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Response To Intervention Rti

This document discusses Response to Intervention (RTI), which is a strategy used to determine if a student has a learning disability. RTI has three tiers of instruction, with Tier 1 being primary intervention for all students in the general classroom, Tier 2 providing more targeted small group instruction, and Tier 3 involving individualized intensive interventions. If a student does not demonstrate adequate progress after Tiers 1-3, they may be referred for special education services. The document outlines the components, model, strategies, and references for RTI.

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178 views

Response To Intervention Rti

This document discusses Response to Intervention (RTI), which is a strategy used to determine if a student has a learning disability. RTI has three tiers of instruction, with Tier 1 being primary intervention for all students in the general classroom, Tier 2 providing more targeted small group instruction, and Tier 3 involving individualized intensive interventions. If a student does not demonstrate adequate progress after Tiers 1-3, they may be referred for special education services. The document outlines the components, model, strategies, and references for RTI.

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RESPONSE TO

INTERVENTION (RTI)
MONLEY WU
LAI 574

DEFINITION
A STRATEGY USED FOR DETERMINING WHETHER A PUPIL HAS A
LEARNING DISABILITY (GARGIULO, 2014).
THE FIDELITY OR INTEGRITY OF RTI IS PREDICATED UPON TWO
CRUCIAL ELEMENTS: (1) THE USE OF EVIDENCE-BASED OR
SCIENTIFICALLY VALIDATED INSTRUCTIONAL PRACTICES, AND (2) THE
FREQUENT AND SYSTEMATIC ASSESSMENT OF THE INDIVIDUALS
PERFORMANCE, KNOWN AS PROGRESS MONITORING (GARGIULO,
2014).

COMPONENTS OF RTI

-SCREENING
-DATA-BASED DECISION

-HIGHLY QUALIFIED TEACHERS


-MONITORING

RESPONSE TO INTERVENTION MODEL


THERE ARE THREE TIERS OF
INSTRUCTION/PREVENTION.
TIER 1 PRIMARY INTERVENTION
TIER 2 SECONDARY INTERVENTION
TIER 3 TERTIARY

NOTE: Percentage of students participating at each level is


approximate.

THE STUDENT INITIALLY RECEIVES


RESEARCH-BASED INSTRUCTION IN THE
GENERAL EDUCATION CLASSROOM (TIER1). IF
THE CHILD FAILS TO DEMONSTRATE
RESPONSIVENESS AFTER RECEIVING
INCREASINGLY INDIVIDUALIZED AND
INTENSIVE INSTRUCTION, A LEARNING
DISABILITY IS PRESUMED TO BE PRESENT AND
A REFERRAL FOR SPECIAL EDUCATION
SERVICES IS USUALLY INITIATED. (GARGIULO,

TIER 1 PRIMARY
FOCUS: ALL STUDENTS
RECEIVE HIGH-QUALITY, SCIENTIFICALLY-BASED INSTRUCTION
PROVIDED BY A QUALIFIED PERSONNEL.
STUDENTS IDENTIFIED AS BEING AT RICK THROUGH UNIVERSAL
SCREENINGS AND/OR RESULTS.
STUDENTS ARE CLOSELY MONITORED THROUGH A VALIDATED
SCREENING SYSTEM SUCH AS A CURRICULUM BASED MEASUREMENT.
STUDENTS NOT SHOWING ADEQUATE PROGRESS ARE MOVED TO
TIER 2.

TIER 2 SECONDARY
FOCUS: STUDENTS IDENTIFIED WITH DIFFICULTIES WHO HAVE NOT
RESPONDED TO TIER 1 EFFORTS. STUDENTS WHO ARE NOT MAKING
ADEQUATE PROGRESS.
PROVIDED WITH INCREASINGLY INTENSIVE INSTRUCTION MATCHED TO
THE STUDENTS NEEDS.
SERVICES AND INTERVENTIONS ARE PROVIDED IN SMALL-GROUP
SETTINGS IN ADDITION TO THE INSTRUCTION RECEIVED IN THE
GENERAL EDUCATION CLASSROOM.
SERVICES ARE USUALLY IN THE AREAS OF READING AND MATH IN THE
EARLY GRADES (K-3)
STUDENTS WHO CONTINUE TO SHOW LITTLE/NO PROGRESS ARE
CONSIDERED FOR MORE INTENSIVE INTERVENTIONS.

TIER 3 TERTIARY
FOCUS: STUDENTS IDENTIFIED WITH DIFFICULTIES WHO HAVE
NOT RESPONDED TO TIER 2 EFFORTS.
STUDENTS RECEIVE INDIVIDUALIZED, INTENSIVE
INTERVENTIONS THAT TARGET THE STUDENTS SKILL DEFICITS.
STUDENTS WHO DO NOT ACHIEVE THE DESIRED LEVEL OF
PROGRESS IN RESPONSE TO THESE TARGETED INTERVENTIONS
ARE THEN REFERRED FOR A COMPREHENSIVE EVALUATION AND
CONSIDERED FOR ELIGIBILITY FOR SPECIAL EDUCATION
SERVICES UNDER THE INDIVIDUALS WITH DISABILITIES
EDUCATION IMPROVEMENT ACT OF 2004 (IDEA 2004).
References: http://www.rtinetwork.org/learn/what/whatisrti

EFFECTIVE STRATEGIES
TIER 1
STATING THE OBJECTIVE
GIVE DIRECT INSTRUCTION
USE GROUPING

TIER 2
STRATEGIES ARE MORE SUBJECT SPECIFIC
MOST INCLUDE SOME FORM OF DIRECT INSTRUCTION, WHICH BREAKS
INFORMATION INTO SHORTER STEPS

TIER 3
STRATEGIESTHAT ARE DESIGNED TO AFFECT THE WAY IN WHICH EACH
STUDENT PROCESSES INFORMATION. FOR EXAMPLE, THE TEACHER MAY
MODEL HOW TO THINK THROUGH A PROBLEM AND ASK STUDENTS TO
THINK ALOUD AS THEY WORKTHROUGHTHE PROBLEM AS WELL.

REFERENCES
GARGIULO, R. M. (2014). SPECIAL EDUCATION IN CONTEMPORARY SOCIETY (5TH, KINDLE ED.).
THOUSAND OAKS, CA: SAGE PUBLICATIONS.
RTI ACTION NETWORK. (N.D.). WHAT IS RTI?. RETRIEVED MAY 9, 2016, FROM HTTP://
WWW.RTINETWORK.ORG/LEARN/WHAT/WHATISRTI
SPECIAL EDUCATION GUIDE. (N.D.). EFFECTIVE RTI STRATEGIES FOR TEACHERS. RETRIEVED FROM
HTTP://WWW.SPECIALEDUCATIONGUIDE.COM/PRE-K-12/RESPONSE-TO-INTERVENTION/EFFECTIVE-RT
I-STRATEGIES-FOR-TEACHERS
/
SPECIAL EDUCATION GUIDE. (N.D.). UNDERSTANDING THE COMPONENTS OF RTI. RETRIEVED FROM
HTTP://WWW.SPECIALEDUCATIONGUIDE.COM/PRE-K-12/RESPONSE-TO-INTERVENTION/UNDERSTANDI
NG-THE-COMPONENTS-OF-RTI/

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