Implementation of Response to Intervention
Georgia Department of Education (GADOE) Protocol Manual, defines RTI as a practice of interventions for both academics and behavior aimed to provide early operative aid to students who are under-performing. The RTI process is a method involving evidence-based interventions and frequent progress monitoring. The manual stipulates "when students do not make progress, increasingly more intense interventions should occur." (2008, p.13). Although there is no single conclusive researched and commonly practiced "ideal" of the RTI framework. According to the National Association of State Directors of Special Education (NASDSE), RTI is defined as a 3 Tier approach to the early identification of students with …show more content…
The majority of students typically remain within Tier 1. RTI Action Network (2009) states that a student who does not make adequate progress adequately in Tier 1 moves to Tier 2 for more interventions. This Tier monitors and support struggling readers through more frequent assessments and data-driven interventions delivered in small groups. They further reveal if students show improvement after receiving Tier 2 instruction, will either remain in Tier 2 or return to Tier 1 (RTI Action Network, 2009). If students continue to be unresponsive to Tier 2 instruction, they will be placed in Tier 3. Tier 3 consists of intensive, often individualized, interventions to address struggling students' unique needs. For some students who do not respond to tiered interventions, schools may determine the child's eligibility for special education services (RTI Action Network, …show more content…
Fuchs & Fuchs (2006), make clear that this over-identification can be eliminated by providing solid instruction through a core reading program. Additionally this core program should be complemented by an assessment tool that can identify the needs of the struggling students. In order for the RTI implementation to work in a school setting, the following are essential components that must be implemented with fidelity: (1) All students receive high-quality, research-based instruction in the general education classroom, (2) universal screening, (3) a multi-tiered approach to learning, (4) ongoing progress monitoring, (5) infrastructure, (6) strong leadership, (7) data-based decision making, (8) ongoing training and professional development, (9) collaborative teaming, (10) fidelity of implementation, and parental engagement (Fuchs & Fuchs, 2006). Though there is no single, methodically researched and commonly practiced "model" of the RTI process, it is defined as a three-tier model. However, Georgia uses a 4 Tier delivery model of supports that uses research-based academic and behavioral interventions. Although there is a plethora of intensity levels in interventions required during the RTI process; Berkeley, Bender, Peaster, and Saunders (2009), all agree that all programs should require progress monitoring. Also, progress
Georgia Department of Education (GADOE) Protocol Manual, defines RTI as a practice of interventions for both academics and behavior aimed to provide early operative aid to students who are under-performing. The RTI process is a method involving evidence-based interventions and frequent progress monitoring. The manual stipulates "when students do not make progress, increasingly more intense interventions should occur." (2008, p.13). Although there is no single conclusive researched and commonly practiced "ideal" of the RTI framework. According to the National Association of State Directors of Special Education (NASDSE), RTI is defined as a 3 Tier approach to the early identification of students with …show more content…
The majority of students typically remain within Tier 1. RTI Action Network (2009) states that a student who does not make adequate progress adequately in Tier 1 moves to Tier 2 for more interventions. This Tier monitors and support struggling readers through more frequent assessments and data-driven interventions delivered in small groups. They further reveal if students show improvement after receiving Tier 2 instruction, will either remain in Tier 2 or return to Tier 1 (RTI Action Network, 2009). If students continue to be unresponsive to Tier 2 instruction, they will be placed in Tier 3. Tier 3 consists of intensive, often individualized, interventions to address struggling students' unique needs. For some students who do not respond to tiered interventions, schools may determine the child's eligibility for special education services (RTI Action Network, …show more content…
Fuchs & Fuchs (2006), make clear that this over-identification can be eliminated by providing solid instruction through a core reading program. Additionally this core program should be complemented by an assessment tool that can identify the needs of the struggling students. In order for the RTI implementation to work in a school setting, the following are essential components that must be implemented with fidelity: (1) All students receive high-quality, research-based instruction in the general education classroom, (2) universal screening, (3) a multi-tiered approach to learning, (4) ongoing progress monitoring, (5) infrastructure, (6) strong leadership, (7) data-based decision making, (8) ongoing training and professional development, (9) collaborative teaming, (10) fidelity of implementation, and parental engagement (Fuchs & Fuchs, 2006). Though there is no single, methodically researched and commonly practiced "model" of the RTI process, it is defined as a three-tier model. However, Georgia uses a 4 Tier delivery model of supports that uses research-based academic and behavioral interventions. Although there is a plethora of intensity levels in interventions required during the RTI process; Berkeley, Bender, Peaster, and Saunders (2009), all agree that all programs should require progress monitoring. Also, progress