Reaction to Interference
SPE 300
Reaction to Interference
Response to Intervention is not a process of education but it is a procedure. It
provides independent support to all the students of the class who need more help. RTI also
has way to make sure that students demand more just like in special education systems.
Through exams and evaluation, RTI helps the tutors to enhance the teaching process of the
students. Currently, there is a valid reason to include RTI in the classrooms.
RTI Test outcomes
It is the firth math lesson of the year. The teacher gives a small test to the students
to check they are at the level where they should be. There are 17 students in the classroom
who take this test. 12 students showed the ability to work independently whereas five
students were given Tier 1 level RTI as they needed additional assistance.
Tier 1: These students get extra help during the math session and were provided
extra help. After the upcoming test, 3 out of these 5 students obtained high enough marks
to join the rest of the class whereas, the remaining two students got Tier 2 level RTI.
Tier 2: Students go from the classroom one by one during the math session. These
learners are going to get independent training. Once the next exams finish, one of the pupils
could come back and join the class and receive group training for math with other students
whereas the rest of the students get Tier 3 RTI.
Tier 3: The students are removed from the classroom during the math class for
additional help. Apart from this, this learner was also taught after school two times per
week. When the student was tested again, no improvement was noticed. It was suggested
to test such student separate from the general education tutorial room.
Screening students in this way is suitable as the testing sessions are according to the
standards of the level of the class. Universal testing sessions are carried out in the
classroom for all the students by the tutors to judge the level of the performance of the
students based on their skills. The Tier 1 training was also a better inclusion as it allowed
extra time for additional help and summary for the learners which was very helpful for
them and helped them to join the regular tutorial group training. It allowed the separation
of the other pupils who required Tier 2 training. The Tier 2 training was suitable as it
enhanced the additional training for both the groups of the learners. The Tier 2 training is
time consuming then Tier 1 training and emphases on the major issues faced by the
students. The Tier 2 level turned out to be successful for one student so it was also
considered appropriate. It allowed giving additional support to that one learner to stay in
Tier 2 training and then after sometime join the general education group again in the
upcoming sessions. It also provides the information for the student who was the last to
return to Tier 3 training. Tier 3 is also very thorough involvement and it will conclude if the
learner should stay in the RTI sessions or should be tested for independent assessment
through IDEA.
RTI is very helpful for the students as it enhances the learning process for the student with
varied issues such as learning impairments, extraordinary students, and the students who
at risk of having issues in the future. With the help of RTI program, a teacher is able to
make right syllabus for the student following the standards provided by RTI for each
learner. When the teachers use these standards, it helps them to understand the learning
abilities of the student and types of the changes required if the set syllabus is not proving
successful for the learners. The goal of the RTI team is to meet and find out the present
outcomes of the students through discussions with the teachers after 4 to 6 weeks, which
saves a lot of time for the students and they are able to keep pace with other students. The
standards are set by RTI for right amount of time and effort allotted per learner and this
standard is followed throughout the year.
Daily assessments are carried out by the tutors to make sure that students are learning
properly and they are gaining all the knowledge required for the educational standards to
check their improvements. Homework, quizzes and the state exams are used by the
educators to test the learner's knowledge. The RTI procedure helps the students with the
issues they face during the learning process at the right time. Students would not have to
have to fail to let the teachers know about their performance. RTI is also helpful to help the
student to speed up their learning process so they do not lack behind. Universal training is
given by RTI for the complete tutorial group.
RTI also help in the decision-making procedure for the special training as there is a
documented record about the learner's reactions towards various interferences and what
turned out to be successful or failure for them during the learning sessions. The RTI is
called the universal mean of screening the students that test the students and allow putting
them in 3 different groups: Students who showed improvement, students who are at risk
that they will fail if not provided timely help, and the students who are at elevated risk of
failure if they are not help through specialized means. This allows the help and the peculiar
explanation which allow referring the students in the RTI documents. Regular exam
sessions can be carried out with the help of RTI which helps to find out if the student is
progressing as he should be and if not his learning disabilities can be diagnosed. This
process help the students to refer the students to special education facility instead of
wasting time and lingering on with the non-productive efforts and wasting student whole
academic year. The number of students who are referred to special education facility has
also be reduced by RTI as they also modify the exam according to the requirements of the
students to improve their outcomes and results. One the exam has been altered according
to the students requirements, it give opportunity to the learners to show the information
and knowledge they have.
The performance of the learners in the subjects where they are expected to fail can be
examined by monitoring procedure. The effects of interference are observed and all the
expected problems are troubleshooted. The reliability of the interference has been
promoted by the monitoring procedure and it has optimistic effects on the learning
process. With the help of this procedure, the interference team gets idea to deduce the best
way of interference needed by the learners. For instance, the student may require upper or
lower tier or may be after sometime, he doesn't need to be in this program at all due to his
progress. The advantages of the monitoring procedure allows the tutors to make better
judgments about tutoring, refining the interaction with the parents and other specialists.
The students can acquire at a greater speed with the help of monitoring as it give them
training which suits best for their current circumstances.
