Response to
Intervention (RTI) Approach
Dawn Stevane
EDU645: Learning &
Assessment for the 21st Century (MRB1231B)
Instructor: Richard Newman
August 6, 2012
Tier one is the first is when all
students are tested to see which children are need help in the specific
academic areas. If after the children finish the testing and they are not in
need of any extra help the will go back in to the regular class. The children
that still need help will go in to the second tier. The second tier is for the
students that need a little more help, they will receive more help and take
tests again to see if they made any progress. If they made progress they will
go back to the regular class. If they did not get it then they will go to the
third tier of the program. At this stage the children have individualized help
depending on what they need help with. Like for example reading, math, and
speech.
Implementing RTI in the classroom is
a challenge and is not as hard as you think it is. First you have to figure out
what the child needs by making a plan to figure out what services that child
needs help with. It is also important to make sure that the implementations at
culturally responsive and evidence based assessments that will be easy to
understand. Making sure that you have ongoing meetings like ppt’s, to discuss
the child’s progress and if they are getting it and need more help. If they
need help then you can change the plan to help them understand it or help them
move ahead. There is lot of benefits from using the RTI approach, one of them
is the early detection of children with special needs. It also helps the
children that enter school that have trouble reading and speaking English as
well. Once they identify which students are struggling, they would be monitored
to see if they understand and then they can move up in their education if they
are understanding. RTI is an education reform that is starting to be used in
the classrooms all across the world. RTI helps determine the difference in the
poor instruction to a students learning delay. The RTI model will help suggest
that a student’s disability may need special education programs and services.
The challenges that the teacher face
with the RTI approach is; that they think that some children will be
misdiagnosed that they have a disability they not even have one. Another
challenge is when the people that implemented the RTI approach move on to
another school and the teachers just go back to what they used to do and say
that every child had disability and the really didn’t when they used the RTI
approach. Ways to overcome the challenges is to keep using the RTI approach and
don’t stop using it when the children are doing better. Also I would just make sure that the teachers
understood that the RTI approach is a good thing and if we keep using it, it
will help both students with disabilities and children without disabilities.
The children without disabilities will be helped on areas that they are falling
behind and that they don’t understand. For the students with disabilities they
will get help and they will not be misdiagnosed while using the RTI approach.
There are three main reasons why
early intervention in a child’s education is very important to get a child
ready to be able to do well in their society. A child learns more and develops
quickly when they are in pre-school. This is the best opportunity to give them
all the knowledge as possible because their brain is absorbing it. Timing is a
very important part of early intervention in a child’s education. If a teacher
doesn’t take advantage of this the child will have difficulty learning a skill
at a different time.
The children will also have a higher
self-esteem when they learn and depend less on people helping them. Education
is very important aspect in a child’s life as they grow older and become a
productive part of the society. It will also open up a great a lot of great
opportunities for you as well. RTI approach will help a child have more
knowledge that will help them to solve any problem that comes their way. The
teachers will also be able to have a smooth running classroom if every child
feels comfortable in the classroom, they will learn better and not make the
classroom as stressful.
Is early intervention really cost
effective? That is a good question some people will say yes and some would say
that it is up what you resources you know and if you know how to use them
properly to get what you need. The highly specialized, comprehensive services
necessary to produce the desired developmental gains are often, on a short-term
basis, more costly than traditional school-aged service delivery models
(Kidsource). A study showed that children that start out as early as preschool will
not need as much special education if they start early with help on the areas
that they need help in.
There are also three critical features to make
sure that early inventions programs are effective. The three program features
are: (a) the age of the child at the time of intervention; (b) parent involvement;
and (c) the intensity and/or the amount of structure of the program model
(Kidsource). Like I said before the earlier that you start with the diagnosis and
the intervention the better the child will receive his/her education. Having
the parents involved in the child’s education is very important and it also
will help the parent because they can get ideas and suggestion on how to handle
certain things at home. Also by doing this this will make the stress on parents
and this will make the children more comfortable in the classroom.
The RTI teachers should be open to change in
how students are identified for intervention; how interventions are selected,
designed, and implemented; how student performance is measured and evaluated;
how evaluations are conducted; and how decisions are made, members of the
observation team when the child’s learning problems involve reading, service
providers in the RTI process, sharing expertise with the other professionals on
the team, suggesting interventions that are integrally connected with the core
reading program used
in
the classroom, and be willing to adapt a more systemic approach to serving
schools, including a workload that reflects less traditional service delivery
and more consultation and collaboration in general education classrooms
(reading.org).
When the RTI specialist is serving
the children they should be patient and provide them with a fun and relaxing
environment to learn in. The specialist should also get together with the
teacher and parent to start early intervention in the school as well as at
home. It is also important to observe the children in the home as well as in
the school. The ways to improve and keep RTI going is easy to do but you need
the right people who care about the children. The first way is for the teacher
and or specialist makes sure that he/she evaluates the achievement of the
student. Make sure that the student receives the help that the need until they
are not needed anymore. Make sure that the plan change as the children grows
and doesn’t need that plan anymore.
References:
Kubiszyn,
T. & Borich, G. (2010). Educational testing & measurement: Classroom
application and practice (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ.
http://reading.org/downloads/resources/rti0707_implications.pdf. Retrieved from http://reading.org on August 6, 2012
http://www.kidsource.com/kidsource/content/early.intervention.html. Retrieved from http://www.kidsource.comon August 6, 2012
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