The Utilization of Response to Intervention (RTI) Models in Schools

In writing this paper the author will provide her research information about on three terms UDL RTI, and what is MTSS? And expand on answering these seven questions: What role do you think the special education teacher plays in these models? What role do you think the general education teacher plays in these models? What are some of the different ways a school can structure all three of these models? What are some of the best practices or methodologies that should be applied to an RTI model? What are some of the difficulties that schools might encounter when they begin an RTI model? ‘What is your vision for the future of UDL MTSS and RTI? Lastly, how is a referral for special education different for a student who was involved in the RTI model, versus a school without this model?

Having school leaders that value the importance of RtI, and understand it’s success, is crucial to maintaining RtI’s use within schools. If a RtI supportive school leader leaves a school, and is replaced with a leader that is uniformed, or against, using RtI, then maintaining the use of RtI within the school would most likely diminish. Again, this is where educating others comes into play. If the situation described above is happening, then one would hope that the educators of the school were already taught, and excited, about using RtI. If not, the school psychologist must come in, again, and educate everyone within the school. On the other hand, if the school is lacking support staff and/or teachers, then keeping RtI going within the school might seem to be nearly impossible. This could stem from classrooms being overcrowded due to teacher budget cuts, or even overcrowding in general. Ensuring that there is an adequate student-teacher ratio, or classroom management if a proper student-teacher ratio is not feasible, will help to keep RtI going within a school. RtI truly needs the entire school community to be successful and continue

The time spent in the response to intervention classroom for observation has really been an eye opener. Response to intervention is a program to help student ‘s catch up on his or her reading and math skills outside of a regular classroom. RTI classes go from kindergarten through twelfth grade.

Response to Intervention and the Changing Roles of Schoolwide Personnel by Rita Bean and Jennifer Lilenstein is an article that describes ideas for how teachers, principals, and specialized personnel can address the challenges of Response to intervention initiatives in schools. Rtinet org describe Response to Intervention (RTI) as a multi-tier approach to the early identification and support of students with learning and behavior needs. Knowing this definition, we as a teacher can tell that this is a very important topic regarding early education. The article bases their statement on a research executed in schools and professionals that have year of experience using this practice.

Finally, when a child demonstrates a limitation, the teacher can immediately implement RTI in the classroom environment. Student progress is monitored and adjusted to meet the specific need of the child. This allows for early identification and intervention of those students that could possibly fail otherwise. The special education referral process will occur only if the child is unresponsive to the intensive instruction provided through RTI.

It is called the RTI system in this system the student can go through three tiers that can sustain them out. In these different levels, the student can receive various types of help to support them. To ensure that this system is efficient we studied up on it; It stated “ RTI is a tiered model approach for helping struggling students and identifying possible learning and behavior needs. Here are the three tiers: All students receive high-quality, instruction. This instruction is research-based and includes differentiation (level one).Then, students who are not progressing adequately in the regular, high-quality classroom are provided with some intervention -- an additional, smaller math or reading class, for example (tier two).If a student is still struggling, then he receives one-on-one targeted intervention that speaks to his specific skill deficits (level three).If desired results do not occur, a formal evaluation and data from level one, two, and three are used to determine any eligibility for special education services.” In other words, this method offered to struggle students can establish a one to one teaching environment or smaller classroom environment or a targeted skill deficits elaboration of the student. Which can pinpoint to the teacher which aspect is the student, not understanding so that he or she can notify the teacher on which area the students are not

In writing this paper the author will provide her research information about on three terms UDL RTI, and what is MTSS? And expand on answering these seven questions: What role do you think the special education teacher plays in these models? What role do you think the general education teacher plays in these models? What are some of the different ways a school can structure all three of these models? What are some of the best practices or methodologies that should be applied to an RTI model? What are some of the difficulties that schools might encounter when they begin an RTI model? ‘What is your vision for the future of UDL MTSS and RTI? Lastly, how is a referral for special education different for a student who was involved in the RTI model, versus a school without this model?

