Response to Intervention
Description of the Concept:
Response to intervention is "a process of helping students become successful" (Quinn, 2009, p. 10). This focuses on how specific students react to intervention. It is essentially a plan that is used to intervene with struggling students and to reach them with different approaches to instruction that will help them individually. Quinn provides basic steps for early implementation of response to intervention. These steps include identify the students who are struggling, implement a scientifically-validated research intervention, and then check for student progress (Quinn, 2009).
Response to intervention is "a process of helping students become successful" (Quinn, 2009, p. 10). This focuses on how specific students react to intervention. It is essentially a plan that is used to intervene with struggling students and to reach them with different approaches to instruction that will help them individually. Quinn provides basic steps for early implementation of response to intervention. These steps include identify the students who are struggling, implement a scientifically-validated research intervention, and then check for student progress (Quinn, 2009).
Significance of the Concept:
This concept is significant because it helps struggling students with an intervention plan. Without response to intervention, those students who are having difficulties will not be helped and they will continue to struggle. By identifying those students who are struggling and intervening with methods that are proven to work, all students will be provided with the opportunity of success.
This concept is significant because it helps struggling students with an intervention plan. Without response to intervention, those students who are having difficulties will not be helped and they will continue to struggle. By identifying those students who are struggling and intervening with methods that are proven to work, all students will be provided with the opportunity of success.
Integral Components:
Every implementation of RTI includes basic steps (Quinn, 2009, p. 11):
Universal Screening
Measure all students to identify who are behind.
Tier One: Full Class Intervention
Use a scientifically validated method to teach your full class.
Fidelity Check of Full Class Intervention
Have another person observe the teaching to make sure it is being done correctly.
Progress Monitoring during Full Class Intervention
Measure the progress of the students identified as behind in the Universal Screening.
Tier Two: Small Group Intervention
Implement a different intervention for the small group of the students who are not making progress with the full class intervention.
Fidelity Check of Small Group Intervention
Have another person observe the small group intervention to make sure it is being taught correctly.
Progress Monitoring during Small Group Intervention
Measure the progress of students who are receiving the small group intervention.
Tier Three: Special Services
At this point, schools take different approaches. Many schools will now move to providing specialized services from special education staff to those students who are not responding.
Practical Example:
Some teachers may find themselves thinking that some students have a learning disability because they are not learning specific content or seem incapable of doing specific tasks; however, if a response to intervention plan is implemented, a specific method may by used and it may actually help the student to learn.
Individualization:
I will use response to intervention in my classroom to point out who the struggling students are and to help them through a plan that is scientifically validated. I want to do the best and most that I can to help every individual student succeed in the classroom to the best of their abilities.
Relevant Scripture:
Deuteronomy 32:2 Let my teaching fall like rain and my words descend like dew, like showers on new grass, like abundant rain on tender plants.
I believe that my role as a teacher is to teach my students with knowledge and wisdom. As this lead from Moses, I hope to teach my students and let those teachings "fall like rain" on my students and that they may understand them and learn from them.
Every implementation of RTI includes basic steps (Quinn, 2009, p. 11):
Universal Screening
Measure all students to identify who are behind.
Tier One: Full Class Intervention
Use a scientifically validated method to teach your full class.
Fidelity Check of Full Class Intervention
Have another person observe the teaching to make sure it is being done correctly.
Progress Monitoring during Full Class Intervention
Measure the progress of the students identified as behind in the Universal Screening.
Tier Two: Small Group Intervention
Implement a different intervention for the small group of the students who are not making progress with the full class intervention.
Fidelity Check of Small Group Intervention
Have another person observe the small group intervention to make sure it is being taught correctly.
Progress Monitoring during Small Group Intervention
Measure the progress of students who are receiving the small group intervention.
Tier Three: Special Services
At this point, schools take different approaches. Many schools will now move to providing specialized services from special education staff to those students who are not responding.
Practical Example:
Some teachers may find themselves thinking that some students have a learning disability because they are not learning specific content or seem incapable of doing specific tasks; however, if a response to intervention plan is implemented, a specific method may by used and it may actually help the student to learn.
Individualization:
I will use response to intervention in my classroom to point out who the struggling students are and to help them through a plan that is scientifically validated. I want to do the best and most that I can to help every individual student succeed in the classroom to the best of their abilities.
Relevant Scripture:
Deuteronomy 32:2 Let my teaching fall like rain and my words descend like dew, like showers on new grass, like abundant rain on tender plants.
I believe that my role as a teacher is to teach my students with knowledge and wisdom. As this lead from Moses, I hope to teach my students and let those teachings "fall like rain" on my students and that they may understand them and learn from them.