RTI

RTI

Response to Intervention

What are the two options for identifyingstudents with learning disabilities?

-Eliminates inadequate instruction as the reason for reading problems.-Ongoing monitoring of students’ performance-Data-driven decisions leading to increasingly intensive services-Data collected frequently on student’s performance-Highly qualified teacher or trained personnel responsible for instructional interventions-Promote immediate intervention as soon as students’ reading problems are revealed-Prevent substantial reading difficulties from developingReduce inappropriate referrals and placements in special education for students with learning disabilities

The student should receive high-quality classroom instruction (Tier 1) using empirically validated techniques, frequent progress monitoring of academic skills and if the student does not meet the desired results she/him becomes eligible for Tier 2 services. Frequent progress monitoring is conducted to assess the student struggling needs and his/her performance levels and rates of improvement.

Questions

List at least four benefits of using an RTI approach with struggling students.

Compton is a first-grade student at Rosa Parks Elementary School. His teacher, having administered a universal screening measure, has identified him as a struggling reader. Name and explain the first step in the RTI approach that she should consider when trying to help Compton. Keep in mind that Rosa Parks uses the standard protocol approach.

One method is to use the IQ-Achievement Discrepancy Model, this model determines if a student has a learning disability and needs special education, it assesses whether a substantial difference or discrepancy exists between a student’s scores on an individualized test of general intelligence (WISC-IV) and his/her scores obtained for one or more areas of academic achievement (Woodcock-Johnson Achievement Test). If there is a difference of at least two standard deviations (30 points) there is a learning disability.Students can be misidentified due to teacher or testing bias, students must fail before being able to be identified, assessment do not always discriminate between disabilities and the results of inadequate teaching. The problem with this method is that it may identify the student too late (4th grade or later).The other method for identifying students is the Response-to-Intervention Approach (RTI). One premise of this approach is that classroom instruction should be high quality, they have to be scientifically based, research-validated instruction. Struggling students’ skills are monitored to determine whether they show adequate growth following the implementation of high-quality instruction. The components of RTI are : Universal screening, Tier 1, Tier 2, and Tier 3. In Universal screening students are given a screening measure, students at risk are identified, in Tier 1 students receive effective, research-validated instruction and progress is monitored. In Tier 2 students whose progress is less than desired receive different or additional support, students progress continues to be monitored. Finally in Tier 3 students whose progress is insufficient receive more intesive instruction, students may qualify for special education services depending on their progress.

Assume that your recommendation for Question 3 was implemented; unfortunately, Compton’s progress continues to be insufficient. Name and explain the next step in the RTI approach.

The person delivering the intervention makes instructional decisions based on the data that follow a standard protocol. The student receives more targeted instruction; the school-based team selects individually tailored, evidence-based interventions. Student receives small-group instruction; student progress is monitored frequently (1-2 times per week) in order to determine the effectiveness. Interventions are modified or discontinued based on student progress data.