Colarusso et al., 2013 describes certain activities that the classroom teachers should do to implement intervention at all levels. General classroom teachers should provide each student high quality instruction in Tier one intervention. They should use the curriculum standards to plan and carry out lessons. Activities should include the students and promote learning. Teachers should keep data and analyze it regularly to identify struggle if and when it occurs to decide if Tier two is needed (Colarusso et al., 2013) Colarusso et al., 2013 described the teachers role in Tier two intervention as very important in order for the intervention to be successful. Intervention protocol must be followed and progress monitoring maintained to show progress

In order to properly use the RTI framework it goes hand in hand with the EBP. Without an accurate EBP for students the RTI would be useless. A key component of the RTI framework is the use of evidence-based teaching practices. (Swanson et al., 2012) RTI is well researched and has been tested it gives support to special education teachers so they have a framework to work in. This will be a benefit to students who need an organized structured intervention. It seems from studying these articles that this is a road map for the educators.

The feedback given for system structures was more negative than positive. A barrier that was brought up throughout the study included the difficulty in finding time to provide interventions when working with a secondary school’s schedule. This also focused on the large amount of time that was being taken away from other content areas when the student was needed to be elsewhere for scheduled interventions. The directors also felt that the teachers did not have enough time to participate in RTI procedures like data collection, planning, or collaborative meetings (Sansosti, Goss, Noltemeyer, 2011). Another topic that was brought up was the confusion between state and federal polices when dealing with a secondary school. Directors felt there was a lack of leadership at the state department of education especially when it came to RTI (Sansosti, Goss, Noltemeyer, 2011). For roles and attitudes, the majority said that there was the need for collaboration throughout the RTI process. Directors looked at the RTI process as a long-term commitment and thought that general education teachers and special education teachers needed to be working together (Sansosti, Goss, Noltemeyer, 2011). The participants also stated that the principles needed to be more supportive of the RTI process which could then be modeled that for the general education teachers. When looking at evidence based practices the directors felt it was crucial in order for the RTI process to succeed. The directors felt that there was a lack of assessments being used on the students as well as universal screening. Both are needed especially when it comes to looking for effective interventions for each specific student. And finally, the participants thought that more training opportunities were needed to increase the knowledge of RTI to the school

The special education teacher must use strategies, methods, curriculum and interventions to increase students learning. Some RTI models have as many as five tiers while others have only three tiers. RTI can be considered a general education responsibility, but recent studies show that special education teachers are a key factor in the success and implementation of the RTI model. Special education teachers provide interventions and support the general education teachers.

The RTI models share the same objectives in math. For example, Tier 1 instruction, with an emphasis on primary prevention, requires teachers to provide evidence-based instruction to all students. Tier 2 focuses on supplemental instruction that provides differentiated instruction to meet the learning needs of students. Tier 3 emphasizes individualized intensive instruction. The ultimate goal of the RTI model is to reduce the number of students in successive tiers and the number of students receiving intensive instruction. The groundwork for the success of this model is the effectiveness of the instruction provided in Tier

In RTI, assessment is made to determine the results of data-based instruction for the student and communicated to parents before the referral is made for formal special education assessment.

The PPT team determines what tier the student should be categorized in by using observational notes and academic data. Tier 1 is standards aligned instructions for all students and is the benchmark. Tier 2 is supplemental interventions for students at some risk and is strategic. Tier 3 is supplemental interventions for students at high risk and is intensive. The PPT performs according to the tier the child falls into. The RTI plays a

It follows that the school psychologist plays an imperative role in both general and special education. The school psychologist has a variety of responsibilities within general education. Mrs. Duffy revealed that students who appear to be struggling in the general education classroom will be looked in to and observed further (N. Duffy, personal communication, September 13, 2017). Another way in which a school psychologist is involved in general education is through the students who only spend part-time in the special education classroom. These students spend most of their day in a general education population, and only attend the special education classroom for a portion of the day. The amount of time spent in either classroom is determined by the IEP team. School psychologists collaborate closely with the general education teachers of the part time students.