Multi-Tiered Intervention Paper

Readings is the most fundamental skills taught in schools today. According to Weber (2012), reading unlocks information, provides the tools to problem solve, builds vocabulary and refunds comprehension skills. Subsequently, high expectations are translated into literary standards that have been developed to promote proficiency for early learning. Key components of successful reading instruction, as suggested by Weber (2012) including, explicit instruction, guided practice, on going assessment and diagnosing reading difficulties early. A response to intervention (RTI) or multi-tiered intervention program can address each of these elements systematically in order to ensure student success in literacy. In urban school districts, an achievement gap exists between low income and minority students and their middle to upper class caucasian counterparts (Keane, 2010). Additionally, urban districts service

(2010) investigated teachers’ perceptions of a successful RTI model in one urban elementary school. Participating teachers were asked questions related to: the goals of implementing RTI; how RTI has changed their school; their beliefs about a tiered systems; the effects of data collection on their teaching practices and how RTI effects the special education referral process. Four themes arose from teacher interviews (Greenfield et al. 2010). First, assessment and progress monitoring help make progress visible and help target instruction. Second, the effects of intervention was documented and data help determine when a change intervention was needed. Third, RTI affected their teaching practices by changing the way students are referred to special education. Finally, a cultural reform was noted as teachers were seek as key stakeholders in student progress. Implications made from the results of this study highlight that teachers’ perceptions are vital in understanding, planning and implementing school-wide instructional reform (Greenfield et al.,