Other Perspectives
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Essential Components of RTI: Response to intervention integrates assessment and intervention within a multi‐level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence‐based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. The four essential components of an RTI framework are screening, progress monitoring, multi-level or multi-tier prevention system, and data-based decision making. Other Perspectives
30 Comments
Jen Whitman
7/12/2016 12:13:00 pm
After looking through some of the websites and especially after watching some of the videos, it is clear to me what a difference RTI could make for so many students in helping them to get back on track and stay in the regular classroom. It seems to me like something that would stop many students from being stuck on a special needs track for their entire school career because it accounts for the fact that all students aren’t provided with the same things before entering school. In turn, this will have a huge impact on what these children, and the people around them, realize they are capable of.
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Gabrielle D'Avolio
7/15/2016 03:28:24 pm
I really like what you said about your own experience. It is important to note that not every child is going to pick up reading at the same level and time as their peers. Just because a student needs to be taken out of the classroom to get extra help, does not mean that they will be behind their whole life or have any type of disability at all. I also like how there is an extra period of the day for all students to work on math with mixed ability level. This will allow for students to help learn from each other no matter what their academic abilities are.
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Elizabeth Mossop
7/16/2016 03:13:58 pm
I can relate to you on experiencing a RTI-style plan. I struggled in reading as well in elementary school. My teachers would pull me out of class and have me read in a learning center instead. It definitely helped me get back to grade level because of the one-on-one attention and reading at my own speed. This experience can help us when we start working with students that have not hit reading level or standards because we can relate to the same experience.
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Kat
7/17/2016 08:27:55 pm
That is great that you get to see RTI in action at the school you will be working at. This will be great experience for you, especially after learning about it in this course.
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Meredith Chen
7/14/2016 10:25:07 am
Response to Intervention is a tiered intervention approach designed to identify students in need of academic support, and provide them with appropriate instruction. While I had heard about RTI during my student teaching practicum, I had a very fragmented understanding of how it worked. I think the 4-step process of RTI makes it an appealing approach, as it lays great emphasis on problem identification, problem analysis/intervention selection, implementation of intervention, and the monitoring of student response (Response-to-Instruction and Universal Design for Learning, N, Strangeman, C. Hitchcock, T. Hall, G. Meo, et al). I believe that with proper implementation and dedication on the part of school practitioners, RTI can work effectively for all students.
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Gabrielle D'Avolio
7/15/2016 03:40:38 pm
I agree with your skepticism of the enrichment periods. Even if they need to go to a reading center or math lab, it should be at a different time of the day because they should be able to interact with peers of all abilities in an art or gym class. Socialization and inclusion is also a really important factor.
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Jen Whitman
7/16/2016 11:29:43 am
I also agree with the skepticism of the RTI model, although I do feel that when it comes to just having enough hours in the day, we are stuck between a rock and a hard place. The idea of students having to miss out on gym, art, music, or just general free play/recess truly breaks my heart because I fully believe they are an integral part of the learning experience (beyond just needing a break from work). At the same time, letting the student share the learning experience in the classroom with their peers ensures that they feel they are part of the community, that they are not in a separate "dumber" category, and that they are fully able to catch back up with their peers.
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Kat
7/17/2016 08:45:28 pm
I like what you said about making sure that the interventions are not over working kids but allowing them to learn through fun and engaging activities. It is very important to no burn kids out. In the Edutopia link i watched a video that demonstrated how they had movement breaks in between the literacy and math blocks. We do not want to over stimulate our students.
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Troy E Sargent
7/19/2016 05:54:32 pm
I would also caution the structure of RTI in regards to how much time is taken throughout the day. Unfortunately, students who are experiencing deficiencies in some areas need the extra time and there never seems to be enough of that throughout the day. I would rather see less time spent on intervention if it means taking time away from specialties and the development of the overall child. Another caveat to tier 2 supplementation, is the extreme length in which instruction is being given. At what point are returns being diminished?
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Gabrielle D'Avolio
7/15/2016 03:07:12 pm
I think that response to intervention is a key element in making sure that all students are getting an equal chance to succeed in school. It will ensure more quickly and effectively that the right interventions are made for a student’s own individual learning. I have found by watching the videos of Joe and from hearing his story that some students may just be behind developmentally. In Joe’s case, where we do not yet know if he has any type of disability so far, but from what I have observed, he may just be behind developmentally due to not having exposure to a lot of basic skills at his age. The teachers are giving him an immediate response to these delays, and he very likely could catch up to his age level of his peers academically, socially, and physically.
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Elizabeth Mossop
7/16/2016 03:27:00 pm
I agree with you that Understanding by Design is a great way to make instructions to students easier. The main goal before starting the lesson, is what do we want our students to take away from it. It will make our lessons clearer to our students on understanding what they are going to learn before staring the lesson. This kind of method can help a student that is on a intervention plan that does not understand direction correctly or what the set goal is before starting the task. I am also in a inclusion classroom in the fall and this method can help with RTI's understand a particular subject.
