Response to Intervention in the Class Room Essay

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.

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 a multi-tiered approach to the early identification and support of learners who might be exhibiting learning and behavior needs. The RTI process begins with research based, high-quality instruction and universal screening of all students in the classroom. The universal screening provides educators with the feedback to determine which students may be struggling and need to be provided with intervention strategies. The struggling students are provided with interventions at increasing levels to accelerate their academic skills. As the textbook describes, there is no “gold standard” for the RTI model, but each model usually includes four key components. These components include the implementation of high quality,

A Response to intervention (RTI) is an integrated multi-tier instruction that can identify can provide a child that is progressing that is effortful. Interventions can be provided as the needed either academically or behavior modifications and accommodations. Seventh grade Language Arts Teacher, Teresa Langer of Robert J. Elkington Middle School provides unique opportunities that will continuously promote a child’s progress. Many times when a student is having academic or behavioral problems subtle modification could remedy it. Langer has stated that “seat changes, verbal redirection, behavior referrals to the assistant principal, etc.)” Is part of the first tier and some students are receptive to this change. If this is ineffective, Robert

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.

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

Response to Intervention (RTI) is “an assessment and intervention model that enables schools to deliver sound instructional methods to students who might otherwise “fall through the cracks”” (Brown-Chidsey & Steege, 2010, p. 2). Prior to RTI, students were only referred for the assessment of special education eligibility once they were left behind, or completely failing in school. This method worked to ensure that failing students would eventually end up receiving services, however once they were finally identified, it was often too late. Now, RTI supports all students in the general education system, working alongside the special education procedures, and the data from RTI can be used in special education decision making and eligibility (Brown-Chidsey & Steege, 2010, p. 25). RTI has helped with early identification of students that not only need additional help or resources, but it has also helped with identifying students that need to be evaluated to determine eligibility for special education services. Students who receive interventions or services after being identified early are far more likely to succeed in school. In addition, these students are less likely to need special education services in the future, as the early identification and interventions may resolve the child’s issue. RTI methods were included in, and fit with, the reauthorization of IDEA in 2004 and the No Child Left Behind Act (NCLB) of 2001 (Brown-Chidsey & Steege, 2010, p. 12). RTI works to

The implementation of RTI (Response to intervention) was examined by Lynn S. Fuchs and was introduced in three different sections. Each tier was introduced and evaluated by the researcher. For a school to implement RTI for prevention and assessing a student, school must take measures in taking progress assessments. The article noted that schools struggle with the process of targeting students that are designed to receive the support required. The schools are supposed to employ a 1-time RTI, universal screening of all students, whereby all the students receive assessments at the begging of the school year. In progress assessments the students that indicate a score below the 25th percentile on the woodcock mastery tests, would receive preventative interventions immediately at tier one.

“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.

RTI is a multi-leveled process that has been misrepresented by the red, green, and yellow triangle which actually only represents one component. The National Center on Response to Intervention identifies four essential components for RTI and they are Screening, Progress Monitoring, Multi-level prevention system, and Data-based decision making. Screening is a process used to identify students who are endanger for poor learning outcomes. Progress Monitoring is the process that monitors the effectiveness of an intervention. Multi-level prevention system has three parts: primary, secondary, and tertiary. Primary is the core instruction and curriculum. Secondary is targeted support for students’ needs. Tertiary is the more intense level of support. Data-based decision making is used to determine effective instruction, when to move

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.

Within the RtI model assessment refers to the collection of data through multiple methods such as behavioural incident reports, screening, nomination, formative assessments and functional behavioural assessments. These produce comprehensive quantitative and qualitative data that can be used to screen and identify students for social and behavioural problems and provide early intervention (Massey University, 2017; National Joint Committee on Learning Disabilities, 2011). Assessments are used to monitor the responsiveness to the interventions and determine whether a student is not responding to interventions (Hawken, Vincent, & Schumann, 2008).

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