Response to Intervention

Response to intervention is a process that involves the implementation of high-quality and scientifically validated instructional practices based on the needs of the student (Shores, 2012). The process requires the teacher to monitor the learner’s progress and adjust instructions based on a response from the student. Usually, as Shores elaborates, the assumption is that in case the student fails to respond to effective instruction, there is a possibility of a disabling condition requiring the attention of a specialist.

Strengths and Challenges of RTI

Response to intervention is a program specifically designed to identify the academic needs and steps to address those needs. Virtually, as Shepherd and Linn (2014) elaborate, the RTI program has various advantages. For instance, the program provides early identification and instruction and does not require the student to fail before administering intervention. The program also helps the teacher to focus on the student outcomes and align inclusive practices to cater for the student’s particular needs. The program also helps students not to be labeled as disabled. Unfortunately, the program also has some challenges. More specifically, as Shepherd and Linn note, there is little empirical evidence supporting its efficacy. The program also instills false confidence that assessment and instructions are effective. There is also no process to evaluate the cognitive abilities, and when using the program it is hard to differentiate between disabilities and slow learners.

How do you see children getting support and services they may need through RTI

Response to Intervention is an educational process that provides additional help to a child to ensure they are successful in school. Based on the specific challenges a student may be experiencing, this determines the kind of help the child will receive and who within the school will offer the needed support.

What would you like to learn more about?

I would like to understand why it takes longer for the student to receive help even after the teacher has identified the needs of the learner. I would also like to learn how much training a teacher requires to qualify as an RTI.

If RTI is new to you, what have you learned? If you have experience with RTI, what can you share about your experience with RTI?

I have heard about RTI before, but I have not researched in depth about what it actually involves. Unfortunately, reading about it now, I realize I have used it before to modify learning instructions and accommodate student’s needs.

References

Shepherd, T. L., & Linn, D. (2014). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. Los Angeles: Sage.

Shores, C. F. (2012). Response to intervention. Thousand Oaks, Calif: Corwin.