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Response to Intervention
Transcript of Response to Intervention
Beginning development was in the late 1970s by many researchers seeking a method of identifying learning disabilities.
Many educators were concerned too many students were identified to have learning disorders for the wrong reasons and the students with true LD were not receiving the help they needed quickly enough
Analyst, C, Judith Loman (2007, January 17). Response To Intervention Plans, OLR Research Report. Retrieved December 2, 2013. http://www.cga.ct.gov/2007/rpt/2007-R-0067.htm
IRISCenter. (2007). Topic: What is the IQ-Achievement Discrepancy Model. Retrieved December 2, 2013, from The IRIS Center: Dialogue Guides: http://iris.peabody.vanderbilt.edu
Murawski, W, Claire , Hughes. Response To Intervention, Collaboration, and Co-Teaching: A logical Combination for Successful Systemic Change. Retrieved December 2 2013 http://www.2teachllc.com/RTI%20and%20coteaching_part1_psf.pdf.
PBIS.Org. (2013). Response to Intervention (RTI) & PBIS. Retrieved December 3, 2013, from Positive Behavioral Interventions & Support: http://www.pbis.org/school/rti.aspx
Unknown. (2010, March 27) RTI: Response to Intervention. Posted to http://rtieducation.blogspot.com/2010/03/pros-and-cons-of-response-to.html
Wikipedia the Free Encyclopedia. (2013, November 22) Intervention. Retrieved December 2, 2013, http://en.wikipedia.org/wiki/Intervention_%28counseling%29
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Response to Intervention
An intervention is an orchestrated attempt by one or many people – usually family and friends – to get someone to seek professional help with an addiction or some kind of traumatic event or crisis, or other serious problem.
How does it work?
Frequent Progress measurement
Is a method of academic intervention used in the United States to provide early, systematic assistance to children who are having difficulties learning.
Is a method developed to help children with an ability-achievement discrepancy
Requires children to exhibit a discrepancy between their ability (IQ) and academic achievement (grades/standardized testing)
Pros vs Cons
Process brings clarity to SLD
Individualized progress plans are made that cater to a child's particular needs
Struggling students are given the attention they need no matter what grade level they are in
Can boost a child's confidence and motivation in their school work
Can be used in multiple academic subjects
Many adults are involved and invested in the child's progress
All students will be provided with a scientifically based programs in the general education classroom .
Students should be assessed at least 3 times a year on an established benchmark.
Claim that RTI simply identifies low achieving students rather than students with learning disabilities
Children are still classified
Students may miss out on things in the normal classroom as they are pulled out for specialized instruction
Could cause children to feel inadequate if they are not performing the same tasks as their classmate
Expensive to hire specialists and train individuals in the program
All students will receive Tier 1 support.
Classroom teachers will provide Tier 1 intervention and support.
Approximately 80 to 85% of the students in class will fall under Tier 1.
What is RTI?
Prevents students from being labeled as disabled
Response to Intervention
Once a student falls behind the predetermined benchmark they are referred to Tier II
Tier II provides a more concentrated effort of instruction then the general curriculum
Tier 2 student will receive instruction from general education teacher and also a specialist.
Tier 2 student will range to 25% to 7% of the students in the school.
Wrong kind of Intervention
It is estimated that 5% of the students will fall under Tier 3 category
Some cases Tier 3 is Special Education
Difference in Tier 3 and Special Education is that Tier 3 student can be able to float from one tier to the other and there still consider part of general classroom
Special Education is a long term support care .
General education framework that involves...
how is it used
Teachers will classify their students in 3 different Tiers.
The IQ-achievement discrepancy model assesses whether there is a significant difference between a student's scores on a test of general intelligence.
Traditionally used to identify children with learning disabilities.
Throughout the years
Special education laws started in the mid 1970s with the Education of all Handicapped Children Act. This led to methods such as the Aptitude-treatment Iteration model model. In the 1980's schools acquired more academic monitoring and track the students over long periods of time.
By 1986 it was stated that over time there was an emerging understanding that students with learning problems do not
exist in isolation