What is RTI:
RTI is a system to help children with difficulties in school. It creates a way to help children with disabilities succeed in genera education. RTI consists of 3 tiers of intervention. Teir 1 of the odel includes classroom-wide changes to incorporate children with disabilites in general education. Teir 2 offers a intervention for small group learning that includes special guidence and instructioning. Teir 3 is used for creating individulized plans for child with special learning needs. It gives the option of giving that child a whole new learning environment to help them better succeed in school.
These services are here for the student to help their learning porcess and performance in the classroom. RTI is made to be used when deciding how to help a child in special education classrooms or general education classrooms. Teachers what what is best for their students and having accsess to this type of intervention will help them do just that.
Tier I:
In Tier I of responce to intervention is characterized by a high-quality curriculum for all learners approach. In this tier they use a Universal Design for Learning Approach, periodic screenings and assessments to monitor a student's progress, and familiy involvment. This tier is used to first identify students who need extra help in the classroom and learning evironments. Stduents to fall under an "at risk" level of learning by the universal screening will begin to recieve help in the classroom thoughout thier school days.
Involving families in the RTI process can make the whole thing a lot more smooth. When a child is now going to receive extra attention and help in the classroom due to their screening results, letting the family know and be aware of the chages can help the child be more comfortable. Teachers should always be in communcation with their students parents no matter what their learning condition is. Family involvment shoud begin as early as possible when going though this process.
Tier II:
Teir II is defined by the NCRTI as a smal group instruction that relies on evidence based intervention that specify the instructional procedures, duration, and frequency of instruction. This teir focuses on placing students in a more responsive setting. A strategy is to move them forward to accelerate them and to find more favorable settings for their intellect. Teir II is a comletely different setting than a regualr classroom. Teir II takes place in small group settings that are aimed to help students who have low performance in general education classroom with many more children involved.
Tier III:
This Tier involves intenstive, individual interventions which target the specific needs of a child to aviod more problem from occuring. If a child is not making obvious growth in Tier II they will be brought into a Tier III envirnment. Tier III students usually spend part of their day in a general education classroom, then are brought into one on one learning sessions to help them better achieve their learning goals. At this point, depending on the school, the child may be brought in and out of special education classrooms and regular education classrooms.
It will also be encouraged for parents to talk closely with all the teachers the child interacts with thoughout their school day. This should be done because if a child is at level three of RTI, parents should be taking the step to help them at home aswall as in school. Getting ideas and resources from the childs teachers to being home and use outside of school can benefit all exceptional children.
Interview with Ms. Kelly:
What are some techniqes used when having student A in your classroom?
"I try to always have multiple options of things to do during free play. I've noticed that this helps both of them decide on something to do quicker than they would if I didn't put out options. I have done both before as kind of an experiment and when I didn't give choices students A and B just sat on the carpet not knowing where to start."
What role do you feel you play in student A's learning?
"Becuase student A leavea at lunch time each day to go to another school, I really only have him in the class for breakfast, free play, and morning circle. Becuase of this is feel my role in supporting his disabilities and learning is limited. I do my best to observe his behaviors everyday and reflect on them to help me help him."
Case studies:
1) Scenario A:What do you know? what do you need to know?
Cecilia is a 5th grader and is currectly attended her 3rd school since she started in kidergarten. Cecilia needs glasses but does not have any and her teacher notices she has a hard time comprehending what she reads. She lives with her grandmother who says Cecilia was on medication but her doctor stopped it. She has also be incositent with test scores.
What do you believe is the core probem?
Cecilia is not reiceving the help she needs. I also think Cecilia may have a learning disability and is behind for her grade level.
Should a RTI be put into process?
yes, I think Cecilias teacher should make that step. Family involvment is obviously going to be an obstical though.
What curriculum Guide?
The teacher needs to focus on Cecilia's math and reading skills. She most likely may be below average for her grade. In this case the teacher should seek out resources for Cecilia so she can succeed better in those subjects.
2) Scenario D: What do you know? What do you need to know?
I know that Samuel has Spina Bifida and is a kindergarten student. He is not fuler potty trained and still uses a diaper. The school nurse is helping him to learn how to wear a pull-up. He used a walker to move. Samuel is very bright and knows how to write and spell his name, colors, shapes, sounds, ect. According to TPRI documentation he met expectations on BOY screening.
What do you believe is the core problem?
I think the core problem is that Samuel dose not have a full time aide with him during his school days. At home his mom is also disabled and has 3 other children.
Should an RTI be out into process?
Yes, Samuel should be getting help from an aide during the school day.
What curriculum guide?
I think Tier 2 would be good for Samuel. He would be successful with a general education classroom and their learning. Recieving some extra help from an aide while in a regular classroom seems appropriate for him. Also, the mom states that she has a hard time getting him to school everyday. I think setting up a alternative way of transpertation for Samuel would also be smart.
