Response To Intervention Analysis

Within the field of education there are many concerns one can have about the students in their class, at the same time as parents there are just as many worries about their children. A major concern for parents as well as teachers is how to help children who experience difficulty in school. All parents want to see their child excel, and it can be very frustrating when a child falls behind in either learning to read, achieving as expected in math and other subjects, or getting along socially with peers and teachers (Buffum, Mattos, Weber, 2010). Response to Intervention (RTI) is a multistage approach to providing services and interventions to struggling learners at increasing levels of intensity (Buffum, Mattos, Weber, 2010). RTI allows for

These laws include the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (Dobbins, Kurtts, Rush, 2010). RTI is a process designed to help schools focus on these high quality interventions while carefully monitoring student progress. The information gained from an RTI process is used by school personnel and parents to adapt instruction and to determine the educational needs of the child (Dobbins, Kurtts, Rush, 2010). RTI refers to a process that emphasizes how well students respond to changes in instruction. The essential elements of an RTI approach are, providing scientific, research-based instruction and interventions in general education (Buffum, Mattos, Weber, 2010). Monitoring and measuring student progress in response to the instruction and interventions and using the recorded measures of student progress to shape instruction and make educational decisions. The features of an RTI process are as follows, First create a high quality, research-based instruction and behavioral support in general education (Dobbins, Kurtts, Rush, 2010). Then

Secondly, an RTI approach has the potential to reduce the number of students referred for special education services while increasing the number of students who are successful within regular education (Dobbins, Kurtts, Rush, 2010). Since an RTI approach helps distinguish between those students whose achievement problems are due to a learning disability and those students whose achievement problems are due to other issues such as lack of prior instruction, referrals for special education evaluations are often reduced (Dobbins, Kurtts, Rush, 2010). RTI techniques have been favored for reducing the likelihood that students from diverse racial, cultural or linguistic backgrounds are incorrectly identified as having a disability (Fletcher, Vaughn, 2009). Finally, parents and school teams alike find that the student progress monitoring techniques utilized in an RTI approach provide more instructionally relevant information than traditional assessments (Buffum, Mattos, Weber,