Multi Tiered System Essay

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

They take the assessment three times within a school year to track their progress. The data is kept in students’ data folders so when I have data chats with them they are able to see what improvements are needed or what improvements have been made. Data is also kept in the classroom so students will see their progress as a whole. Reading coaches assist in determining if students have made enough growth along with the results from other assessments to be placed in a regular language arts class or if the student should remain in a reading program with after school tutoring or pull outs with an interventionist. RTI is definitely a need when working with students that struggle. Mesmer and Mesmer (2008) state that RTI is a process that incorporates both assessment and intervention so that immediate benefits come to the student.

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

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 assigned video is explaining Response to Instruction and Intervention (RTI) . This is a plan to make decisions of the educational path of a student. It enhances education for all students and assesses whether they will need additional support with growth or more independence in reading. All of the students in the building have the opportunity to be assessed through RTI not just students with an IEP.

LRE and RTI are methods of allowing children with special needs to receive education in ways that fulfill their needs. First, there is LRE, which is a strategy mandated by the

In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.

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.

RtI is a great program for students mainly because of its timeliness. “Response to Intervention calls for intervention as soon as a problem is documented” (Friend 50). Prior to RtI, students with learning disabilities would not be identified until they fell far enough behind so they would show a large discrepancy between their achievement level and their potential.

Teams can gather data from common assessments, help find areas of need, and to be able to create interventions groups or other plans to combine forces and support the student’s various needs. When it comes to using RTI information to make a placement and making eligibilities for individuals with exceptionalities. Using the data that is collected through the various instructional and interventions efforts throughout the tiers, teams are able to identify strengths and weaknesses that help determine the accommodations and modifications for the student. When it comes to communicating the RTI results to the team member, having the data organized and documented is

If the appropriate progress is not made by a student in Tier III in a timely matter, the next step would be to test the student for any learning disabilities that are hindering their literacy skills.

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.

The next article I researched was bout potential implementations for 3rd grade students who were identified as learning disabled. This article talked about how RTI’s are the front running alternatives to placing a student in special education. Interventionists, who were undergrad special education teacher candidates, used RTI approach on 3rd grade children with reading disabilities. The

RTI is an intervention system that is planned to increase student’s literacy. RTI is also considered a screener for students with learning difficulties (Wixson, 2012). RTI is considered to be a way to give students services before we label them with a