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Becca Siegel
7/17/2016 03:24:17 pm
I really like the comment you make about Joe here. I do not think that we need to assume he has a disability at this time because he has so many other factors that could lead to his delays. He may just be stunted developmentally simply because of the way he was raised. It is wonderful that his educators immediately supplied him with interventions instead of trying to diagnose him when he arrived at school. If educators had tried to wait on giving Joe interventions he might not have had a chance to catch up to his peers developmentally because he would have fallen so far behind.
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Nicole Snyder
7/17/2016 04:41:58 pm
I agree about diagnosing Joe with a learning disability because of all of the other factors in this case. It seems as though many of the issues we have seen thus far are due to developmental delays. Once Joe has settled in a little more to school and just being out of the house it will become easier to see if there is a true learning disability. Obviously Joe is already getting many services and will continue to recieve these services and be closely monitored.
Meredith Chen
7/17/2016 04:13:04 pm
I also liked the way in which RTI monitors and re-tests students to check for progress, and to check if they still need to have specialized instruction. I agree that with a student whose learning differences we are unsure about, such as Joe, RTI would be incredibly beneficial in giving him additional time to catch up to his peers in specific subject areas, and is a systematic structure in which teachers can gather more information and data about his learning. You are right in noting that we do not know for certain if he has any disabilities, and it is important to intervene early.
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Jen Whitman
7/16/2016 11:41:26 am
I think the point you make that we don't know what is going on with Joe, and that he could just be developmentally behind is a really important point to focus on with RTI. I truly believe that the most important thing to a child's success is that they have people who believe in them. Because we don't know what is going on with a child like Joe, there is no reason to believe anything other than them being fully able to catch up with their peers with the right support.
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Olivia Pizzi
7/17/2016 08:09:33 am
Before researching RTI more completely, I had a vague understanding of what it is. After the past few classes we have had, and reading more about RTI, I believe if done correctly it can greatly help students with disabilities. I have had some experience with RTI during my student teaching. My full time student teaching took place at a Boston public school that supported students with emotional and behavioral needs. Through this experience I was placed in an inclusive classroom that was co-taught. There was a general education teacher as well as a special education teacher in the room. The school moved to the inclusion and co-taught model roughly 7 years ago. Since then it has been a model for other Boston schools to follow. During my time here I was able to see a wide variety of students with disabilities including, behavioral, speech, reading etc.
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Becca Siegel
7/17/2016 03:15:12 pm
I was also very interested in the Marcy Christensen video because it delves into to what happens when a student needs more help than just their teacher can provide. I appreciated her discussion on the importance of the collaboration between the specialists and the teachers because it is important for all team members to be on the same page about each student they work with. These conversations are key to helping a student grow as they grow and the interventions they need change.
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Nicole Snyder
7/17/2016 04:37:40 pm
olivia, i like the point you brought up that Marcy Christensen said in the video about collaboration, I too found this video very interesting and important. without collaberation and a group plan none of the interventions will be completely effective. Working with other teachers and specialists does sometimes make more work for those involved but it is the only way for the student to get the full help they need.
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Colleen Talbot
8/3/2016 07:24:21 am
I will be in a co-taught classroom for the first time this year during my internship, and I am very interested in understanding how this model differs from the inclusion model with one teacher that I have had experience with. I do think collaboration is a very important aspect in education, particularly with resources and adults outside of the classroom to ensure that students' needs are met in all areas.
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Becca Siegel
7/17/2016 03:11:16 pm
I have not had much personal experience with the RTI system, but in reviewing the various materials provided on the blog this week I believe I have a much better understanding. The Response to Intervention (RTI): Core Concepts of RTI video gave a brief, but thorough recap about the fundamentals of RTI and would be a great video to use as introduction for families or others who do not know or understand the RTI system. It gives a few sentences of definition for what each fundamental is and why it is useful or important for the RTI system. This video gives viewers just a taste of RTI without overwhelming them with information and jargon like many of the other videos and articles that I read. I would consider using this video, or the information from this video, with a family or parent who seemed apprehensive about their child perhaps a Tier 2 or Tier 3 intervention as a way to explain what the school is trying to do for their child.
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Meredith Chen
7/17/2016 04:17:53 pm
Becca, I really like your recommendation of a Leap Frog game for Joe. It is clear you considered both his strengths and weaknesses in thinking of an activity that would be both engaging and educational. I think that in addition to phonics, Joe would benefit from phonemic awareness activities, particularly oral segmenting and oral blending activities which could also be addressed in Tier 1.