The monitoring procedure starts when a learner is highly expected for accomplishment
insufficiencies when screened through universal means. Once the screening procedure has
taken place, the monitoring of the students with respect to Tier 1 tutoring is very vital for
their attainment. Monitoring sessions should take place weekly or twice a week, where the
rate of improvement can be compared with the expected rate of attaining. If the student is
not giving any positive results to Tier 1 tutoring, the student is moved to Tier 2 training
module, and the interferences and the training is enhanced to a more intense level. This
transition of the student from one tier to the other should take place after 8 to 10 weeks.
Different study zones decide about this transition differently and the monitoring can take
place on monthly basis instead of weekly basis. The calculations according to the given
syllabus or the grades the student has achieved in the normal test gives information about
the level of response the leaner is giving towards the involvements. If the student doesn't
respond to both Tier 1 and 2, then he is referred to special education facility.
RTI test outcomes provide a guideline to create a correct interference method which
enables the teachers to take the best possible action for the particular student. This tired
based interference is beneficial for few students where they are provided enhanced
educational interferences depending on their requirements in the classroom. Whereas, it is
beneficial for other pupils to join special education group where individualized education
plan (IEP) is specially designed according to their needs. A student is referred to the special
education facility only if he meets the set rules given by Individuals with Disabilities
Education Act (IDEA) and the learner's test results are directly related to his impairments
and disabilities. There is no doubt that it is most beneficial for the pupil to study in the least
restrictive environment (LRE), the general education classroom.
A student must be tested according to the firm federal rules. At first, the exam should be
given to asses a learner's social skills, behavior and progress. Then, the academic areas
which are disturbed due to the impairment must be focused. This is a very detail sessions
to make sure that learners' disabilities are properly addressed. Then, the results of the
exam cannot be considered accurate with only one attempt. It is very vital that a series of
tests are taken by the students before the suitable environment is concluded for the
student; special education facility or general education classroom.
If only RTI is needed by the students, tiered intervention program is very suitable for them.
There are three tiers in this system that closely associated with the type of classroom
interference needed by the pupils. Unaided, general education classrooms where no
involvements are required come under Tier 1 which is also the aim of the students
following RTI plan. If the students seems to need help from the fellow students and
teachers and cannot work independently but needs a little help, then he is categorized
under Tier 2. Whereas, if a lot of support and interference is required by the learners and
the regular tutors or special education tutors work with the general teacher work together
to assist the student, then the student is put in the Tier 3. This level involves a lot of
interaction between the student and the teacher and intense help is needed for a defined
period of time. The students are monitored on all the tiers, and their performance is
evaluated to find out the level of support and help needed by the students, or if students
show some progress and can be moved to the lower tier.
RTI has been very helpful for both the students as well as the tutors. It provides complete
information about the student's performance throughout his academic years at school. This
is very beneficial for the students and the teachers as it gives accurate information about
the level of achievement of a student. It allows the parents and the tutors to be best
possible academic decisions for the pupils.
References
American Institutes for Research. (n.d.). Continuously Improving. Retrieved from National
Center on Reaction to Interference:
http://www.rti4success.org/categorycontents/continuously_improving/page
American Institutes for Research. (n.d.). National Center on Reaction to Interference.
Retrieved from National Center on Reaction to Interference:
http://www.rti4success.org/categorycontents/data-based_decision_making
Ax, E., & Favre, L. R. (2011). How Does RTI Help Students with Learning or Other Disabilities.
Retrieved from Learning Disabilities Worldwide:
http://www.ldworldwide.org/pdf/rti/rti-series-2-how-does-rti-help.pdf
Carta, J., Dunlap, G., Fox, L., Hemmeter, M. L., & Strain, P. (2009, June). Reaction to
Interference and the Pyramid Model. Retrieved from Technical Assistance Center on
Social Emotional Intervention:
http://www.challengingbehavior.org/do/resources/documents/rti_pyramid_web.p
df
Dexter, D., & Hughes, C. (n.d.). Progress Monitoring Within a Response-to-Intervention Model.
Retrieved from Reaction to Interference Action Network:
http://www.rtinetwork.org/learn/research/progress-monitoring-within-a-rtimodel
Montana Office of Public Instruction. (2009, January 5). Reaction to Interference: RTI
Framework. Retrieved from Montana Office of Public Instruction:
http://www.opi.mt.gov/pub/RTI/Framework/RTIFrameworkGuide.pdf
National Center for Learning Disabilities. (n.d.). What is RTI? Retrieved from Reaction to
Interference Action Network: http://www.rtinetwork.org/learn/what/whatisrti
NICHCY. (2012, August). Reaction to Interference (RTI). Retrieved from National
Dissemination Center for Children with Disabilities: http://nichcy.org/schoolsadministrators/rti
Reed, J. (2010). Reading Recovery: An Ideal Fit Within an RTI Framework at Rio Rancho
Public Schools in New Mexico. Retrieved from Early Literacy Intervention: Expanding
Expertise and Impact: http://fdf.readingrecovery.org/rti-sites-index/109-rti-at-riorancho
RRCNA. (2009). Reading Recovery as an Effective Component of RTI. Retrieved from Reading
Recovery Council of North America:
http://www.rrcna.org/pdf/Webcasts/RTIRRCNAHandouts.pdf