Response to Intervention (RtI)
4) How do you (or will you) implement RtI into your classroom?
Response to Intervention application “includes a combination of high quality, culturally and linguistically responsive instruction; assessment; and evidence-based intervention” (Shapiro, 2008, p.1) Implementation of RtI will play a part to the meaningful recognition of learning and behavioral problems, enhance instructional characteristics, provide all students with equitable opportunities to thrive in school, and help with the identification of learning disabilities and other at-risk behaviors (2008). RtI allows for “screening, progress monitoring, data-based decision-making, and a multi-level prevention system” as a means to “help every student access the grade-level standards in a very strong and effective core instructional program that is standards-based, data-driven, and responsive to student needs” (National Center on Response to Intervention, n.d.). We have a group of dedicated staff members that oversee our RtI program and report data and offer training during staff meetings, two g...
Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).
In the article titled Responsiveness to Intervention: Evidence and implications for learning Disability, this article also focused on responsiveness to intervention. The article speaks on the functions and how to properly set up , analyze data and instruct RTI’s. From 1977 to 1994 children with learning disabilities increased from 3.7 million to 5.3 million (Hanushek, Kain & Rivikin, 2001, p.7). The growth of learning disabilities RTI’s were advocated to help children with early learning disabilities.
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
RTi falls under the nation’s special education law. The RTI program helps school aged students that are struggling with academics or behavior, due to poor curriculum or instruction at one time in the student ...
The nondiscriminatory identification and evaluation is another component of IDEA that intrigued me. To ensure that students are receiving a non-biased, multi-factored evaluation in determining their eligibility for special education services, the parents must give consent and be involved throughout the process. Additionally, the students must receive pre-referral interventions before being referred. That is, the teacher must provide the struggling learner with a high-quality classroom instruction and intervention. Prior to last week’s class, I’ve always thought of the RtI process as a voluntary process. I’ve even read in the textbook for this class (Exceptional Children) that the RtI process was not mandatory in identifying whether a student should receive special education services. Therefore, when my professor proclaimed that the laws of New York require parental consent and
Cultural diversity is increasing in our schools and directly affects how we work with students with disabilities. There is also a disproportionate representation of Culturally and Linguistically Diverse (CLD) students in special education (Chu, 2011). The following paper will explore cultural diversity and the special education referral process including implementation of Response to Intervention (RtI). It will also assess some of the data in Mooresville Graded Schools by looking at gender, race and disability at the elementary level. By understanding the cultural diversity in our school system we can better meet the needs of
Mindsets of staff, teachers, and parents must be willing to try inclusive models. Administrative support is largely helpful when transitioning to these models (Idol, 2006). Cooperation between teachers, schools, and districts can make this process easier because it streamlines the process and standardizes practices across multiple settings (Houtveen & Van de Grift, 2001). Early interventions, whether targeted skills practice or behavioral interventions, also help educators make early advances with students which lessens the burden on special education in later years (Houtveen & Van de Grift, 2001). Finally, creating a universal design can help all student succeed and will help intervene early for students with unidentified learning disabilities (Idol, 2006).
President George Bush signed the ‘No Child left behind’ law in 2002. The intent of this law is to guarantee every student, in the American school system, is offered the same opportunities. There are many benefits NCLB offers to students in America’s schools. One benefit is an effort that supports learning in the early years, thereby preventing many learning difficulties that may arise in students, later in the learning process (Department of Education, 2004). For example, the National Institute of Health estimates that 15 percent of the U.S population has some type of learning disability (Department of Education, 2002, p.74). Suppose these learning disabilities are detected earlier in school, some students may receive therapy and correct this disability. Some facts that show how important early learning is for a students development are: Children who enter school with language skills and pre-reading skills (e.g., understanding that print reads from left to right and top to bottom) are more likely to learn to read well in the early grades and succeed in later years (Department of Education, 2004). ‘NCLB’ targets resources for early childhood education so that all children begin their education with the right start. The category of Specific Learning Disability, its definition, assessment, and eligibility criteria, are currently the subject of much discussion (Department of Education, 2004.ii) Nearly 3 million school-age students are currently receiving special education services under the Individuals with Disabilities Education Act (IDEA) due to identified specific learning disabilities (SLD) (The Advocacy Institute, 2004). With so many children suffering from disabilities, many would believe ea...
Second, teachers no longer have to wait for students to fail before interventions can begin. RTI provides a consistent model and procedures to make data driven team based educational decisions for all students. Starting the general education classroom, the first indication that a student is not performing at grade level in an academic area, a research based intervention is provided. With data from progress monitoring, and based on IDEA 2004, data from RTI may be used as part of the comprehensive evaluation for special education eligibility.
Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...
Students with high incidence disabilities or HID are the most common in schools. The group of high incidence disabilities include students with emotional, behavioral or mild intellectual disabilities as well as those with autism, speech or language impairments and attention deficit disorder (Gage et al., 2012). Students with HID are usually taught within the general education classroom. There are either co-teachers or a resource teacher that takes the students out of the general education classroom for short periods of time to work in a more individual, structured environment (Per...
Encyclopedia of Educational Psychology (2008). Individuals with Disabilities Education Act. Retrieved April 9, 2011, from http://www.sage-ereference.com/educationalpsychology/Article_n139.html
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
... all the teachers, except for the multi-disability teacher, having an Intervention Specialist licensure. This allows the teachers to teach students in a cross-categorical situation in promoting academic excellence. The RTI program is designed to further enhance the needs of students with disabilities, under Title I, and is also taught by qualified and licensed teachers (personal communication, July 10, 2009).