What is Response to Intervention (RTI)? Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High-quality, scientifically based classroom instruction. Each of these essential components is addressed in the “Include Essential Components” section of this Web site. Tier 2: Targeted Interventions
Wonderopolis TESOL International Association Response to Intervention | Intervention Central Tiered Instruction in a Response-to-Intervention Model Teams of teachers, assisted by those who are familiar with data interpretation, make judgments about whether students are making sufficient progress to remain in their current tiered instruction, should be moved to a different tier, or whether the instructional process being used within the tiered instruction is well matched to the student's current skill needs. For example, a student may be assigned to a Tier 2 instructional process focused primarily on fluency building in reading. When the team meets, they note that the student's progress-monitoring data shows that the student is now reading at levels above the benchmark for end-of-year performance for that grade. However, when looking at the student's development as indicated by data reflecting gains in reading comprehension, it is found that the student's skills in comprehension strategy development is lacking. RTI presents many questions to schools. A second major challenge is the shifting role of school personnel.
RTI Expands, Encounters Growing Pains Wesley Young, a 7th grader at Martin County Middle School in Kentucky, waits to be called on during a social-skills class at the school. —Brian Widdis for Education Week Response to intervention has come a long way from its origins in special education law— but not without some bumps In 2004, the reauthorized Individuals with Disabilities Education Act first introduced into federal policy the concept of "response to intervention." Now, 12 years later, the educational framework has continued to expand its reach—while also experiencing some growing pains. The IDEA mentions response to intervention only as a method for identifying children with learning disabilities. The same basic framework is used by many schools and districts to support children's behavioral and social-emotional needs and, in those cases, it's commonly called positive behavioral interventions and supports. For proponents, multitiered models are far more than the sum of their parts. "Conceptually, it is simple. Yes, said W.
Welcome to Literacy Leader | Literacy Leader Laureate Learning Systems: Special Needs Software for PC and Mac All About Adolescent Literacy | AdLit.org Primary Level Reframing mental health in schools and expanding school reform Explored in this article are (a) the long-standing relation between mental health and schools, (b) the current status of mental health programs and services in schools, (c) efforts to establish school-community collaboration, and (d) work related to reframing the approach to mental health in schools. Applying Behavior Analysis to School Violence and Discipline Problems: School-Wide Positive Behavior Support School discipline is a growing concern in the United States. Educators frequently are faced with discipline problems ranging from infrequent but extreme problems (e.g., shootings) to less severe problems that occur at high frequency (e.g., bullying, insubordination, tardiness, and fighting). Unfortunately, teachers report feeling ill prepared to deal effectively with discipline problems in schools. Best practices in school discipline A book chapter from the book 'Best Practices in School Psychology-II.' CT SWPBS: Coaching
Four Steps to Implement RTI Correctly Commentary By Amanda VanDerHeyden, Matthew Burns, Rachel Brown, Mark R. Shinn, Stevan Kukic, Kim Gibbons, George Batsche, & W. With the 2001 passage of the No Child Left Behind Act, the national education agenda shifted from a focus on process and access to a focus on results. RTI refers to a collection of practices that involve identifying academic risk, intervening prior to full-blown academic failure with increasingly intensive interventions, and monitoring student growth. Guided by assessment data, children progress through a series of instructional tiers experiencing increasingly intensive instruction as needed. —Getty However, knowing what works and doing what works are two different endeavors. What are the actions that count in RTI? First, it is time for smarter screening. Year-end test scores can be used to indicate program health, and one or two single universal screenings can be used to reflect midstream performance. Vol. 35, Issue 15, Page 25
5 Teaching Practices That Increase Motivation for Struggling Readers What do you find to be the most difficult thing about teaching beginning and struggling readers? We recently asked this exact question open-endedly to educators as they registered for our latest webinar. Of all the varying responses, there was one that stood out as the most common response (being mentioned in about 30% of all responses): keeping struggling readers motivated. As I was researching this dilemma, I ran across these charts from the Reading Rockets website: It’s great to have a picture of what you want your students to feel, but how to do you make them feel that way? Non-Relevance If your students don’t see how reading material or reading in general will help them in their life, they aren’t going to be motivated to improve their skills. Ask your students what interests them. Excessive Control Researchers have found that one of the core ideals that motivate each of us is that of autonomy. Difficult Lessons Frequent Individual Work Disconnected Units
When students need extra behavior support | Brookes Publishing Co. Having targeted supports and mediation techniques in place makes it easier for teachers to readily manage behavior issues Classroom teachers face a range of challenges during their school day but none perhaps so demanding as persistent problem behaviors. Whether schools have a formal positive behavior support system in place or not, having techniques at hand is essential for getting teachers back to teaching and students back to learning. In The Teacher’s Pocket Guide for Positive Behavior Support, Tim Knoster and Robin Drogan build on the universal supports introduced in The Teacher’s Pocket Guide for Effective Classroom Intervention, Second Edition with targeted approaches for students with challenging behavior. According to Ondine Gross, author of Restore the Respect: How to Mediate School Conflicts and Keep Students Learning, universal supports will suffice for 80–90% of your students. Here are some recommended Tier 2 supports: A menu of targeted strategies Check and Connect Alexa Samuel