Skip to main content

Response to Intervention

 Response to Intervention Program

    Response to Intervention (RTI) programs can be highly effective in supporting diverse learners if implemented well, which means providing teachers with thorough professional development, ensuring consistent monitoring of student progress, and securing strong administrative support to maintain the process.

    RTI offers many benefits, especially for student that struggle with learning in general or in specific subject areas. RTI works by identifying a student’s needs early and addresses is at the lowest level of intervention first. This allows the student to remain in a general education classroom with modified assignments and assessments. By allowing the student to remain in their general classroom, they are less likely to gain the stigma associated with needing extra help on schoolwork. Staying in the general classroom can also boost a student’s confidence and prevent them from falling too far behind academically. For those students that will most likely be in a one-on-one classroom setting, specifically special needs students, participating in one or two subjects in a general education classroom is tremendously beneficial. It not only supports their confidence and social skills, but it also helps their peers develop empathy and an appreciation for diversity.

    If the first level of the RTI program isn’t effective for students who do not require one-on-one instruction but are struggling to pass, the student may be allowed to attend a “pull-out” class where they will work in a smaller group setting for certain subjects. Like the first level, this approach supports the student’s need for continued social interaction and inclusion. In contrast, students who spend most of their time in a SPED room or learning lab often feel isolated and begin to doubt their abilities, which can be highly detrimental to their academic growth and emotional development.

    While RTI can be highly effective, it comes with some challenges. One of the biggest is the need for thorough professional development and training, which requires time and resources that some schools may be reluctant to provide. RTI requires consistent monitoring, data collection, and intervention delivery, resulting in teachers feeling overwhelmed from managing multiple instructional levels within one classroom. Teachers may be more successful with RTI if they had a co-teacher or paraprofessional to share the workload, a support that, unfortunately, is not readily available in most schools.


Comments

Post a Comment

Popular posts from this blog

Week 1

Hi! I'm Ashley Hutson, I am a born and raised Oklahoma girl! I teach 6th and 7th grade Social Studies in southern Oklahoma and obviously working on my M.Ed. I have also coached 7th and 8th grade girls track (sprinters) the last 2 years, although I will not continue that next school year. Obtaining my M.Ed allows me to make more money and if I ever decide to leave Oklahoma, would open my options. But for now, I am happy where I am! Global Collaborator 7D: Local and Global issues wants students to explore local and global issues using collaborative technologies to work with others to investigate solutions.  Middle school students can select a topic featured in the daily CNN10 newscast—a 10-minute segment highlighting current events. Topics may include climate change, global conflicts, public health concerns, or technological developments. Students will have the opportunity to choose an issue that they personally connect with. In small groups, they’ll research the topic more deeply, e...
2 comments
Read more

Authentic Intellectual Work

 Part One 1.      Authentic Intellectual Work is an instructional way of giving students tasks that connect to real life. Instead of just memorizing information for a test, students are asked to think deeper, solve problems, and encouraged to explain their ideas clearly.   Authentic Intellectual Work is different from traditional instruction and assessment because it emphasizes real-world skills like independent thinking and effective communication. Instead of just completing tests and worksheets, students develop lifelong abilities that will benefit them in the future. 2.      Authentic Intellectual Work uses three key components: construction of knowledge, disciplined inquiry, and value beyond school. These components focus on helping students engage in real-world learning instead of just memorizing facts. Construction of knowledge encourages students to use what they already know to solve new problems. Disciplined inquiry pushes t...
2 comments
Read more

Week 3: Processes That Support Learning

Click Here for Infographic     Processes That Support Learning:  Metacognition, Executive Function, and Self-Regulation      This infographic focuses on how metacognition, executive function, and self-regulation play important roles in student learning. It explains how students use these skills to plan, monitor, and adjust their thinking and behavior to reach learning goals, while also using feedback to help them recognize and track their progress and make necessary adjustments.  Also discussed is how technology components, like Adobe Spark, enhance learning by supporting creativity, critical thinking, and independence.  By using technology tools, educators can create engaging and meaningful lessons that  help students become more independent, motivated, and engaged learners .
1 comment
Read more