Pyramid of Intervention 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

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

When all the tiers of RTI have been utilized, the Students Support Team (SST) decides if the next appropriate step for the student is a referral to special education. Biased on the information gathered during the RTI process, the SST will appraise and see if the student meets the criteria for one of the IDEA categories of disability. The disability or impairment must have an unwanted

Response to Intervention (RTI) is a three-tiered system that provides for increasingly interventions as students move upward through the tiers. The first tier involves all students on a campus. During this tier, all students are provided with effective instruction using research-based teaching and learning strategies. Students are benchmarked at the beginning, middle, and end of each year. About 65%-75% of all students respond to the initial tier of interventions and no further intervention is required. Tier 2 interventions take place in small groups and are in addition to the interventions of Tier 1. The areas of weakness are targeted, and instruction may be provided by the general education teacher or other school personnel. Student progress

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

Intervention Central is a free online resource for teachers and school districts to use for the implementation of intervention in or outside of the classroom while following the Common Core State Standards. Jim Wright, a psychologist and school administrator out of New York, created Intervention Central in hopes that the website would help offer high quality RTI in even the lowest budgeted schools. The website offers a wide variety of tools for teachers to use for academic and behavioral interventions as well as assessments and informative articles. Intervention Central also offers training videos and webinars on many different topics. The site breaks the intervention process activities down by subject and subject areas.

Beakstead, personal communication, October 31, 2013). Alternately, another student’s area of concentration might be based solely on independent living skills at home or with caretakers, and less focused on academic goals. As the goals are implemented by the special education team the student’s achievements can be evaluated daily, weekly, or monthly and in independent and group settings until mastery of the IEP goal is achieved, and where the learning goals of the IEP are age and skill level appropriate and address the future needs of the student. Additionally, these experiences encourage opportunities to practice new knowledge and skills, where teacher-directed and student feedback is available, and where instructional practice and student expectations can be reflected on and adjusted if necessary (Johnson-Gerard, 2012).

Some students require additional interventions or supports to ensure success in and out of the classroom. Tier 2 supports are provided to a small percentage of our students. This group of students may be support by small group work with our counselor. Another possible intervention that may be used at Tier 2 is Check In Check Out (CICO). A smaller amount of students requires Tier 3 supports. These supports are supported by the Grant Wood AEA and involve an extensive evaluation. Tier 2 and Tier 3 interventions are always don with parent

Response to Intervention (RTI), is an early detection, prevention, and support system that attempts to identify and assist struggling students with appropriate levels of intervention. This strategy may determine if a student based on their time prior in Tier 3, would be qualified for special education with a qualification of learning disability. The RTI has three tiers which allows a teacher to monitor their student’s progress during instructions. The three levels of the RTI are explained through an article called, “Understanding Response to Intervention”, which states:

Response to Intervention was created to intercept the struggling performance of student at the risk of academic and/or behavioral failure. Through early detection of specific skills deficiencies, students are identified and immediate assessments are administered. Diagnosis of these deficient skills allows teachers to structure instruction to meet the specific needs of students. Strategic plans are developed to target skills deficiency and an alternative instructional plan is created.

If a student is not successful in Tier 3, he/she will be considered for special education testing. The classroom teacher is responsible for communicating is developed through the School Assessment Team (S.A.T.), which is comprised of the school administrators, the teacher of the student being assessed, reading specialist, interventionist, ESL teacher, special education teacher, speech teacher school, psycologist and social worker. Based on the findings, a home visit with a translator, special education teacher and social worker will perform a home visit. This is in order to determine where the child is developmentally in language and academically. The instructional team will also monitor instruction and provide feedback. Encore time embedded into the resource schedule for students will provide additional support for students as needed. The Response to Intervention (RTI) and the S.A.T. will work with teachers to meet the needs of the learner. School audits and walk -through will be on

The author of the article also ascertain that the practice is an effective one since the RTI practice is capable of matching researched-based interventions that are of high quality to the behavioral and educational needs of the students. The practice also uses the concept of monitoring the progress used in assessing need for the require changes in goals or instructions, and finally, the practice may also include the additional tiers for the purpose of instructional intensity or if possible even to be eligible for special education (Rose & Howley,

Recently in the field of education, a great emphasis has been put on equal access to education and academic success in the school setting. With laws like No Child Left Behind supporting this belief, there has been an increase in academic accountability and success, especially for minority students, in the areas of reading and mathematics. The population of students is increasingly diverse and according to Sun, Nam, and Vanderwood (2010), the population of English Language Learners (ELLs) has increased significantly, representing 5.1 million students or 10% of the total public school enrollment (p. 1). In this population of ELL students 76% of students are performing below grade level in English reading, which is concerning as foundational literacy is important to academic success (Sun, Nam, & Vanderwood, 2010, p. 1). With the increasing demands of accountability and performance and the significant growth of ELL students, Response to Intervention (RTI) has been implemented to support students learning needs. Response to Intervention is a multi-tier approach, which provides struggling learners with interventions to increase learning. In regards to Response to Intervention and ELLs, there is not as much research as is present for the

In order for a student to be diagnosed for any disability, there is a process that involves many people that are important in the child’s life. The school must conduct tests that measure the child’s academic success in the classroom, as well as tests that measure IQ (Wechsler Intelligence Scale for Children), work samples, developmental history (usually get this information from the parents), physical exams (vision, hearing etc.), psychological tests, adaptive skills (BASC) and other areas as needed. Testing is usually done by professionals from various disciplines. In order to qualify for special education services under IDEA, the disability must impact the child’s ability to be academically successful (IDEA, 2004).