Response To Intervention

RtI or Response to Intervention is using quality instruction and intervention to prevent students from receiving services they do not need or services they do. The basis for this essay is to discuss the basics of RtI and the many facets that are involved, although not all inclusive it will give the reader a good overview and information to promote more research and understanding. RtI is a format for schools to use drawing on data and meta-analysis to help teachers recognize students who are at risk (primarily in reading and math) and to eliminate the over recommendation of students to testing when it is not needed. RtI uses a three tiered system that helps to move a student to where they need to be without disrupting the class on a whole

It can take up to five years of careful, intensive planning to put RtI in place. Planning does not end either, as it must be an ongoing process from training of staff to assessing student progress and putting the needed interventions together. This planning must include the school librarian, as they need have the materials available for the teachers and students along with the community at large. “The commitment of time and resources for RtI is likely to continue because recent research shows that it raises student achievement.” (Robins,

This information gives the teachers, teams an understanding of the students needs. While there are different screening methods (DRA, Lexile etc.) they all tell the teachers what and how much intervention required. These screening/assessment methods are direct—results of a one-time universal screening, and placing a child into interventions without any other screening prior to placement. Progress Monitoring—is monitoring the students in question and seeing if they improve over time without any intervention. (Hughes, 2015) Tier two interventions can include small group work twenty to thirty minutes per day or at least three times per week. This will allow the teacher to help the student and see where additional supports are needed. Matthew Burns states in the article “Simply allowing a struggling reader more time to read, even if the text is carefully selected to provide and appropriate level of challenge, will likely not remediate the deficit in the long run.” (Burns, 2015) Along with the time that needs to be spent with a tier two child, the intervention needs to be target specific and to build skills gradually with reoccurring opportunities to practice those