Special educational resources are stretched to the limit today, as more and more youngsters are being identified with a special need or learning disability. Many of these children may be experiencing learning difficulties in one or more areas, but do not necessarily possess a biological learning disability beyond the teaching capabilities of the regular classroom instructor. RTI attempts to intervene on behalf of these students before their needs become too severe.
Components of the RTI Model
- School-wide screening – A model of screening that is easily implemented by teachers in the regular classroom will give useful information in determining whether or not a student may need further intervention in the RTI model. Screening will be performed at least three times per year, and sometimes monthly for every student. These results are generally compared to those of a representative peer group sampling or to preset criterion levels in various skill areas.
- Progress Monitoring/Tier Services – There are three, research-based tiers of instruction in the RTI model. When a child is identified during screening as having achievement below the expected level, she will enter a tiered grouping and receive intervention instruction in the hope that she will catch up with her classmates. Students receiving intervention will be monitored on a regular basis to determine their progress. Teachers, peers, and trained aides can perform the intervention.
- Fidelity of Intervention – To lend credibility or fidelity to the RTI program, an observer/principal will periodically visit the classroom and record findings with a checklist. This evaluation is designed to ensure that the curriculum as it’s laid out in the RTI protocol is being followed.
Three-Tiered Intervention Model
- Tier 1 refers to regular classroom instruction with screening procedures to identify students who are not performing typically.
- Tier 2 will consist of children with learning difficulties who were identified by screening. They are placed into smaller groups for intensive intervention. Frequent progress monitoring will be performed. The usual duration for secondary tier instruction is 9-12 weeks with three or four short sessions per week.
- Tier 3 is the level for students who are not responding to Tier 2 instruction. Frequency and length of intervention is increased and the size of the group is inversely decreased. In some cases, the instruction is on an individual basis and is performed by a qualified special education teacher.
The Subtle Difference Between Tier 3 and Special Education
Intervention for tier 3 will sometimes be performed by a special education teacher and in a one-to-one scenario. So, how does tertiary RTI intervention differ from special education? Although special needs instruction tends to be a highly individualized, it is not always reliant on scripts or protocol as RTI intervention is, but instead on exploration of methods that will work for that child. In addition, special education does not fall under the category of prevention.
Implementation of RTI in a School Setting
In an RTI school, emphasis is placed on effective teaching of all students, not just those who are considered typical. With the exception of a small number of severely disabled students, teachers and trained personnel must give all others with learning difficulties a unique pathway to success and judge their progress against classroom standards. Additionally, special education teachers need to ensure that students at the third tier meet these classroom requirements too.
A school that implements a successful Response to Intervention program will be able to identify children with learning difficulties and in the majority of cases, intervene before they are considered learning disabled. Special education resources will not be stretched as thin, and every student will be given the chance to perform at an optimal academic level.
Resources:
The National Center on Response to Intervention
The National Center on Student Progress Monitoring
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