Response to Intervention in the Class Room

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Response to Intervention
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).
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
In Tier II, secondary interventions are used to help the students that are not making adequate progress towards developing appropriate literacy skills, despite the Tier I interventions (Smetana 2010). These students are classified with the color yellow, and are given more intense interventions that are targeted to their need. These interventions help determine if the student can eventually go back down to green, or if they...

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...IS are great models, and I would love the opportunity to use some day in my classroom.

Works Cited

Sandomierski, T., Kincaid, D., & Algozzine, B. (2007, June). Response to intervention and positive behavior support: Brothers from different mothers or sisters with different misters?. Retrieved from
Shapiro, E.S. (2011). Saving the future: Response to intervention may be on solution that prevents a child’s ailing academic health. Theory to Practice: An Inquisitive Review of Contemporary Education & Health, 3, 14-19.
Smetana, L. (2010). A view from the middle tier: Looking closely at Tier II intervention. The California Reader, 43(4), 15-24.
Wedl, R. J. (2005). An alternative to traditional eligibility criteria for students with disabilities. In Response to Intervention (pp. 1-19). Education Evolving.

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