Response to Intervention

By: Angelique Gunderson

Overview of Response to Intervention:

• RTI is a framework that schools use to help students who are struggling academically or behaviorally early on in a collaborative environment.

• RTI is scientifically based and uses a universally screening with benchmarks and progress monitoring to provide data for educators to use.

Core Principals:

• All students can learn and early intervention is in the best interest of the child.

• Not all students learn in the same way or at the same pace.

• Collaboration is essential for student success.

• In a Professional Learning Community the focus must be on learning, not teaching.

Essential Systems for Success:

• Expert teachers in the classroom who have vast knowledge and training in differentiation.

• Universal and comprehensive screening processes for all students.

• Lines are blurred between regular and special education creating a collaborative environment.

• Instruction adjusts based on student’s response to instruction.

Tier One:

• Referred to as the core program where basic instruction for all students takes place.

• Instruction is multi-faceted to meet the various learning styles and needs within the classroom.

• Universal screening tools are used with regular progress monitoring.

Tier Two:

• Referred to as the supplemental intervention level where a student is referred to if he/she is struggling.

• Decision to place is made by a team of educators who target the specific skill deficit and determine the appropriate interventions.

• Tier two is short term and used with about 10-15% of the student population.

Tier Three:

• Intensive level of interventions lasting 45 – 60 minutes per day in addition to the core curriculum in the classroom.

• Continual monitoring and data collection take place during an 8-12 week time frame.

• Often this is one-on-one instruction.• If a student is not making progress at this

point the school would consider special education services.

Federal Laws and RTI:

• No Child Left Behind was enacted due to the 40% illiteracy rate.

• IDEIA – Changed the way students were referred to and placed into special education programs.

• Both require schools to have accountability and outcome data to determine if students are achieving.

Criticisms of RTI:

• Data collection and organization is a burden.

• Limited quality resources available.• Professional development time – how

to fit it all into a packed day.• Funding.

Positives:

• Teachers “know” their students strengths and abilities.

• Number of referrals to special education is down in schools that use RTI.

• Parents become partners in their child’s education.

• Collaboration allows for support to all educators.

Educational Leadership Policy Standards:

• Standards 1: Functions A, B, C, D, E• Standard 2: Functions A, B, C, D, E,

F, G, H, I• Standard 3: Functions A, B, D and E• Standard 4: Functions A and C• Standard 5: Functions A and B• Standard 6: Functions B and C

Sources:

• Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid Response to Intervention. Bloomington, IN: Solution Tree Press.

• Butler, L. (2009, September/October). A Step-By-Step Guide to Response to Intervention. Principal, pp. 46-57.

• Devaney, L. (2009, November 24). RTI: Not Just for Special Education. Retrieved from http://www.eschoolnews.com

Sources continued:

• Kemp, K. & Eaton, M. (2008). RTI: The Classroom Connection for Literacy. Port Chester, NY: Dude Publishing.