The Importance Of 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,

Teachers, during tier one, should closely follow the GREAT guidelines. Teachers are also expected to differentiate instruction for those who are struggling. Tier two teachers expected to collect extensive data on the at risk student. Teachers are to collect data not only on information the student got wrong, but also when they were correct. This aids in a more correct placement, if needed. The final tier of the RTI process, tier three, is where all the data collection comes into play. In order for a student to be admitted into tier three, there has to be adequate evidence to support this claim. The teacher needs to continue to collect data to provide information on whether or not the student has made progress with the interventions in place. The teacher may asked to organize the data collected during the previous interventions. The text suggest that the teacher may be asked to collect this data in the form of a visual aid, such as a bar graph.

Compton would first receive tier one instruction along with the rest of the class using research based and proven practices. The service provider for tier one is the classroom teacher. Teacher will monitor progress and collect data. If it is noted that tier one instruction is no longer meeting his educational needs, Compton will be assessed by the RTI team to determine if he needs to move to tier two for more individualized attention.

Therefore, in Tier 2 students would be required to participate in enrichment classes to help them understand the materials in their reading and math curriculum. The teacher during the enrichment classes would provide small group using specific methods to meet their educational need. The teacher would monitor the student progress accordance to an Individual Education Program (IEP) measurement goal of performances when determining if they have master, been significant or not meet their goals, when suggesting if they improve to Tier 1, remain at Tier 2, or deteriorate to Tier

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

Tier 1 focuses on effective classroom instruction and practices for academics and the management of behavior for all students. Tier 1 includes the quality core instruction and curriculum all students have equal access which incorporates the classroom teacher using proactive data-driven practices to identify and help children who are not being successful (Hilton, 2007). Using research-based differentiated instruction for all learners and a universal screener to measure proficiency at least twice a year are keys to an effective program. These screeners identify students who are not meeting standards. Approximate 80%-90% of students will be successful in a Tier 1 program. If less than this percentage is successful, classroom practices must be evaluated.

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).

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

Response to intervention (RTI) is an assessment procedure that consists of a multi-step approach to progressively intensive intervention and monitoring within general education for purposes of improving achievement outcomes and accurately recognizing students with learning disabilities. Components of the RTI process include universal screening, multi-tiered levels of support, evidence-based intervention, and using students' responsiveness to evaluate the status of their progress (Jenkins, Schiller, Blackorby, Thayer, & Tilly, 2013). Universal screening measures for students are not likely to result in definite identification for special education. Before students are placed they must be correctly identified with a precise assessment

The new legislation is called Response to Intervention (RTI). The program is a three -tier process that involves the amount of instruction and the length of interventions given to elementary school students. RTI measures “student’s response to scientific changes in instruction that rely on evidence-based interventions” (O’Donnell, 2011, p. 84).

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:

The Response to Intervention framework is a critical element of the Westside Elementary to meet the individual instructional needs of our students. The school utilizes universal screenings to access all students reading data in grades one through five, three times throughout the school year. Primarily, two assessments, STAR and Aimsweb data, determine the pathway of the students and the services deemed appropriate, including teacher information and collaboration with the MTSS team. The students partake in the assessments three times a year; fall, winter, and spring. Tiers are not stagnant; students may receive services from multiple tiers, depending on instructional, academic, and environmental needs. Therefore,

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

RtI (Response to Intervention) is a seamless system of continuous, meaningful, and research-based interventions for struggling learners, anchored in high quality, culturally and linguistically responsive instruction and assessments. The purpose of RtI is to provide all students with the best opportunities to succeed in school, identify students with learning or behavioral problems, and ensure that they receive appropriate instruction and related supports. The role of the support team is to identify and analyze the problem and recommend interventions that have proven successful with other struggling students. The classroom teacher is asked to modify instruction, implementing the suggested strategies and then carefully monitor

I was able to interview Mr. West, the school counselor, at my placement about Response to Intervention (RtI). He stated that they use three different forms of intervention utilizing the three tier program. The first tier is started by the student’s teacher. She assesses the student and fills out paperwork that states the specific disability and what extra help she is providing. She will also document any health concerns, attendance issues and the best time to see the disability. She will then have the nurse process a vision and hearing test. If the student fails this exam then the RtI process is stopped until the student is seen by a doctor for these problems. If they pass the RtI process continues and the teacher must observe the student