Response to Intervention: Service Delivery Options

2034 Words5 Pages
bulb-icon

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.

Show More
Related

  • Case Study Applying the Model of Human Occupation

    770 Words  | 2 Pages

    Forsyth, K., Taylor, R., Kramer, J., Prior, S., Richie, L., Whitehead, J., Owen, C., & Melton, M.

    Read More

  • Early Intervention and RTI

    1276 Words  | 3 Pages

    In the article titled Responsiveness to Intervention: Evidence and implications for learning Disability, this article also focused on responsiveness to intervention. The article speaks on the functions and how to properly set up , analyze data and instruct RTI’s. From 1977 to 1994 children with learning disabilities increased from 3.7 million to 5.3 million (Hanushek, Kain & Rivikin, 2001, p.7). The growth of learning disabilities RTI’s were advocated to help children with early learning disabilities.

    Read More

  • Analyzing a School Literacy Program

    866 Words  | 2 Pages

    Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi

    Read More

  • Understanding the Multi-Tiered RTI Process in Education

    344 Words  | 1 Pages

    Response to Intervention (RTI) is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. RTI consists of multiple tiers of instructional processes aimed at improving student response to instruction and student outcomes. The first tier is Tier 1, which is designed to serve all students in the school with well-supported instructional programs. Tier 1 is designed to be proactive and preventative. It increases the likelihood of improved student achievement and success for all students and may reduce the number of students who are referred for special education. Tier 2 is for those students where Tier 1 is insufficient and are falling behind on skills and need more instruction.

    Read More

  • Adolescent Illiteracy in America

    2004 Words  | 5 Pages

    United States. Reading to Achieve: A Governor's Guide to Adolescent Literacy. Washington: National Governors Association, 2005. Print.

    Read More

  • Summary: The Response To Intervention Model

    457 Words  | 1 Pages

    The response to intervention model first focused primarily on high quality instruction and general assessment of children in the general education setting but has evolved to also focus on special education students. It is intended to address all students, from the valedictorian to someone with a learning disability, regarding their academic skill and progress and behavioral needs. RIT models are constructed based on a multi-tiered system of supports in which students are categorized within three tiers through a funnel structure. The concept of MTSS exemplifies the following facts— there are distinct variations in the intensity of supports that individual students require in order to be successful and as more rigorous supports are needed and provided the

    Read More

  • Response To Intervention (Rti)

    747 Words  | 2 Pages

    Description: Response to Intervention is a three-level tiered approach to early identification and intervention process to give support students with educational and social needs. Teachers identify students that are low achieving in math or reading classes and are given extra tutoring in a more one-on-one setting. These students are also assessed on a consistent basis to measure where their levels are and if their performance and achievement levels are increasing.

    Read More

  • Response To Intervention Program Analysis

    408 Words  | 1 Pages

    The program in which I feel benefits the support of children and families who are culturally and linguistically diverse is that of providing early identification and support in which it “requires careful attention to children’s individual needs and high quality educational approached tailor to meet these needs.” (Darragh, 2010, p.443) in which children who are ESL (English as a Second Language) are able to learn through RTI (Response to Intervention) and get the support necessary to support their success.

    Read More

  • Importance Of Response To Intervention

    320 Words  | 1 Pages

    As a person going in to teaching special education students I will be the teacher receiving students from the result of RTI. Response to Intervention will be the first step to many of my students walking into my classroom. The module states that out of a classroom of 22 first-grade students, approximately five will struggle with reading. Of those five, four will need either additional or more intensive instruction to re mediate their skills. One of those four students will require even more intensive, individualized reading instruction. These struggling readers are the ones who would be a concern to teachers and administrators. These numbers of course change depending on several different factors and not every class will have a student that

