Additionally, by providing intervention in the early grades, RTI may also prevent the inappropriate identification of students for special education services. Think about RTI as a safety net that provides needed support to students before they have a chance to fail.
The term early intervening —that is, providing assistance to students early, when they begin to struggle—is used in IDEA and refers to the provision of preventive services to students before they are identified as having disabilities. The term should not be confused with early intervention , which refers to special education services for very young children.
As you learned in the Challenge scenario, many students struggle with reading skills throughout their elementary school years. Research has shown that students who have difficulty learning to read are unlikely to catch up with their peers without early, intensive, and effective interventions.
Many of these students do not receive the intensive instruction they require until after they are identified as having reading disabilities, something that usually does not occur until third grade or later. An important feature of RTI and of the process of early intervening is that they provide research-validated interventions when students begin to struggle, including students who do not have disabilities.
Here are some key points to remember. RTI and early intervening:. Listen to Larry Wexler, from the U. Transcript: Larry Wexler, PhD. There is some confusion because there are some very similar words being used based on the legislation. Let me start with the term early intervention. Early intervention under the IDEA has a very specific meaning.
Most teachers, when they hear early intervening, they essentially take it as getting to kids as early as they can, getting to them before they fail. But early intervening under IDEA also has a very specific meaning. It refers to services that can be provided that are scientifically based services in the area of academics and behavior.
And these are services that are provided to children prior to them being identified as needing special education. And the whole point of intervening early is to use scientifically based practices that will result in children achieving.
The RTI approach has many benefits, particularly when applied to the identification of students with reading or learning disabilities.
Some of those advantages include:. Debate and controversy have surrounded the process of identifying students with learning disabilities almost since the inception of the learning disabilities field. Response to Intervention RTI is a multi-tier approach schools use to identify students with learning and behavior needs early.
The RTI process starts with universal screening of all students in the general education setting. The data clarifies which students are in need of intervention in specific areas. Through data collection, intervention, assessment of progress and revised practice, the RTI team is able to make recommendations for continued intervention, accommodations, and services that will decrease academic and behavioral challenges and improve student success.
Schools without RTI systems may not have sufficiently assessed why student performance is stagnant or declining, which is a disservice to students and denies schools an opportunity to improve their practice.
There are many factors that impact growth, and it is the job of RTI leaders to assess student needs and build solutions in collaboration with parents, teachers, and support staff. Additionally, it is the responsibility of schools to provide equitable and adequate academic and behavioral support, which can be ensured through a sufficient RTI program. Unidentified focus and attention challenges, for example, are much harder to address when students progress to middle school, as opposed to when they are in early elementary.
The Response to Intervention process uses screeners to clarify which students may be in need of academic and behavior support. RTI teams can determine student need by deeply assessing student data in systems that already exist.
For example, assessing daily behavioral trends, chronic absenteeism, suspension data, retention data, standard school benchmark test scores, and daily objective mastery can tell RTI leaders a lot about students before diving into deeper assessments. When students struggle to learn, it can cause their behavior to decline. Showing a lack of success in class may impact student confidence and motivation.
Students who are in need of intervention may have a hard time keeping up with their peers which can cause them to act out or give up easier. Having a system in place to assess and address needs will ensure that students have the support they need which can prevent these types of behaviors from arising. This section is called Tier 1 or the primary level of prevention of failure. Tier 2 or the secondary level of prevention is in the middle section of the pyramid.
Here, the interventions become more intensive because the students are considered to be at a greater risk. About 15 percent of students will be in this section at any given time. Only about 5 percent of students are in Tier 3, or the tertiary level of prevention, at the top of the pyramid. Here, students receive the most intense and consistent interventions. Although Section part of the Rehabilitation Act of that prohibits discrimination based on disability and special education are both associated with this tier, not all children in this tier are in a special education program.
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