Early Intervention and RTI Essay

This paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

Over the last decade, school administrators began implementing the RTI program at a rapid pace. This implementation was inspired by President Bush’s reauthorization of IDEA, which identified RTI as a viable way to qualify students for special education (Fuchs & Fuchs, 2007, p. 14). Fuchs and Fuchs (2007) defined RTI as a three tiered system of education. There has been research completed to show RTI was a reliable systems, but it is an open ended systems. The designers of the RTI program have left several of the specifics for individual administers to determine for their districts. While the open framework granted administrators leeway to alter the program, this also leads to questions about

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

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?

Many children have physical, or pathological disabilities which cause them to have a below average performance in a usual classroom environment. The government of the United States of America, having recognized this, issued the Education of All Handicapped Children Act in 1975 in order to assist children afflicted with these disabilities (Berger, 2014). This lead to the creation of multiple special education programs for these children. Programs, such as LRE and RTI strategies have allowed many children to receive education they otherwise would not be able to receive.

First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning

RtI works at its best when personal from across the school, including administrators, general education teachers, special education teachers, supplemental specialists, music and gym teachers, and counselors all collaborate to support the framework, because each staff member shares equal responsibility for the success and failure of all students (Shapiro 2011). RtI needs the full support of all staff members, because it does not show immediate results and could take between 3-5 years to see its positive impact. RtI gives schools the chance to correct literacy issues, and fix the problem early, before students’ progress forward where they pay for it long into their future.

Diagnostic/Prescriptive/Evaluative (DPE) process is a type of instruction according to Thomas (1996) that helps students with Intellectual Disabilities (ID) accomplish the best chance of success and independence, when accompanied with life goal planning, and goal instructional analysis (GIA), which is a fundamental part of the DPE teaching. The DPE process takes lesson planning, breaks down instruction into manageable segments specialized for the individual student, which provide the necessary educational flexibility to ensure successful outcomes. The first step of this process is to diagnose the student’s skill level along with his/her strengths and weaknesses, and then devise or prescribe a lesson path, where student progress can be

Response to Intervention (RtI) came about initially in answer to the over-identification of struggling students as special education students. It was developed starting in the late 1970s by numerous researchers seeking a method of identifying learning disabilities that avoids the problems of the discrepancy model. Many educators were concerned that too many students were being identified as having a learning disability, not because they actually had one, “but because they had not been successful in a general education program” (Prasse, 2010). Many were also concerned that students with a true learning disability were not receiving the help they needed quickly enough. Before RtI, the accepted

In the journal article written by John E. Desrochers, he discusses the importance of early intervention when dealing with kids that may have a mental health disorder and the key role that the school systems play in the intervention. In order to truly be successful most schools succeed in the intervention by implementing a three-part mental health services; these programs are comprehensive, integrated and authentic. The main goal of comprehensive mental health services is to ensure everyone is on the same page. This means that every member at a school knows what the red flags can be for a child that may have a mental health disorder.

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

Early intervention is acting as soon as possible in a child’s life to tackle problems for children and families before they become more difficult to reverse. It involves identifying children and families which may be at risk of running into difficulties and providing them with timely and effective support. It is about enhancing the capabilities of every parent to provide a supportive and enriching environment for their children to grow up in. in turn, this makes the next generation have the best chance to flourish with the skills to engage in positive parenting themselves. The purpose is to improve the life chances of children and families and to benefit society at large whilst being cost-effective at the same time. Infants and toddlers with

RTI is an intervention system that is planned to increase student’s literacy. RTI is also considered a screener for students with learning difficulties (Wixson, 2012). RTI is considered to be a way to give students services before we label them with a

Even though math disabilities are thought to be able to be detected earlier than reading or writing disabilities (See How Early Can Students Receive EI Services) the findings of this research have found early intervention services for math disabilities generally begin in elementary school through the Response to Intervention program (RTI), specifically tier two instruction when students are in between the general education curriculum and being diagnosed with a math disability.

Education is important to all children, but teaching children with special needs entails the educator to examine and assess the social, behavior, intellectual and academic deficits of the student and devise an instructional plan that will support their excellence in these areas. Teaching in a classroom with children who have disabilities pertains to various teaching methods that insist the teacher individualize lessons to achieve academic excellence in students. We will examine to special education requirements in public, private and charter schools. Many inclusion classrooms have the necessary support which include services and accommodations to establish a learning environment conducive to the students learning abilities. Although the education system has become far more advanced than it was and children with disabilities have more access to supports and services, problems still remain like they still lag behind their non disabled peers in educational achievements, are often held to lower expectations, are less likely to take the full academic curriculum in high school and more likely to drop out (Aron, Loprest p. 97). Early detection can help prevent secondary disabilities and detect early disabilities and allow for the proper intervention strategies to be in place. Early detection can redirect some of the