Response To Intervention

Response To Intervention : 

11/22/2009 1 Response To Intervention By Leanne Saladino

Topics of Discussion : 

11/22/2009 2 Topics of Discussion What is RTI? Three-Tier Model Prevention and Planning Models Benefits vs. Limitations of RTI Conclusion

What is RTI? : 

11/22/2009 3 What is RTI? Response To Intervention (RTI) integrates assessment and intervention within a multi‑level prevention system to maximize student achievement and to reduce behavioral problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence‑based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and help identify students with learning disabilities.

Tier 1: Screening and Group Interventions : 

11/22/2009 4 Tier 1: Screening and Group Interventions Students who are “at-risk” are identified using universal screenings and/or results on state or district-wide tests and could include weekly progress monitoring of all students for a brief period. Identified students receive supplemental instruction, or interventions, generally delivered in small groups during the student’s regular school day in the regular classroom. The length of time for this step generally should not exceed eight weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum based measurement. At the end of this period, students showing significant progress are usually returned to the regular classroom.

Tier 2: Targeted Interventions : 

11/22/2009 5 Tier 2: Targeted Interventions Students not making adequate progress in the regular classroom in Tier 1 are provided with more intensive services and interventions. These services are provided in addition to instruction in the general curriculum. These interventions are provided in small group settings. In the early grades (K-3) interventions are commonly in the areas of reading and math. The length of time for this step should generally not exceed a grading period. Students who do not display noteworthy progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier 3: Intensive Interventions and Comprehensive Evaluation : 

11/22/2009 6 Tier 3: Intensive Interventions and Comprehensive Evaluation Students receive individualized, intensive interventions that target the student’s skill deficits. Students who do not respond to these targeted interventions are then considered for eligibility as required by the Individuals with Disabilities Education Act (IDEA) 2004. The data collected during Tiers 1, 2 and 3 are included and used to make the eligibility decision. (This part of the process may be broken into 2 separate tiers in a 4-tier model).

EBIS Prevention and Planning Models : 

11/22/2009 7 EBIS Prevention and Planning Models

Benefits of RTI : 

11/22/2009 8 Benefits of RTI Reduces the time a student waits before receiving instructional assistance, including special education if needed.   Reduces the overall number of students referred for special education services and increase the number of students who succeed within general education.   Provides information about the instructional needs of the student, which can be used to create effective educational interventions.   Limits the amount of unnecessary testing that has little instructional relevance.   Ensures that students receive appropriate instruction, especially in reading, prior to placement in special education.

Limitations of RTI : 

11/22/2009 9 Limitations of RTI RTI is generally used as a school-wide prevention model and is not sufficient on its own to identify learning disabilities. RTI focuses on the early elementary grades and is limited to the academic area of reading, with some focus on early math.   Since the RTI process identifies the lowest performing students within a group, gifted students who are not living up to their full potential will most likely not be identified for intervention. Practitioners need more information about how to translate evidence-based research into clear, concrete, and feasible practices that can be implemented with reliability.

Conclusion : 

11/22/2009 10 Conclusion Ultimately, when implemented properly, RTI proves to be a very powerful tool in helping students with disabilities master the educational skills necessary for greater academic and behavioral achievement.

References : 

11/22/2009 11 References Casey, Barbara L. Response to Intervention (RtI) - IDEA (Individuals with Disabilities Education Act) 2004. June 4, 2009. http://www.brighthub.com/education/special/articles/981.aspx   Cortiella, Candace. A Parent’s Guide to Response-to-Intervention National Center for Learning Disabilities. April 18, 2006. • www.LD.org   Mellard, Daryl. “What Is RTI?” May 14, 2008. University of Kansas National Technical Assistance and Dissemination Center on Response to Intervention Funded by the USDE, Office of Special Education Programs, Grace Duran and Tina Diamond, Project Officers. National Center on Response to Intervention. www.rti4success.org