What is Response to Intervention (RTI)?
Finding a way to help all students struggling in the learning process is a great concern to schools and parents. One school wide program that can assist students is Response to Intervention (RTI). Response to Intervention Process is a method of academic intervention that accentuates how well your child responds to changes in instruction. Response to Intervention, sometimes known as Multi-Tier System of Support (MTSS) “is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and structure for school teams in designing, implementing, and evaluating educational interventions” (Koltz and Canter, 2006, p.2). If schools begin an RTI program, parents should be informed about how RTI works.
RTI is a school wide program; this allows struggling students to be identified at an early stage in order to apply intervention as quickly as possible. Schools are adopting such an approach to help all students reach success by ensuring that all students have the opportunity to learn and work at grade level. “Teachers compare each student’s scores with the benchmark score. Benchmark scores are the expected grade-level performance for that time of year” (Morris, Walker, McFarlin& Downing, 2010, p.7). For those who are identified at an early stage, they may catch up with the right support whereas others may be at risk of falling behind and failing. Schools do not wait for proof of further difficulty, intervention is supplied as soon as a child’s struggle is spotted. This allows for proactive intervention before a child is failing to succeed.
It is important to note here that intervention with special instructions are carried out and monitored to evaluate a child’s need for special education. This means that an individualized support plan is created for each child based on their benchmark scores. Such procedures allow teachers to use intervention as a preventive tool and identify whether special education support is needed in a practical, meaningful and systematic manner.
Please CLICK HERE to view a sample intervention plan.
· Essential components of RTI:
o When schools use RTI, the following features are found in the RTI process:
o High-quality, effective instruction and support in the regular classroom.
o Assessment/ screening of the child’s academic and behavior to determine which needs should be more importantly targeted. (Occurs several times a year to measure the child’s competency in regards to his/her grade level).
o Match result to multiple tiers model depending on the student’s needs.
o Students at risk are identified.
o Information extracted from assessment and screening is then used to plan lessons collaboratively to meet his/her needs.
o Intervention is applied.
o Continuous monitoring of student’s progress during intervention is carried out to determine the effectiveness of the intervention plan.
RTI is a school wide program; this allows struggling students to be identified at an early stage in order to apply intervention as quickly as possible. Schools are adopting such an approach to help all students reach success by ensuring that all students have the opportunity to learn and work at grade level. “Teachers compare each student’s scores with the benchmark score. Benchmark scores are the expected grade-level performance for that time of year” (Morris, Walker, McFarlin& Downing, 2010, p.7). For those who are identified at an early stage, they may catch up with the right support whereas others may be at risk of falling behind and failing. Schools do not wait for proof of further difficulty, intervention is supplied as soon as a child’s struggle is spotted. This allows for proactive intervention before a child is failing to succeed.
It is important to note here that intervention with special instructions are carried out and monitored to evaluate a child’s need for special education. This means that an individualized support plan is created for each child based on their benchmark scores. Such procedures allow teachers to use intervention as a preventive tool and identify whether special education support is needed in a practical, meaningful and systematic manner.
Please CLICK HERE to view a sample intervention plan.
· Essential components of RTI:
o When schools use RTI, the following features are found in the RTI process:
o High-quality, effective instruction and support in the regular classroom.
o Assessment/ screening of the child’s academic and behavior to determine which needs should be more importantly targeted. (Occurs several times a year to measure the child’s competency in regards to his/her grade level).
o Match result to multiple tiers model depending on the student’s needs.
o Students at risk are identified.
o Information extracted from assessment and screening is then used to plan lessons collaboratively to meet his/her needs.
o Intervention is applied.
o Continuous monitoring of student’s progress during intervention is carried out to determine the effectiveness of the intervention plan.
· The 3-tier RTI model:
The RTI model is usually composed of three different tiers, each one providing different levels of support in order to assist students in achieving success. o Tier 1 – general education/ screening and group intervention: All students receive high-quality curriculum and instruction in the regular classroom environment. Once students are screened and identified as having difficulties, these students receive additional instructions or intervention. Students’ progress is then monitored to prove effectiveness of intervention. At the end of this period, if the students show no sign of progress, they are moved to Tier 2. o Tier 2 – early intervention services/ targeted intervention: Monitored students that are not making adequate progress in Tier 1; will receive additional support than the one given in the regular classroom. Intervention is provided in small groups by the classroom teacher or specialist to build on or enhance a specific skill. Progress is monitored to ensure valid intervention. At the end of this period, if the student continues to show little progress, more intensive intervention is called for in Tier 3. o Tier 3 – intensive intervention: Students are given individualized instructions that target their skill deficit. Majority of the children in this Tier are found eligible for special education or additional related services. |
Linking Special Education to RTI:
RTI is an approach that can be used with students who are not even diagnosed at needing special needs. RTI is linked to special education in its preventive way of meeting individualized students’ special needs. One must note that RTI may, in some cases, eliminate or be used as an alternative to special education services if found to be successful but never as a replacement. If at any time during the process parents believe their child has an educational disability and needs special education, they have the right to request an evaluation for special education. As previously stated, information gathered from the RTI process is not sufficient enough to determine a child’s eligibility for special education services but it can serve as one criteria.
Parental involvement:
In order to be an active and involved parent, working together with teachers is key for your child’s success.
Cortiella (2011) states that as a parent, you can contribute to the RTI process by doing the following (p.4):
o Communicate with your child’s teacher
o Ensure that your child attends school regularly
o Encourage your child to do well in school
o Understand assessments administered to your child
o Help your child at home
o Collaborate with the school
o Your child may be facing some issues in school linked to his/her: lack of self-esteem, low grades, homework frustration and lack of motivation and interest.
Please CLICK HERE for more information on what parents should ask.
Individualized programming:
On a more intense level, if all other types of programming are not as useful, a team of professionals tailor a program that matches the student’s needs. “Individual programming is based on planning in the areas of cognitive/functional academic skills, communication skills, social/behavioral skills, self-help or personal management skills, and fine and gross motor skills. These student-specific outcomes or goals should be outlined in an IEP” (Manitoba Education, Citizenship and Youth, 2004, p.14).
RTI is an approach that can be used with students who are not even diagnosed at needing special needs. RTI is linked to special education in its preventive way of meeting individualized students’ special needs. One must note that RTI may, in some cases, eliminate or be used as an alternative to special education services if found to be successful but never as a replacement. If at any time during the process parents believe their child has an educational disability and needs special education, they have the right to request an evaluation for special education. As previously stated, information gathered from the RTI process is not sufficient enough to determine a child’s eligibility for special education services but it can serve as one criteria.
Parental involvement:
In order to be an active and involved parent, working together with teachers is key for your child’s success.
Cortiella (2011) states that as a parent, you can contribute to the RTI process by doing the following (p.4):
o Communicate with your child’s teacher
o Ensure that your child attends school regularly
o Encourage your child to do well in school
o Understand assessments administered to your child
o Help your child at home
o Collaborate with the school
o Your child may be facing some issues in school linked to his/her: lack of self-esteem, low grades, homework frustration and lack of motivation and interest.
Please CLICK HERE for more information on what parents should ask.
Individualized programming:
On a more intense level, if all other types of programming are not as useful, a team of professionals tailor a program that matches the student’s needs. “Individual programming is based on planning in the areas of cognitive/functional academic skills, communication skills, social/behavioral skills, self-help or personal management skills, and fine and gross motor skills. These student-specific outcomes or goals should be outlined in an IEP” (Manitoba Education, Citizenship and Youth, 2004, p.14).