As educators, our goal is for all our students to achieve. That is why it's so important for us to provide intervention when necessary. RTI, or Response To Interventions, ensures that intervention is structured effectively. This multi-tiered approach gives students evidence-based instruction and interventions. Tier 1 is differentiated instruction given to all students by a general education teacher. This instruction is effective for approximately 85% of students. The remaining 15 percent require more intensive interventions. At Tier 2, students receive more intensive interventions through small group instruction within the general education framework. They continue to participate in Tier 1 instruction; Tier 2 is just a supplement. Tier 2's targeted instruction allows students to catch up to their classmates while still participating in the core curriculum. A small percentage of students, though, still require additional intervention in order to meet their learning needs. Tier 3 is the most intensive supplement. This intervention is administered to individual students or very small groups by a specialist or special-ed teacher.
I think that RTI is a great intervention model since students are not identified as disabled in order to receive these interventions. It aids students and helps them achieve academic success without labeling them as poor students.
I was wondering, though, how this method can be integrated in classrooms in the upper grades when instruction tends to be more lecture-based.
I think that RTI is a great intervention model since students are not identified as disabled in order to receive these interventions. It aids students and helps them achieve academic success without labeling them as poor students.
I was wondering, though, how this method can be integrated in classrooms in the upper grades when instruction tends to be more lecture-based.
Chaya, very clear explanation of what response to intervention looks like. I agree that when a students is not labeled as learning disabled it makes them feel like any other student. Yet, when they are given a label it pushes them down and causes a lack of social and academic success. The question you brought up is something I would want to find out as well....
ReplyDeleteStudents are still tested in the upper grades, once assessments are anaylzed it is the teachers responsibility to plan well structured standard based lessons. These lessons can be scaffold to fit the needs of their students.
ReplyDeleteChaya you provide a clear explanation of what response to intervention should look like. regarding your question about high school, although assessments aren't necessarily one on one.. tests and quizzes can be used to determine whether intervention is needed.
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