R.T.I- Response to Intervention has a structured
intervention plan. There are three tiers
to this intervention. All students in
the general education classroom are instructed under Tier 1. The teacher provides differentiated
instruction to all student s and uses evidence- based core curriculum. If a student is not successful in progress,
then evaluation is needed for Tier 2 intervention. This builds on Tier 1. Students ‘catch up’ in small group
instruction in challenging areas. The
resource teacher and/or reading specialist gives the classroom teacher support.
Strategic evidence-based intervention is used.
This tier is offered to about 15% of all students who don’t respond to
tier 1 instruction. The core curriculum
is not replaced but supplemented. For example, the program used in Iron Springs
Elementary school gives Tier 2 students an extra half hour per day of
intervention, along with their core curriculum instruction in the
classroom. If needed, an extra half hour
more of intervention will be given if students show no progress in Tier2. If a student still has challenges
progressing, there is a referral to special education services- Tier 3. About 5% of students are referred to this
tier. A portion of these students can be required to take special education
services. More intensive, evidence based
intervention is given to individuals in a very small group setting. Intervention is supported by a specialist or
special education teacher. Fewer
students are referred to Tier 3 intervention because of tier 2
interventions. At Iron Springs
Elementary School, skills that are worked on during intervention are able to be
used in other settings by students.
Concern and Question: Although
it was stated in the video that curriculum is NOT replaced but supplemented,
schools do face the challenge of avoiding scheduling tier 2 and tier 3 interventions
simultaneously with the core curriculum instruction of their classroom. How can teachers ensure that the tier 2 or
tier 3 interventions allotted time doesn’t interfere with tier 1 instruction?
Good summarization. You mentioned that your school uses RTI, do you find that the the instruction of tier 1 being interfered with is often a problem? Your question is a really important one because if this is an issue it can be a problem. You need the system to flow smoothly while all components of the cc standards are being addressed and if that is not the case then it could confuse students and the tier 2 and 3 students might fall further behind.
ReplyDeleteHi Renee...you bring up an excellent point about scheduling. I'm not, and have never been, a teacher and always wonder about the differences in what we learn in theory and actual application. Within the context of the public debate about CCSS, how big of an issue is allotting time for this additional instruction? How does it work in your school?
ReplyDeleteIn the school that I worked at scheduling was a big challenge. Some students needed to miss recess to get remediation instruction which was definitely not ideal. No one wants to point to any part of the curriculum and say that it is less valuable since very second of the day should be full of learning. However there needs to be a solution to this concern.
ReplyDeleteThe instructional groupings can be an option, but really the administrative planning with providing support for teachers are the key to the success of RTI. :)
ReplyDelete