Response to Intervention (RTI) is a three-tier framework that can be adopted by schools to help struggling students and save them from failing. This framework has several core elements which are concerned with attaining high quality, evidence-based instructions in classrooms and interventions that merge the needs of individual student. Further, the information concerning the performance of each student under this model is gathered on a daily basis to see how they are progressing and guide the development of instructions.
At the middle and high school levels of education, RTI model has different proven importance in lesson planning, physical and socio-emotional development of learners. In lesson planning, this model allows students whose needs are not met by the core curriculum. Lessons are planned based on the needs and the ability of the student (Stahl, 2016) . It has a three-tiered approach where one occurs after the other. Tier one, for example, is a typical classroom environment where instructions and teaching strategies reflect differentiated instruction and universal learning design. Here, lessons are planned for each student regardless of their learning need. The goals of the curriculum are not altered at this stage. The teacher then monitors the progress of each student and identifies those that are struggling under normal learning conditions.
Delegate your assignment to our experts and they will do the rest.
Tier two is the targeted group interventions stage; the evidence gathered at the first stage is used to tailor lessons to a small group of struggling students who have similar learning difficulties. This includes developing extra lessons or help during and after school and designing extra homework. However, at this stage, these types of students are not removed from the classroom. The results from the additional help are monitored and those students who have improved noted. Those that have mastered the instruction at this tier are sent back to the tier one to continue with the rest under observation.
Tier three is an intensive interventions stage. It takes place after tier 2 has been explored, and students are still struggling with their learning. This phase involves intensified instructions and increased instructional time where the focus is turned into teaching students specific skills. Resources from outside the classroom are brought in to aid in teaching lessons and to facilitate learning; this could include a specialized teacher or administrator. Lessons are tailor-made to suit a particular student, and this could include using strategies outside the content area. Usually, students who struggle at this tier are referred for psycho-educational testing for screening on their learning disabilities (Kyle Robinson) .
With a proper administration and use of RTI, the needs of every student will be covered and those that have disabilities gathered for by creating lessons that suit their needs.
References
Kyle Robinson, D. N. (n.d.). tiered-approaches-to-the-education-of-students-with-learning-disabilities . Retrieved from https://www.ldatschool.ca: https://www.ldatschool.ca/educator-supports/tiered-approaches-to-the-education-of-students-with-learning-disabilities/
Stahl, K. A. (2016). Response to Intervention. The Reading Teacher , 659-663.
