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Response to Intervention: RTI
Introduction:
Dr. Sheldon Horowitz, Director of Professional Services at
National
Center
for Learning Disabilities, stated in his Research Roundup: LD News:
July, 2005
article that more students with learning disabilities receive services
in special education than any other category
of special education.
A total of 48% of students in special education are those with
learning disabilities. Given this number of students identified and
receiving services, one would think that there would be a history of
clear cut methods of identification and assessment.
When 94-142 was first passed in 1975, there were no guidelines
regarding the identification and assessment of students with learning
disabilities. Over the years, several different methodologies came to
pass, but the one that stayed with the educational system was the
discrepancy model. Basically, this model requires the use of I.Q.
tests to identify a discrepancy between the students I.Q. and his/her
classroom achievement. Although the idea of using this model seemed
clear cut, it resulted in many students ‘falling through the cracks’,
failing before intervention was provided, a lack of identification in
some cases, and a general level of confusion from district to district
and state to state. Each state, and even districts within each state,
set up their own criteria for the level of discrepancy between I.Q.
and achievement that would qualify a student for services. Many
students were not identified early and provided the appropriate
services; thus, it became a ‘wait to fail’ model in many cases.
With the change in the reauthorization of the
Individuals with Disabilities Education Improvement Act (IDEIA) of
2004 came an alternative method to the discrepancy model. The option
is Response to Intervention (RTI), a systematic method of
identifying and providing intervention to students struggling to
learn. Dr. Horowitz delineates RTI as the following: “it
is based on evidence
that informs the decision-making process. In other words, RTI is a
service delivery approach that guides educators to anticipate,
recognize and document student learning, and to provide timely,
well-targeted and effective instruction. How students respond to this
instruction (in combination with more formal assessment as needed)
determines a students' eligibility for classification as LD”.
Basically, the process begins with and is inclusive of the general
education classroom where screenings are conducted on all of the
students. Small groups are formed with those students falling in the
lower 20% ; goals are set for the groups ; the allotted time for the
intervention is determined; a scientifically - based intervention
program is chosen and implemented; and finally, progress is monitored
through data collecting and charting. From this information, teachers
determine who is making acceptable progress with the intervention in
place and who will need more in depth testing and further
intervention.
Does this process really work? Is it easy to implement RTI?
Certainly, it is a different model than what previously has been
accepted as widespread practice in identifying those students who
struggle with learning. RTI is based on solid principles, but it is a
different approach AND a different philosophy than what many teachers
are used to. It requires a strong commitment to the RTI underlying
philosophy for administrators, teachers and support personnel.
Collaboration among the team members is vital to the success of the
RTI program. Willingness to change processes and ways of doing
business in schools today can benefit many students.
Emphasis is on a TEAM.
T=
Total Commitment
E
=Expect Participation
A= All
M = Members
The following sections in RTI will take the reader through an
introductory course that discusses what RTI is, how it developed, who
should be involved in RTI, and particulars about beginning to develop
an RTI program. A sample list of resources is available at the end of
the document.
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