Intervention In Response To Intervention

Response to Intervention (RTI) is a multi-tiered system designed to maximize student achievement while minimizing behavioral problems. RTI employs assessments and interventions within the tiers to identify, monitor, and provide interventions to students that are identified as at-risk, exhibiting skill deficits, or gaps in learning (Essential components of RTI- A closer look at response to intervention | Center on response to intervention, 2010). Evidenced-based interventions are used and dependent upon student responsiveness. The practice of implementing evidenced-based interventions, progress monitoring, assessment, and positive behavioral supports ensure students receive the appropriate instruction. When interventions repeatedly fall short

The entirety of the parts making up RTI must be utilized in a culturally responsive manner and used in conjunction with one another to prevent negative learning outcomes to swiftly address potential learning problems.RTI is used by general education teachers, however special education teachers can be used as consultants offering teaching techniques and guidance. Special educators can also be part of their school’s RTI team (Hoover,

(Implementer series: understanding types of assessment within an RTI framework | Center on response to intervention, n.d.) All students are given summative assessments at the end of a learning period these assessments are usually the high-stakes variety, like Colorado’s Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. Before instruction and to measure a student’s current knowledge teachers administer diagnostic assessments. Within the RTI framework not all students, typically only those thought to be at-risk are given diagnostic assessments. The third and last type of assessment routinely used in RTI is the formative assessment it is given after learning has taken place. Formative assessment illustrates a student’s response to instruction. Formative assessment also uncovers areas where the instruction/interventions were ineffective. Usually, within the RTI framework this type of assessment is used to monitor a student’s