    Read More

  • Summary: Lexile-Linked Assessment

    1293 Words  | 3 Pages

    Forty-four million adults in the United States are unable to read a simple story to their children, and 50 percent of adults have literacy skills below an eighth grade level (Literacy Project Foundation, 2015). A contributing factor to this situation is that many secondary students are graduating high school with the inability to read at a college and career reading level. Studies have found that only 36 percent of high school seniors performed at or above the proficient reading level, while 27 percent performed below the basic level (U.S. Department of Education, 2013), and only 44 percent of high school students in the United States met the reading-readiness benchmark on the 2013 ACT college entrance exam (Alliance for Excellent Education,

    Read More

  • Organizational Analysis

    3400 Words  | 7 Pages

    Pichert, J. W., Moore, I. N., Catron, T. F., Ross, J. C., Westlake, M. W., Karrass, J.,

    Read More

  • Response To Intervention

    1714 Words  | 4 Pages

    “DBI [is] an evidence based, validated process that holds promise for redefining special education” (Lemons, Kearns, & Davidson, 2014, p. 20). DBI can be used to determine the area of instruction that is to be focused on to assist the student with improving their reading skills. Prior to implementing DBI there are several steps that you should consider such as “selecting and instructional platform, determining how to intensify the platform, making a progress monitoring plan, setting instructional goals, and making final preparations” (Lemons et.al., 2014, p. 22). Review of student scores will help to determine which instructional platform to use and through the process of monitoring students’ progress we will be able to make qualitative and quantitative adaptations to a student’s educational plan, “although there are relatively few progress monitoring options, Curriculum Based Measurement of oral reading (CBM-R) is one of the most well established” (Christ, Zopluoglu, Long, & Monaghen, 2012, p. 357). CBM-R is only one progress monitoring tool; there are others such as Formative Assessment Instrumentation and Procedures for Reading (FAIP- R), AIMSweb, and Dynamic Indicators of Basic Early Learning skills (DIBELS). “Progress monitoring can be conceptualized as either interim benchmark/screening assessments when data are collected three to

    Read More

  • Psychological Interventions

    1415 Words  | 3 Pages

    When dealing with a disaster, people tend to get symptoms, whether they are psychological or physiological. As we all know individuals or shall I say survivors of a horrific disaster are more open to receiving help during a crisis. When a person has experienced an event that fabricates emotional, mental, physical, and behavioral distress or problems, crisis intervention is used to offer immediate, short-term help in order to help people along the way. For example, if a victim of a disaster is experiencing symptoms of any kind, such as; withdrawal, isolation, anger/irritability, fear of recurrence, etc. crisis intervention can be of assistance as it offers several principles. Some of the principles of crisis intervention intend to reduce the intensity of an individuals or survivors emotional, mental, and physical behavioral reactions to a crisis. This intervention also helps survivors/victims to return to their level of functioning before the disaster occurred. In order for this intervention program to work, the survivors must refurbish new coping skills and eliminate the ineffective coping skills that the victims have previously used such as withdrawal, isolation, and possible substance abuse. This intervention supports the individual in recovering from the crisis through talking about what happened, and also the feelings about what happened while developing more efficient coping skills and also better ways in which to solve problems the survivors may be experiencing. This intervention program also tries to prevent serious long term problems from developing as well.

    Read More

  • At Risk Students and Reading Proficiency

    683 Words  | 2 Pages

    It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...

    Read More

  • What Is Intervention? What Is Intervention? How Do They Work Together?

    1011 Words  | 3 Pages

    Applied social psychologists carry a unique responsibility in that their vision of the world’s problems must be viewed through a lens of change. When an applied social psychologist sees a problem the question that arises is this a human behavior problem. Once that is determined they look to “how people think about, feel about, relate to, and influence one another” (Schneider, Gruman, & Coutts, 2012). Applied social psychology is science based so that in order to address the problem the approach must be methodical and be able to proving causality. To initiate the sequence there must “observation, theory development, deduction (hypothesis development), and hypothesis testing”

    Read More

More about Response to Intervention: Service Delivery Options

Open Document