Smart RTI: A Next-Generation Approach to Multilevel Prevention.
This article describes the disparities in different Response
To Intervention (RTI) programs. The National Center on Response
to Intervention defined Response to Intervention as a delivery service model
that integrates assessment and intervention within a multi-level prevention
system to maximize student achievement and reduce behavior problems. Response To Intervention (RTI) is described
as being a proactive, collaborative, data driven, multi-tiered and whole-child
focused program that is geared towards early intervention and prevention.
In a survey
of RTI implementing teachers and administrators in 62 schools across 17 states,
12 separate approaches were described for serving students with individualized
education programs (IEPs). These in 12 separate approaches reflected disparate
views about whether special education should exist within or outside RTI
frameworks, and what services it should provide (Fuchs, Fuchs, & Compton,
2012). The only common factor in all 12 of the different RTI models was that it
was described as costly in time and resources. Different models of RTI range
from 3-6 tiers of support. The purpose of using the Response to Intervention
service delivery model in schools is to provide early identification of
difficulties, curb special education referrals (especially with minority
populations) and to implement interventions to decrease or eliminate the difficulties.
The
primary level/tier in the RTI involves the general instruction that all
students receive in the mainstream classes. Secondary level/tier prevention often
involves small-group instruction that relies on an empirically validated
tutoring program. This level or tier typically lasts 10 to 20 weeks with 20 to
45 minute sessions and have a frequency of three or four times per week. These
levels will fail to meet the needs of about 5% of the student population. These
students are incorporated into a third level with intensive and expert
instruction. Teachers set individual year-end goals in instructional material
that matches students' needs. The material may or may not be drawn from the student’s grade appropriate curriculum
(Fuchs, Fuchs, & Compton, 2012). However no “off the shelf” or “canned”
instructional program or materials should be used. Tier 2 and Tier 3
instruction must focus on foundational and often prerequisite skills that are
determined by the student’s rate of progress (Fuchs, Fuchs, & Compton,
2012).
This article discussed the importance of multiple stages of screening and how they could benefit from fewer students who unnecessarily enter expensive secondary prevention. Multiple stages of screening provide a more accurate picture of student performance and establish the current benchmark. Multiple stages of screening can be used to collaborate with families, specialists, and others to plan, organize and assess how well students are responding to each tier.
This article provided a great overview of using the RTI service model. It described how if it is used correctly can be a valuable framework for teaching. However it needs additional policies, guidelines, and resources to support its implementation in the future. There are too many differences in Response to Intervention service delivery models in schools. These differences make for a confusing system and cloud the valuable data that could be derived from the overall program.
This article provided a great overview of using the RTI service model. It described how if it is used correctly can be a valuable framework for teaching. However it needs additional policies, guidelines, and resources to support its implementation in the future. There are too many differences in Response to Intervention service delivery models in schools. These differences make for a confusing system and cloud the valuable data that could be derived from the overall program.
References
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A
Next-Generation Approach to Multilevel Prevention. Exceptional Children,
78(3), 263-279. Retrieved from
http://web.ebscohost.com.proxy-library.ashford.edu/ehost/detail?vid=14&sid=73805840-b7b4-4c49-8e8461ab4008843%40sessionmgr198&hid=120&bdata=JkF1dGhUeXBlPWl
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1 comment:
I think that the RTI model could be very helpful for some students, but I think you are correct. If the model is not used the same in a schools there cannot be an effective way of monitoring if this program actually works and if so how well. Do you think that with a little more development the program can have more guidleines that will help all school use the model in the same fashion and if so would this be more effective?
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