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Nicole Snyder
7/17/2016 04:33:36 pm
As i was reading about RTI my brother kept popping into my head. He did learn to read until second grade and none of his teachers realized this as he was compensating in other ways such as memorizing certain books. I am unsure whether or not the tiered intervention was used in this case as it was some years ago, however i would hope that this specific intervention system would catch situations like my brothers before first grade. It was amazing how quickly he was reading once he got the approriate help from a resource room. I have seen so many students slip through the cracks and compensate for areas they actually need intervention.
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Elizabeth Mossop
7/17/2016 05:47:59 pm
My personal response to intervention makes me as a future educator understand and to push myself to make sure all of my students succeed in any subject they are struggling in. This plan gives students an opportunity to see themselves succeeding in a task on where they used to struggle in before being put on the plan. Intervention plays such an important role in the education system, not only for the students, but also with the team that came together to build this plan for this student. Vostal et al. (2014) gave great examples on how important it is on making that individual plan for that one particular student. The chart on page 52 really showed me visually on how to break down each step and helped me understand the process. I related this back to “Joe” because we are in the process of understanding how to help him during his first year of school and for future grades ahead of him. Each of the three sections really helps you understand how the plan is going to play a role in this student’s education.
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Brianne Syring
7/18/2016 11:38:09 am
I like where you said that RTI gives students a chance to see some success in what their doing. Before they get RTI instruction they are struggling and thinking they cannot do this like other students. When they get into the RTI instruction they see that they can do it and that all they needed was just a little extra instruction.
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Colleen Talbot
8/3/2016 07:16:31 am
I think it is great that you have had some of the same experiences that some of your students may have during the school year. Being able to relate to students is one of the most critical ways to build trusting relationships, and your experiences will help with making transitions to and from supports easier for students.
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Kat
7/17/2016 09:28:56 pm
RTI allows for all students to get equal opportunity to succeed in school. The interventions are individualized in order to meet the student’s needs. I appreciate that this is an option schools have. It is a tool many schools especially charter schools use. I work at the Boston Renaissance in Hyde Park and we use this a lot. I am a strong support for making learning fun and not stressful for students. Having RTI in schools has help students believe in themselves by allowing them to accomplish tasks that were a challenge to them.
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Brianne Syring
7/18/2016 11:34:44 am
I agree with what you said about how many teachers do not monitor or assess students as much as they should be. This process is all about if they progress or not and without the constant monitoring you do not even know if they are getting better or not.
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Brianne Syring
7/18/2016 11:29:58 am
I have never worked with RTI or knew what it exactly was so when I was looking at the links provided I did more research on what it was and how it was used. I found some great information from The National Center on Intensive Intervention and RTI Action Network about the steps taken in RTI and what each tier meant and what went on in each tier. From reading these websites and from class that there is a lot of paperwork and data that needs to be done in order to get students in RTI or special needs programs. There is a lot of trial and error work that goes on to try to help the students with the work and just observe from then on to see if it work and if not find something else. Teachers are constantly checking and monitoring the student’s progress or lack of progress. Another big theme that I saw while looking through all the information on RTI was the emphasis on parent involvement. This program would not work or help the student without the support from the family.
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Dana Moody
7/19/2016 05:31:31 pm
When I first started this blog I had heard about RTI and knew little about it, but with all of the resources provided I now have a better understanding. As I learned RTI is a process that schools can use to help children who are struggling academically or behaviorally. Within RTI a school can identify a student or students at risk for poor learning outcomes, monitor their progress, and provide evidence based interventions and adjust the interventions based on the child's performance to help them move forward academically. One of the resources that I found most helpful was the resource Center for Parent Information and Resources. I found this really helpful because it laid out the specifics of the IDEA, everything about an IEP including all of the different sections, what to expect at meetings, and who is involved in a child's IEP team. It also had information on terms used for special education, helping youth transition, supporting students with disabilities in your classroom and so much more.
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Colleen Talbot
8/2/2016 05:37:31 pm
Response to Intervention (RTI) is a critical approach to use in meeting the learning needs of all students in any content area. The multi-tiered approach allows the same content to be taught to an entire class of students while supplementing instruction to meet the variety of learning needs. I have been fortunate in my past experiences to able to see the benefits of this approach with students, though at times it is sometimes difficult to implement when working with groups of students for those that need more individualized support. During the 2014-2015 school year I had served at a public elementary school in Boston through City Year as a corps member and mentor for third grade students. We had used the RTI model, and our focus was on building literacy skills with a group of students during our intervention block while we kept all students in their classroom. The groups were determined based on beginning of the year Achievement Network assessment (ANET) data, and I spent the entire school year working with the same group of nine students for a total of 15 hours each building upon literacy skills, providing tier 2 support, monitoring progress, and writing and implementing interventions based on collected student data. The classroom teacher would provide whole-class tier 1 support, and then move into providing tier 2 support during the intervention block along with myself, while a specialist provided tier 3 support to a very small group of students.
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