Response To Intervention

Response to Intervention (RTI) is an approach used to identify students’ current academic performance level in comparison to where they should be performing. “The promise of RTI is the provision of services that improve outcomes and maximize the achievement of all students” (Johnsen). This approach allows for teachers to identify students who are performing at average, above, or below the expected performance level. Once each child’s level is identified the teacher is aware of what curriculum adjustments may be needed, some children may require additional support, and others may need more challenging work, while most will follow the core curriculum. “Most RTI models occur within a multilevel system of continuous supports that become more intensive

If growth is not occurring at one level, the child will move to the next level of the tiers to provide interventions to either support or challenge the child. “The broader conceptualization of RTI as an instructional delivery model can allow for a more systematic delivery of services for students across the spectrum of need, including students with gifts and talents who may also have a disability” (Johnsen). The hope through using the RTI model is that all student will continue to progress throughout the school year. For children who are gifted or talented they can plateau, so no progress is being made, so the RTI approach can help children with gifts or disabilities to reach an academic success each school

One of the most important skills for young children to develop are literacy skills, every class a child will take in their future will require literacy skills for understanding content, completing assignments, and comprehending vocabulary (Kaiser). “Learning to read is one of the most challenging skills for young children who are beginning their school careers” (Kaiser). Identifying children who may be struggling with pre-literacy skills will benefit from early detection because the sooner the support is provided the higher chance of the proper development occurring. “The emergence of reading and related language skills as the cornerstone of preschool curricula is not surprising given the strong emphasis on reading in early elementary school” (Kaiser). Literacy is more than just reading, it is comprehension, retelling, retaining, and applying the information. Preschool children can practice retelling stories, identifying first, next, and finally, and expanding their vocabulary through literacy in the classroom. “When children have difficulty with any of the vocabulary, comprehension, or phonological skills that lead to fluent early reading, they are likely to have continued difficulty with learning that requires reading for academic content” (Kaiser). Obtaining some pre-literacy skills in preschool can provide children with the foundations to build upon when they enter into higher grade levels. In