is provided for students who are not making sufficient progress in Tier 1 of the RTI model, and consequently Tier 3 is for students who have not made adequate progress in either Tier 1 or Tier 2. Tier 2 interventions are usually provided in small group settings, and supplement the core curriculum standards and objectives. If students do not progress in Tier 2, then the student moves to Tier 3, were they receive more intensive, individualized interventions. Even though both Tier 2 and Tier 3 interventions are instructed on a daily basis, the interventions in Tier 3 are usually longer in duration than Tier 2, and are ideally with the individual student, or the smallest group

Defining Response to Intervention: Barnett, VanDerheyden and Witt’s (2007) definition is operational; whereas, the IDEA (2004) provides user friendly and practical language. RtI consists of three tiers. The teacher provides rigorous instruction on Tier I to the whole class. On Tier II a universal screening assessment has determine the student is below grade level and more intense intervention is design according to the students’ need. Tier III has different

Response to Intervention (RtI) is an academic framework that has been adopted by school districts across the country to help create a structure in which all students receiving the supports they need to be successful in school. The RtI Action Network defines RtI as “a multi-tier approach to the early identification and support of students with learning and behavior needs.” (http://www.rtinetwork.org/learn/what/whatisrti) An RtI framework addresses both academic concerns and behavior concerns. The behavior framework of RtI is often called Positive Behavioral Interventions and Supports or PBIS. RtI has three tiers in which to address the academic and behavioral needs of all students. Tier 1 consists of high quality instruction to all students, including differentiation, and subsequent screening of all students to determine who is in need of further support. Tier 2 are targeted interventions for those students who are screened and it has been determined these students are in need of greater support than what is provided in Tier 1 alone. Tier 3 consists of intensive interventions for those students who have shown little or no progress with tier 2 interventions and school personnel have determined the student needs more intense and individualized support. As a school counselor I will be very involved with both RtI Academics and PBIS as a framework to work with all students and determine the level of support each individual student will need.

RTI is unique, because it’s a set of interventions for students who are struggling academically.

When looking at the RTI model, is where it would start for him in second grade. By the time he would advance to middle school or junior high many teachers are not referring as many students because they may have up to 100 students or more, making it difficult to get to know students like Jim better, or even students like Molly. (Hecker, jdkfj;ajds;fj) The RTI provides a framework for schools to organize instruction for struggling students. They need to monitor the progress on both academic and behavioral interventions. With the TRI progress can be reviewed and altered depending if the student is responding adequately to the intervention.

“RTI integrates assessment and intervention with a multi-level prevention system to maximize student achievement and to reduce behavioral problems.” There are two different options that can be implemented with RTI. The first approach is the problem solving approach. This approach has interventions that are targeted specifically for each student’s individual needs. This approach is used in schools today and has been used for two decades. The second approach is the standard treatment protocol approach. This approach uses one consistent intervention that can address multiple student needs. Schools can use this data to “identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust