Rti Intervention Pros And Cons

The passage of Every Student Succeeds Act of 2015 (ESSA), like its predecessor The No Child Left Behind Act of 2001 (NCLB), requires all public schools to put into effect scientifically based research programs to support students not making progress. In the years after NCLB the United States Government passed the Individuals with Disabilities Act (IDEA) 2004, which outlines Response to Intervention (RTI). Gresham, G., and Little, M (2012) explains RTI as a process for continuously improving achievement for students struggling to learn and to reduce the number of students who are being referred for special education services. The RTI process relies on proactive, instructional problem solving among educators.

According to Donovan and Shepard

300.307). While not mandated by federal law, it does recommend a series of screening, intervention and monitoring to ascertain a child’s response to scientific, research-based intervention. Teachers initial had “optimistic but mixed” feelings about implementing an RTI model (Stuart, Rinaldi, & Higgins-Averill, 2011, p. 63). While teachers acknowledged that the most acknowledged benefit of RTI was the ability to identify students’ academic needs early, that lead to targeted intervention services being provided, the concern also of students who were already behind their classmates would miss more time from classroom instruction. (Swanson, Solis, Ciullo, & McKenna, 2012, p.

Although schools are not all using the same screener, they typically screen students at the beginning, middle, and end of the year in order to identify struggling students and track whether all students are getting the academic support they need.

Monitoring the progress of students receiving Tier II or III interventions at least every two weeks. Progress monitoring occurs weekly for students receiving Tier III interventions and bi-weekly for students receiving Tier II interventions. Schools also reported using different types of progress monitoring tools (e.g., AIMSWeb, EasyCBM) to track student learning.

Meeting regularly to review data and engage in data-based decision making. Schools are convening RTI² data teams that are typically comprised of administrators, RTI² interventionists, psychologists, and teachers from each grade level. These teams meet, on average, every four to five weeks.

Receiving training related to the implementation of the RTI² framework. Educators involved in RTI² implementation receive at least some training related to RTI², although the time of year, frequency, intensity, and source varies by school. (p.