Response to Intervention: Service Delivery Options

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Recommended: Response to intervention in the classroom

Response to intervention (RTI) is an assessment procedure that consists of a multi-step approach to progressively intensive intervention and monitoring within general education for purposes of improving achievement outcomes and accurately recognizing students with learning disabilities. Components of the RTI process include universal screening, multi-tiered levels of support, evidence-based intervention, and using students' responsiveness to evaluate the status of their progress (Jenkins, Schiller, Blackorby, Thayer, & Tilly, 2013). Universal screening measures for students are not likely to result in definite identification for special education. Before students are placed they must be correctly identified with a precise assessment procedure. Many students who are at risk, or struggle academically are assessed with the RTI model to prevent failure and determine eligibility of services. Students, who are identified as at-risk for reading difficulties are provided with additional instructional interventions, also known as tier two intervention, in addition to their regular curriculum instruction. Students with persistently insufficient response to tear two interventions are given more intensive interventions at tier three levels (Denton, Vaughn, Tolar, Fletcher, Barth, & Francis, 2013). These interventions provided are specific to each individual students needs and implemented in accordance to recommendations from their teachers. The purpose of this paper is to evaluate the reading curriculum focusing especially on tier two and tier three instructional interventions of the RTI model. The observed reading curriculum is implemented in an inclusion language arts education classroom in an Ohio public middle school. There are nineteen ... ... middle of paper ... ...eligibility (Fuchs & Fuchs, 2006). References Denton, C. A., Vaughn, S., Tolar, T. D., Fletcher, J. M., Barth, A. E., & Francis, D. J. (3013). Effects of tier 3 intervention for students with persistent reading difficulties and characteristics of inadequate responders. Journal of Educational Psychology, 105(3), 633-648. doi: 10.1037/a0032581 Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-100. Jenkins, J. R., Schiller, E., Blackorby, J., Thayer, S. K., & Tilly, W. D. (2013). Responsiveness to intervention in reading: Architecture and practices. Learning Disability Quarterly, 36 (1), 36-46. doi: 10.1177/0731948712464963 Wilson, J. A., Luby, M. F., & Wei, Y. (2013). Planning for adolescent tier 3 reading instruction. Teaching Exceptional Children, 46(1), 26-34.

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