Response to Intervention (RtI) is a data driven model of ongoing assessment. There have been many discussions about RTI in school age children. RTI has three tiers each last around eight weeks. Tier I is the first intervention, and screening for at risk students. According to Bayat, Mindes, and Covitt (2010) the teacher begins to use a validated curriculum that targets specific skills in large or small group formation while conducting ongoing assessment. Children that continue to have difficultly even after the implementation of the evidence based curriculum are moved on to tier II. Tier II requires parent consent, and children usually receive private tutoring done by a specialized teacher or general education with more intense interventions
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“R & R can be distinguished from these other tiered models because it specifically addresses academic learning for your children, and includes all of the key components of RTI” (Buysse & Peisner-Feinberg, (2010). R & R was designed for young children including children with disabilities using three key components present in all tiers (1) recognition, which involves gathering assessment information by screening all children and progress monitoring some with targeted interventions, (2) response, which includes providing an effective curriculum, intentional instruction, and targeted interventions linked to assessment results; (3) collaborative problem solving, which offers a process that have teachers, parents, and specialist work together to plan and evaluate instruction (Buysee et al., 2010). The recognition portion includes a universal screening occurs three times a year for all pre-k students in the program; typically, in the fall, winter, and spring. Teachers use the screening information to recognize children that may need additional interventions, and develop interventions for each child. After interventions have started teachers need to progress monitor student’s skills periodically to see how well the individual child is responding to these interventions over time (Buysee et al., 2010). According to Buysee et al. (2010) when choosing assessments to progress monitor it must be quick and easy to administer, measure both children’s level and rate of growth, how well a child performs at any given point and the amount of gain in learning over time. “Response component in the R & R model refers to the core instruction offered to all children as well as more targeted intervention that are proved for some children that need additional help” (Buysee et al., 2010). R & R has explicated small-group interventions at tier 2 that are complemented by embedded
“R & R can be distinguished from these other tiered models because it specifically addresses academic learning for your children, and includes all of the key components of RTI” (Buysse & Peisner-Feinberg, (2010). R & R was designed for young children including children with disabilities using three key components present in all tiers (1) recognition, which involves gathering assessment information by screening all children and progress monitoring some with targeted interventions, (2) response, which includes providing an effective curriculum, intentional instruction, and targeted interventions linked to assessment results; (3) collaborative problem solving, which offers a process that have teachers, parents, and specialist work together to plan and evaluate instruction (Buysee et al., 2010). The recognition portion includes a universal screening occurs three times a year for all pre-k students in the program; typically, in the fall, winter, and spring. Teachers use the screening information to recognize children that may need additional interventions, and develop interventions for each child. After interventions have started teachers need to progress monitor student’s skills periodically to see how well the individual child is responding to these interventions over time (Buysee et al., 2010). According to Buysee et al. (2010) when choosing assessments to progress monitor it must be quick and easy to administer, measure both children’s level and rate of growth, how well a child performs at any given point and the amount of gain in learning over time. “Response component in the R & R model refers to the core instruction offered to all children as well as more targeted intervention that are proved for some children that need additional help” (Buysee et al., 2010). R & R has explicated small-group interventions at tier 2 that are complemented by embedded