What is Response To Intervention?
Response to Intervention is an
approach that was originally designed to meet the needs of students who
may be at risk for learning problems. It consists of three tiers. The
first tier is a comprehensive system that addresses all students with
universal interventions. The second tier is for students who are not
responding to the general plan and need more targeted interventions.
the third tier is for those students who need individualized
interventions. These interventions were designed to be used before
referring a student for special education; the goal being to keep many
students who may not have needed the special service out of these
referral-based special education programs.
Response to Intervention allows a student to receive help long before he or she is referred for special education. The special education process can take up valuable time in referral and assessment while the student is left without help until eligibility is established. Prior to RTI, the "wait to fail" paradigm governed the student who was struggling in school. RTI keeps students who are at risk out of the special education process until it has been proven that other, less restrictive interventions are ineffective. Response to Intervention has the added benefit of providing the student with scientific-based, data drive interventions. It also helps to determine which students are in need of mild interventions, targeted instruction and those who need individualized plans.
No one can contest that behavior and academic success are closely tied. Many students who struggle academically also have behavioral problems, whether those behaviors are overt or covert. Current research indicates that more than 80% of students who have behavioral issues in school also have academic problems.
The RTI approach that has been very successful in identifying students who are at-risk for learning disabilities and can be adapted and systematically implemented for issues involving behavioral challenges.
Response to Intervention allows a student to receive help long before he or she is referred for special education. The special education process can take up valuable time in referral and assessment while the student is left without help until eligibility is established. Prior to RTI, the "wait to fail" paradigm governed the student who was struggling in school. RTI keeps students who are at risk out of the special education process until it has been proven that other, less restrictive interventions are ineffective. Response to Intervention has the added benefit of providing the student with scientific-based, data drive interventions. It also helps to determine which students are in need of mild interventions, targeted instruction and those who need individualized plans.
No one can contest that behavior and academic success are closely tied. Many students who struggle academically also have behavioral problems, whether those behaviors are overt or covert. Current research indicates that more than 80% of students who have behavioral issues in school also have academic problems.
The RTI approach that has been very successful in identifying students who are at-risk for learning disabilities and can be adapted and systematically implemented for issues involving behavioral challenges.