Response to Intervention Research Paper
Response to Intervention Great things are unfolding in classrooms all across the nation. Students are making strides like never before. Teachers are learning how to pinpoint student needs and to address those needs using research-based instructional practices. Special education resources are being provided to students with learning disabilities much sooner than has ever been possible. What could possibly be the reason? The difference maker is a new approach in education, Response to Intervention, or RTI. This paper will provide a general overview of the three tiers of RTI, as well as how RTI is changing the face of education by providing more options that fall in between general and special education, improving the process of identifying students with learning disabilities, and giving educators ways to better reach all students, not just those who are below grade-level.
RTI is a process that involves instruction, assessment, and intervention. It is a tool used by educators to “identify struggling students early, provide appropriate instructional interventions, and increase the likelihood that the students can be successful and maintain their class placement.” The focus is on progress monitoring, early intervention, and evidence-based practices. The progress of all students is assessed early and often. Using these results, students can be given the specific help they need. This makes RTI consistent with programs such as the No Child Left Behind Act (NCLB, 2001), Reading First, and the Individuals with Disabilities Education Act (IDEA, 2004).
RTI is also another path educators can take when identifying students with learning disabilities.
When correctly put into practice, RTI is a three-tiered model. First, all students are assessed. Any student who is shown to be struggling in a certain area is targeted for Tier One interventions. The criteria used to determine “struggling” can vary from school to school. Students who do not meet the
RTI is a process that involves instruction, assessment, and intervention. It is a tool used by educators to “identify struggling students early, provide appropriate instructional interventions, and increase the likelihood that the students can be successful and maintain their class placement.” The focus is on progress monitoring, early intervention, and evidence-based practices. The progress of all students is assessed early and often. Using these results, students can be given the specific help they need. This makes RTI consistent with programs such as the No Child Left Behind Act (NCLB, 2001), Reading First, and the Individuals with Disabilities Education Act (IDEA, 2004).
RTI is also another path educators can take when identifying students with learning disabilities.
When correctly put into practice, RTI is a three-tiered model. First, all students are assessed. Any student who is shown to be struggling in a certain area is targeted for Tier One interventions. The criteria used to determine “struggling” can vary from school to school. Students who do not meet the
References: • Johnson, E., Mellard, D., (2008). RTI: A practitioner’s guide to implementing Response to Intervention. Thousand Oaks, CA: Corwin Press. • Bender, W., Shores, C., (2007). Response to Intervention: a practical guide for every teacher. Thousand Oaks, CA: Corwin Press.