Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Teaching as an art of science
Importance of scientific education
Importance of scientific education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Teaching as an art of science
RTI, is an acronym that has become commonly used in education after No Child Left Behind was implemented, but what does that acronym mean? Brown-Chidsey and Steege quoted Dave Tilly, a school psychologist, as saying that RTI actually means “really terrific instruction!” RTI is defined differently in different states. Some would argue it is Response to Intervention, while others say that it means Response to Instruction. Brown-Chidsey and Steege state that whether you say intervention or instruction, it does not matter; the importance is that teachers use scientific based teaching that responds to students’ learning.
There are several benefits of RTI. First, according to the Nebraska RTI website, research states that struggling readers have a higher risk of academic failure and school dropout. With RTI, readers who are at risk of reading difficulties can be identified early and when provided intervention can catch up with grade level classmates.
Second, teachers no longer have to wait for students to fail before interventions can begin. RTI provides a consistent model and procedures to make data driven team based educational decisions for all students. Starting the general education classroom, the first indication that a student is not performing at grade level in an academic area, a research based intervention is provided. With data from progress monitoring, and based on IDEA 2004, data from RTI may be used as part of the comprehensive evaluation for special education eligibility.
Third, RTI can be set up by district. The district can determine appropriate assessments, curriculum and interventions that meet their needs, as long as they follow the model. According
to the RTI Nebraska website, even though some...
... middle of paper ...
...e of students.
Works Cited
Brown-Chidsey, R., & Steege, M. W. (2010). Response to Intervention: Principles and Strategies for Effective Practice (2nd edition ed.). New York: The Guilford Press.
National Center on Response to Intervention. (n.d.). National Center on Response to Intervention Retrieved November 11, 2011 from http://www.rti4success.org
Nebraska RtI Implementation & Support Team. (n.d.). Nebraska RtI Implementation & Support Team. Retrieved November 11, 2011, from http://rtinebraska.unl.edu
Response to Intervention - Educational Service Unit 10. (n.d.). Welcome - Educational Service Unit 10. Retrieved November 11, 2011, from http://www.esu10.org/programs-services/teaching-learning/rti
Response to Intervention. (n.d.). Nebraska Department of Education | NDE. Retrieved November 11, 2011, from http://www.education.ne.gov/RTI/index.html
Klotz, M. B., & Canter, A. (2007). Response to intervention (RTI): A primer for parents.
Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).
The setup of RTI’s are; to give teachers effective instruction, monitor progress, if child is not responding get more instruction, monitor progress again, and if student is still not responding qualify as special education. School psychologist looked at RTI’s as a problem solving model and labeled the model along with the early intervention program described in 4 steps. Step 1 was compromise the problem and identify, this is when teachers and...
Stewart, Rory, and Gerald Knaus. Can Intervention Work? New York: W. W. Norton &, 2011. Print.
In this case, teachers must employ other resources and feet collaboration from colleagues. This is where the RTI process comes into place. Messmer and Messmer, (2008) explained that the response to intervention serves as a vehicle to identify and serve students with learning difficulties. On the other hand, several steps should be followed to implement correctly RTI. In my opinion, my school possesses a fair understanding of the RTI process and manages the implementation of a consistent approach that positively affects the student.
Program Evaluation and Research Branch, Los Angeles Unified School District . Planning, Assessment, and Research Division Publication, No. 111. 21 May 2002.
Response to intervention, also known as RTI, is a process to aid students’ progress throughout their academics to the best of their ability. This process tries to address any learning problems or difficulties starting at a younger age. When teachers and parents are able to address any learning problems of the students during the first few years of their education, the students can be provided the best instruction in addition to intervention for their individual needs.
West, S. L., & O'Neal, K. K. (2004). Project D.A.R.E. outcome effectiveness revisited. American Journal of Public Health. doi:10.2105/AJPH.94.6.1027
A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and
Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
Kazdin, A. E. (1994). Behavior Modification in Applied Settings. Brooks/Cole Publishing Company, Pacific Grove, CA.
Fox, L., Carta, J., Strain, P., Dunlap, G., & Hemmeter, M. L. (2009). Response to Intervention and the Pyramid Model. Retrieved from http://www.challengingbehavior.org/do/resources/documents/rti_pyramid_web.pdf
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
... all the teachers, except for the multi-disability teacher, having an Intervention Specialist licensure. This allows the teachers to teach students in a cross-categorical situation in promoting academic excellence. The RTI program is designed to further enhance the needs of students with disabilities, under Title I, and is also taught by qualified and licensed teachers (personal communication, July 10, 2009).