Response to Intervention Approach
Response to Intervention Approach
How well do children understand what they are being taught at school? Is there a way school personnel can screen a child to determine what problems a child could be having in school? How can parents help to assure their child is receiving the help they need to be able to succeed in the learning environment? Every parent wants so see their child excel in school; however, there are so many children who struggle just to complete assignments. So many children suffer from some type of learning disability or behavior disorder that hampers them from learning in a productive manner. This paper will discuss the purpose of the response to intervention approach, the benefits of this approach as well as the challenges, and what can be done to overcome these challenges.
Response to Intervention (RTI) Approach is a multi-tier approach designed to integrate assessment, instruction, and data-based decision making to identify and support students with learning and behavior needs in both regular and special education classrooms (Kubiszyn, 2010). In order for RTI execution to work well, there are some essential components that must be implemented with commitment and in a thorough manner (National center for learning disabilities, 2006): High quality, scientifically based classroom instruction – All students receive high-quality, research-based instruction in the regular classroom. Ongoing student assessment – Universal screening and monitoring to check progress and provide information about a student’s rate of learning and achievement level, both on an individual basis and compared with a peer group. These data are then used to determine students that may need closer monitoring or intervention. Through this process, students are monitored frequently to examine achievement and gauge the effectiveness of the curriculum. At that time, decisions may be made regarding the students instructional needs which are based on multiple data points taken in context over time. Tierred instruction – A multi-tier approach is used to efficiently differentiate instruction for all students. This research-based intervention is matched to each student’s needs and incorporates increasing intensities of instruction. Parent involvement – Parents are provided information about their child’s progress, the instruction and interventions that were used, the academic or behavior goals for their child, and the staff who are delivering the instruction. The RTI process is generally defined as a three-tier model of school supports that use research-based academic and/or behavior interventions which are (Klotz, & Canter, 2007): (1)
Tier I: High-Quality classroom instruction, screening, and group interventions: Students that are shown to be at-risk receive supplemental instruction during the regular class time. During this time, student progress is closely monitored using a validated screening system. At the end of this time, those students that show significant progress are returned to the regular classroom program. Students that do not show adequate progress will be moved to Tier II. (2)
Tier II: Targeted interventions: Students receive increasingly intensive instruction
coordinated to their needs on the basis of levels of performance and rates of progress.
Students who continue to show too little progress at the end of this level of intervention
are then considered for more intensive interventions and moved to Tier III. (3)
Tier III: Intensive interventions and comprehensive evaluation: At this level students
receive individualized, rigorous interventions that target the student’s skill deficits. If a
student does not progress at this level, they are then referred for a comprehensive
evaluation and considered for eligibility for special education services. Parents can
request a formal evaluation at any time to...
References: Greenwood, & Bradfield. (2011). Focus on exceptional children. Focus on exceptional children. Retrieved June 9, 2012, from http://www.crtiec.org/aboutcrtiec/documents/FOEC-V43- 9-May-V5.pdf
Klotz, & Canter. (2007). Response to intervention (RTO): A primer for parents. LD online: The world’s leading website on learning disabilities and ADHD. Retrieved June 10, 2012, from http://ldonline.org/article/15857
Kubiszyn, T. & Borich, G. (2010). Educational testing and measurement: Classroom application and practice, (9th ed). John Wiley & Sons, Inc., Hoboken, NJ.
National center for learning disabilities. (2006). What is RTI? What is response to intervention (RTI)? Retrieved June 10, 2012, from http://www.rtinetwork.org/learn/what/whatisrti.
Wanzek, & Vaughn. (2007, April 27). Reading and Response to Intervention (RTI): How Students Benefit from Multi-Tiered Instruction and Intervention. NCLD Talks:. Retrieved June 10, 2012, from http://ncldtalks.org/content/interview/detail/1204
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