Understanding 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

In continuation, students should be divided based on their ability. For example, classes offered to the students will be in three levels: strong, average, and weak. This will allow students to be taught at the same level as the other students in the class. As suppose, to students who are advanced and getting left behind due to the pace of other students that are at different level as they are. Also, students will be taught a curriculum fit to their ability; without risking to fall behind on their comprehension. This will increase their engagement in their work, and be motivation to move to another higher level. For example, in the reading of Jonathan Kozol Fremont High School he discusses how students actually benefit from the current education system. He mentions “the average ninth grade student reads a fourth or fifth grade

There are numerous ways of meeting a student’s individual needs. These can be by differentiated tasks which will be linked to their individual education plans. (See IEPS include). Other ways can be giving some students who it

In any instructional program, there is usually a wide variety of abilities among the learners. Some will have extensive experience, while others are somewhat limited. The educational background may extend from high school dropout to college graduate. Many other variables will affect the progression and productivity of the learners. Provisions must be made to compensate for these differences. In a self-paced course, extra modules can help the learners that are having difficulties. In a lock-step course, additional instruction, reading assignments, or study halls may be required to keep the slower learners on pace with the other

Tier II: Everyone at the meeting signs and agrees with Tier II intervention. Teacher does progress monitoring. Teacher will use a program to help the student more effectively, it will be more formal.

Streamed reading and problem solving groups are in place to further assist students who need that support. These groups are split across year level teachers while the lowest level group goes to a specialist teacher and receives additional assistance. Students are placed in groups with other students of similar level which is determined by a test that is taken every term. As students are placed in groups of similar level, the specialist teacher can focus on teaching one thing without having

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.

According to the ESU10 RTI website, RTI is an educational service delivery system designed to provide effective instruction for all students using a comprehensive and preventive problem solving approach. RTI is a three tiered method of instructional delivery to meet the needs of most students. The three tiers consist of the core, targeted, and intensive. The tiers represent instructional supports. Tier one is the utilization of a researched based core instruction program. The district should implement a universal screener to check for students learning. The goal is for districts to achieve at least eighty percent of students meeting benchmark. If the student does not meet benchmark, then the data is analyzed by

For students who are not meeting required levels in one area or another, in this case reading, tier 2 simply wants the teacher and parents to expand the length of time and intensity the student is involved in reading both at home and during school hours. For example if the normal reading time is 30 minutes a day, then the teacher should encourage the student to read for an additional 30 minutes a day, for a total of 1 hour of reading each day. When talking about intensity level the teacher can create small group of 3-6 students and increase the intensity level during each meeting. Parents can also increase the intensity and time by providing more difficult books.

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.

This week the topic we covered was over Special Education. While reading the text the information on Response to Intervention (RTI) really stood out to me. According to the text, RTI is a concept used to identify students who may have a learning disability (Walsh, p. 94). I am all for providing more focus interventions to students who are struggling in regular education. The way it operates on my campus, RTI is operated through P.E.classes only. RTI pullouts take place at the start of each class period. The pullouts can last up to 45 minutes. I question the effectiveness of the RTI pullouts because I have students that try to skip the intervention because they rather stay in P.E. To minimize the skipping, if my aide is present, I

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

In schools across the United States, education leaders are actively seeking ways to increase the academic achievement of all students, both with and without disabilities. Increased accountability for student achievement in accordance with the No Child Left Behind Act of 2001 (NCLB) has led to the greater need for the differentiation of instruction, collection of student data, and close monitoring of the data that is then used to drive instructional decisions. One such approach that “integrates instruction, intervention, and assessment” (Mitchell, Deshler, Lenz, 2012, p. 53) in the general education program is Response to Intervention (RtI).

For this purpose, research was completed on an RTI (Response to Intervention) system which “is a process of systematically integrating assessment and instruction to evaluate and address student needs through the use of research-based instructional practices” (Crawford & Ketterlin-Geller, 2008, p.5). This research determined three tiers to student learning, with the third level being students with special needs.

In addition, students achievement needs are not met especially the sp. ed. and ESL student whose academic levels fall below average students. Some students basic language foundation were not met for whatever reason, thus they are performing two or three grade levels below their actual grade.