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Response to Intervention Approach (RTI) - Coggle Diagram
Response to Intervention Approach (RTI)
IQ-achievement discrepancy model is the traditional method used to determine whether a student has a learning disability and needs special education services.
Many Teachers feel this test raely identifies students with learning disabilities in the lower grades. Others feel it does't accurately measure the quality of instruction.
Disadvantages
Assessments do not always discriminate between disabilities and the results of inadequate teaching.
Students can be misidentified due to teacher or testing bias.
Typically, students must first fail in order to qualify for special education services.
Results from assessments do not inform the instructional process.
Many students do not meet the discrepancy criteria but would nevertheless benefit from early identification and support to remediate their skills.
Advantages
The IQ-achievement discrepancy model is an established practice.
It is relatively easy to employ.
A teacher does not have to spend a great amount of time in the identification process because a certified diagnostician or school psychologist conducts the IQ and achievement tests.
The identification procedure only requires a one-time assessment.
In the RTI approach, struggling students’ skills are monitored to determine whether they show adequate growth
Students who do not respond adequately to research-validated instruction in the general education classroom are provided with increasingly intensive and validated interventions.
RTI is a preventive approach that aims to identify struggling students before they fall too far behind their peers.
RTI is a multi-level approach
Universal screening: All students are given a screening measure.
Students at risk for academic failure are identified.
One-minute reads
Standardized test
Tier 1: Students receive effective, research-validated instruction in the general education setting. Student progress is monitored on a weekly basis. (In some approaches, universal screening is considered part of Tier 1.)
Tier 2: Students whose progress is less than desired receive different or additional support from the classroom teacher or
another educational professional. Student progress continues to be monitored.
Provide additional instruction: whole group instruction with class plus small group instruction
Replacement instruction: students receive more intensive instruction outside general education classroom
Tier 3: Students whose progress is still insufficient in response
to Tier 2 instruction may receive even more intensive instruction,
which can be provided in a variety of ways. Then, depending on a state’s or district’s policies, students may qualify for special
education services based on the progress monitoring data, or they may receive either an abbreviated or comprehensive evaluation for the identification of a learning disability.
More intensive, indicidualized instruction
provide special education services
Two Approaches to RTI
Problem Solving
For each student of concern, a school-based team of professionals (sometimes referred to as teacher assistance teams or instructional support teams) works together at each tier to:
Identify the problem and determine its cause
Develop a plan to address the problem
Implement the plan
Evaluate the plan’s effectiveness
Standard Protocol
This option uses one validated intervention, selected by the school, to improve the academic skills of its struggling students.
Similarities
The use of validated practices in the core classroom instruction
The provision of instructional intervention to those who need it early
Progress monitoring to inform decision making
Evidence-based interventions in multiple tiers/ phases
Reduced inappropriate referrals for special education services
Differences
Teams, not instructors, making instructional and placement decisions
The number of interventions used with individual students