Response to Intervention
Intensive support for struggling students
Overview of RTI
1. "Providing high-quality instruction/ intervention matched to the needs of students." (Klinger, Hoover & Baca, 2008).
2. "Using students' learning rate over time and level of performance (for ongoing decision making)" (Klinger, Hoover & Baca, 2008).
3. "Making important educational decisions" (Klinger, Hoover & Baca, 2008).
RTI Model
Three-Tier Instructional Characteristics
Tier 1
- "This first tier provides "high-quality" instruction to all students within a general education classroom" (Klinger, Hoover & Baca, 2008)..
- "Teachers screen students" (Klinger, Hoover & Baca, 2008).
- "Teachers monitor students' progress" (Klinger, Hoover & Baca, 2008).
- "Students who lag behind on critical measures of performance are identified for additional support; Tier two" (Klinger, Hoover & Baca, 2008).
Tier 2
- "Students who are not making adequate progress in the first tier receive supplemental instruction" (Klinger, Hoover & Baca, 2008).
- "Geared toward students who did not "respond" to the intervention provided in the general education classroom" (Klinger, Hoover & Baca, 2008). .
- "Tier 2 is still part of general education" (Klinger, Hoover & Baca, 2008).
- "Requires a more intensive, small-group reinforcement of the concepts taught in the general education classroom" (Klinger, Hoover & Baca, 2008).
- "Lack of response to tier 2 makes them candidates for referral to special education" (Klinger, Hoover & Baca, 2008).
Tier 3
- "Students who were not "remediated" in the second tier, that is, students who did not "respond" to instruction in Tier 1 or 2, receive specialized support"(Klinger, Hoover & Baca, 2008).
- "Tier 3 is for students who do not "respond" to the small-group instruction and require specialized, intensive instruction, such as that provided by Title 1, district remediation programs, or special education programs." (Klinger, Hoover & Baca, 2008).
Assumptions Underlying RTI That May Be Problematic With ELLS
Assumptions
1." "Evidence-based instruction" is good instruction for everyone
- Numerous instructional approaches recommended as being evidence based have not actually been validated or tried out with ELLs or in school contexts similar to those in which many ELLs are educated" (Klinger, Hoover & Baca, 2008). .
2. "Learning to read in one's second language is similar to learning to read in one's first language: therefore, instructional approaches that have been found through research to be effective with mainstream English speaking students are appropriate for serving ELLS"(Klinger, Hoover & Baca, 2008).
- "ELLs benefit from additional oral language instruction. Districts should provide professional development in teaching reading to ELLs" (Klinger, Hoover & Baca, 2008).
3. "Students who fail to respond to research-based instruction have some sort of learning problem or internal deficit, and perhaps even a learning disability (Klinger, Hoover & Baca, 2008).
- "There are many reasons a child may not respond to a particular instructional approach. It could be that the method is not an effective on with this child, and a different approach would yield much better results. Or, the level of instruction might not be a good match for the child" (Klinger, Hoover & Baca, 2008).
RTI Connections
RTI Network - http://www.rtinetwork.org/learn/what/whatisrti
Klingner, J. K., Hoover, J. J., & Baca, L. M. (2008). Why do English language learners struggle with reading?: Distinguishing language acquisition from learning disabilities. Corwin Press.
Email: jljordan@email.wm.edu
Location: William & Mary, Stadium Drive, Williamsburg, VA, United States
Phone: (757)-876-0448