Response to Intervention (RTI)
Response to intervention is a "means to determine whether any student, regardless of type of disability, needs more intensive instruction" Turnbull, Turnbull, Wehmeyer, and Shogren 48). RTI is an approach with three tiers of intervention:
Tier one: a universally designed general education curriculum is implemented for all students with necessary supplementary aids and supports and services
Tier two: supplemental instruction implemented addressing specific student needs that may show during tier one instruction
Tier three: highly-specialized instruction to meet intensive needs of an individual student or small group of students is implemented
These three tiers are implemented starting with tier one, the student does not move on to the next tier if the previous teir is providing the right amount of support for their needs. If a student progresses through a tier and does not need as intensive support the student can move down from the higher tier to less supports, students can move both ways from tier to tier.
RTI focuses on students as a whole instead of singleing out one student, RTI works to help all students with whatever level of interventions they may need.
Resource for text and picture below:
Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2010). Exceptional lives: Special education in toda'ys schools. (7th ed., p. 256). Upper Saddle River: New Jersey.
Tier one: a universally designed general education curriculum is implemented for all students with necessary supplementary aids and supports and services
Tier two: supplemental instruction implemented addressing specific student needs that may show during tier one instruction
Tier three: highly-specialized instruction to meet intensive needs of an individual student or small group of students is implemented
These three tiers are implemented starting with tier one, the student does not move on to the next tier if the previous teir is providing the right amount of support for their needs. If a student progresses through a tier and does not need as intensive support the student can move down from the higher tier to less supports, students can move both ways from tier to tier.
RTI focuses on students as a whole instead of singleing out one student, RTI works to help all students with whatever level of interventions they may need.
Resource for text and picture below:
Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2010). Exceptional lives: Special education in toda'ys schools. (7th ed., p. 256). Upper Saddle River: New Jersey.
Research
According to Wedl, a study in Iowa in 2003 showed that, "the frequency of students identified for special education was reduced by 39% in kindergarten, 32% in the first grade, 21% in the second grade, and 19% in the third grade" (Wedl 2005).
Wedl also states that students needing intervention were provided assistance earlier through an RTI system than those under a traditional intervention system.
Coleman, Buysse, and Neitzel state that, RTI is a promising approach, particularly because of its focus
on sound instructional principles such as effectively teaching all children, intervening early,
using research-based interventions, monitoring student progress, and using assessments to
inform instructional decision-making.
Resources:
Coleman, P. D., Buysse, P. D., & Neitzel, P. D. (2011).Council for exceptional children. Retrieved from http://www.recognitionandresponse.org/images/downloads/2006fpgsynthesis_recognitionandresponse.pdf
Wedl, R. (2005). Response to intervention: An alternative to traditional eligibility criteria for students with disabilities. Retrieved from http://www.educationevolving.org/pdf/Response_to_Intervention.pdf
Wedl also states that students needing intervention were provided assistance earlier through an RTI system than those under a traditional intervention system.
Coleman, Buysse, and Neitzel state that, RTI is a promising approach, particularly because of its focus
on sound instructional principles such as effectively teaching all children, intervening early,
using research-based interventions, monitoring student progress, and using assessments to
inform instructional decision-making.
Resources:
Coleman, P. D., Buysse, P. D., & Neitzel, P. D. (2011).Council for exceptional children. Retrieved from http://www.recognitionandresponse.org/images/downloads/2006fpgsynthesis_recognitionandresponse.pdf
Wedl, R. (2005). Response to intervention: An alternative to traditional eligibility criteria for students with disabilities. Retrieved from http://www.educationevolving.org/pdf/Response_to_Intervention.pdf
Below are two videos that explain RTI and the proven benefits of the approach.