Response To Interventions Reflection Amy Reep RE 5210-375 Fall 2010 Response to Intervention is a multi-tiered system that involves measuring a student’s success, or lack of, to specific interventions through different levels of intervention. RTI got its roots in research by Stan Deno through the University of Minnesota. While working with special education teachers, they discovered that children could benefit from intense interventions before they fail. He suggests that you can give a screening assessment in order to determine who may struggle, then provide those students with remedial instruction and measure success through Curriculum Based Measures over a period of time. Then the teacher can design lessons based on needs that have been determined or focus on strategies that have been successful. RTI was developed in to overcome difficulties with the inadequacies using the discrepancy formula when determining eligibility for placement in the exceptional children program. When Deno first developed his RTI, his goal was not for the program to be used for determining eligibility, but to offer varying levels of intervention to students who are not responding to effective classroom instruction otherwise. Unlike the older discrepancy model that was used in the past, the RTI model begins in Kindergarten and works with children throughout their schooling, should the need arise. Currently there are two divisions of Response to Intervention that are currently being used throughout many states. Standard Protocol focuses on three different levels of intervention. Everyone in the classroom receives tier one in standard protocol. It involves students receiving effective core reading classroom instruction. Everyone is given a screening assessment at specific points in time, usually 2-3 times per year depending on grade level, and then anyone who is caught performing below on the “par” assessment is then progress monitored through a standardized assessment. Then the teacher is able to determine who is making progress through the progress monitored collection data, and those students who are continuing to struggle. Those students that are not making progress after effective teaching and poor
Response To Interventions Reflection Amy Reep RE 5210-375 Fall 2010 Response to Intervention is a multi-tiered system that involves measuring a student’s success, or lack of, to specific interventions through different levels of intervention. RTI got its roots in research by Stan Deno through the University of Minnesota. While working with special education teachers, they discovered that children could benefit from intense interventions before they fail. He suggests that you can give a screening assessment in order to determine who may struggle, then provide those students with remedial instruction and measure success through Curriculum Based Measures over a period of time. Then the teacher can design lessons based on needs that have been determined or focus on strategies that have been successful. RTI was developed in to overcome difficulties with the inadequacies using the discrepancy formula when determining eligibility for placement in the exceptional children program. When Deno first developed his RTI, his goal was not for the program to be used for determining eligibility, but to offer varying levels of intervention to students who are not responding to effective classroom instruction otherwise. Unlike the older discrepancy model that was used in the past, the RTI model begins in Kindergarten and works with children throughout their schooling, should the need arise. Currently there are two divisions of Response to Intervention that are currently being used throughout many states. Standard Protocol focuses on three different levels of intervention. Everyone in the classroom receives tier one in standard protocol. It involves students receiving effective core reading classroom instruction. Everyone is given a screening assessment at specific points in time, usually 2-3 times per year depending on grade level, and then anyone who is caught performing below “par” on the assessment is then progress monitored through a standardized assessment. Then the teacher is able to determine who is making progress through the progress monitored collection data, and those students who are continuing to struggle. Those students that are not making progress after effective teaching and poor
RE5210_RTI_Reflection_paper.docx