Response To Intervention Framework

1. Response To Intervention Framework Greg Frederick 6/4/2011

2. Does student growth and achievement in reading increase when a Response to Intervention (RtI) framework is fully implemented in an elementary school? Problem:

3. RtI is a multi-tiered instruction model designed to promote school success for all learners. The three key components of RtI are high-quality of instruction using researched-based programs or methods, frequent progress monitoring to determine if instruction is working and collaboration between teachers and interventionists (Whitten, Esteves & Woodrow, 2009). • RtIincludes high quality differentiated instruction, progress monitoring and changes to intensity, frequency and duration of instruction based on student need, according to data collected(Barnes and Harlacher, 2008). • “Response to Intervention (RTI) is a model of service delivery that requires both implementing a researched-based continuum of instructional supports and continuously monitoring students’ progress toward goals. Instruction changes while educators monitor students’ growth to ensure that students meet these goals. When a student does not make significant progress, RTI requires a change in instruction to increase the student’s growth rate (Harlacher, Walker & Sanford, 2010, p. 31). What is RtI?

4. RtI usually consists of three tiers of instruction. • Click hereto view a short video about the tiered RtI framework. The TieredFramework

5. “The most important step a school can take to improve its core program is differentiating instruction and small group activities” (Buffam et al., 2009, p. 74). Differentiated Instructon

6. The law (IDEA) does not mandate universal screening or does it specify assessments or how frequently they should be given. The intent of the law is to use assessment information to help differentiate instruction so as to be more responsive to students’ needs (Wixson & Valencia, 2011). Assessment in RtI

7. It is clear that an RtI system requires that data be gathered for multiple purposes such as screening, diagnostics, formative progress monitoring, benchmark progress monitoring and summative outcome assessment (Wixson &Valencia, 2011). Assessment in RtI

8. After surveying master’s level elementary, secondary and special education candidates, Begeny and Martens (2006) found that respondents reported little training in behavioral-based instructional practices, with the least amount of training found in academic assessment strategies and instructional programs. • Begany and Martens (2006) also found that teachers received the lowest amount of applied training in charting and graphing student performance. Professional Development

9. Mesmer and Mesmer (2008) indicate several challenges to the implementation of RtI. • First they question whether “scientifically based programs” can be replicated in the average classroom. Many of these programs are researched in the kind of controlled setting which is not possible in a typical school classroom. • They are also concerned that research findings are not getting into the hands of educators and that the label of “scientifically based” is being placed on everything marketed to schools. • Third, Mesmer and Mesmer (2008) indicate that powerful direct screenings in the areas of vocabulary and comprehension have not been developed for elementary learners. Challenges of Implementation

10. “The reliance on general education to implement researched-based instruction and routine, systematic progress monitoring represents a enormous shift from current practice and would require general education to adopt an educational reform in which they may have had little input” (Mellard, Byrd, Johnson, Tollefson & Boesche, 2004, p. 255). Challenges of Implementation

11. Focusing a school’s resources on students who are not proficient at the expense of those who are is not an effective strategy. • It is clear that there have been successful implementations of RtI in schools around the country. • This kind of reform has many challenges including fidelity of implementation, staff development, leadership and the ability of staff to work together as a collaborative team, not to mention the funding needed to acquire teacher as well as material resources. • Using RtI as a whole school framework could be an effective way to make sure all students receive the reading instruction necessary to learn at an adequate rate. Summary

12. Atlasinitive. (2008, September 25). Response to intervention: A tiered approach to instructing all students. Retrieved from http://www.youtube.com/ Barnes, A. C., & Harlacher, J. E. (2008). Clearing the confusion: Response-to-intervention as a set of principles. Education & Treatment of Children, 31(3), 417-431. Retrieved from EBSCOhost. Begeny, J. C., & Martens, B. K. (2006). Assessing pre-service teachers' training in empirically-validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262-285. Retrieved from EBSCOhost. Buffam, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RtI, professional learning communities and how to respond when kids don’t learn. Bloomington, IN: Solution Tree Press. Mellard, D. F., Byrd, S. E., Johnson, E., Tollefson, J. M., & Boesche, L. (2004). Foundations and research on identifying model responsiveness-to-intervention sites. Learning Disability Quarterly, 27(4), 243. Retrieved from EBSCOhost. Mesmer, E. M., & Mesmer, H. E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290. Retrieved from EBSCOhost. Whitten, E., Esteves, K., & Woodrow, A. (2009). Rti success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing Inc. Wixson, K. K., & Valencia, S. W. (2011). Assessment in RTI: What teachers and specialists need to know. Reading Teacher, 64(6), 466-469. doi:10.1598/RT.64.6.13 References