RTI (Response to Intervention) Process & Comparison of Two RTI Articles

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Have you ever wondered how RTI’s are developed and/or administered to students? How does RTI help students achieve academic and/or grade-level success? In this blog, I will focus on how educators can help their students not fall into the “cracks”. First of all, what is RTI? The name says it all—it is a response to intervene in the academic struggles a student might have, focusing more on literacy skills. In other words, “RTI is a systematic way to connecting instructional components that are already in place. It integrates assessment data and resources efficiently to provide more support options for every type of learner” (Jung, 2011, p.6)  

Below is a You Tube video titled, Teachings in Education that gives a brief overview/explanation of RTI (https://youtu.be/S-y2v1a5XRU) 

 

Article: Making the Most of Progress Monitoring by Lee Ann Jung  

Article: What Every School Leader Needs to Know about RTI: Chapter 1 by Margaret Searle

Similarities 

  1. * Conduct research to administer the best assessment practices to students 

  1. * Come up with efficient small group or individual intervention plans for students  

  1. * Monitor over time students’ progress.

  1. Involve teachers, parents, administrators, assessment experts, etc. into the RTI plan strategies for students 

Differences 

  1. Measurable Outcomes – annual goal and short-term objective (9–12 weeks period) (Jung, 2011) 

  1.  Clearly Defined Intervention – determining the strategies that will be used to reach the desired outcomes (Jung, 2011) 

  1. Data Collection System – determining a “data collection system for ongoing progress monitoring” (Jung, 2011) 

  1. Visual Representation of Data – teachers and parents are presented and need charts and visuals that will represent the students’ progress 

  1. Web-Based Platform – is an easier method to collect and input data regarding the students’ progress and intervention plans 

  1. Universal Screening – assessing all students to find out their academic level and literature struggles (Searle, n.d). There are three levels of assessment: universal screening, diagnostic assessment, and progress monitoring 

  1. Research-based Intervention – whole-class strategies to intense individual interventions (e.g. Tier 1 – research-based classroom; Tier 2 – student small group intervention; Tier 3 – Intense intervention of 1 through 3 students (Searle, n.d). 

  1. Problem-Solving Protocol Model – “relies no a team of experts who customize intervention plans to suit individual learners’ needs” (Searle, n.d.) 

  1. Standard Protocol Model - Specific intervention for all students who have similar problems (Searle, n.d). 

 


https://www.educationalinnovation360.com/blogs/how-are-you-responding-to-student-intervention-rti

Example of an RTI Reading Intervention Lesson Plans  


https://conversationsinliteracy.com/rti-intervention-lesson-plans/

Overall, RTI (Response to Intervention) is essential to use within our schools.  The articles I read were all interesting. They all talked about three major points when administering RTI at schools.   

First, the importance of choosing and having a great team which involves teachers, administrators, lead teachers, psychologists, special education teachers, and assessment experts to come up with universal screening, small group interventions, and individual assessments (Jung, 2011 ; Datnow, 2015 ; Searle; n.d.).    

Second, the importance of following through the students’ progress when doing whole group, small group, and/or individualized interventions (e.g. how they are advancing throughout the year). 

Third, providing additional support through interventions for students who are struggling. Additional support might include tutoring (Jung, 2011 ; Datnow, 2015 ; Searle; n.d.).  

To conclude, I will use all these concepts in my classroom. I especially learned the importance of continuing assessments (e.g. informal and formal assessments) throughout the year and if we work as a team (i.e. teachers, administrators, facilitators, parents, etc.) for the well-being of the students, the students will succeed!  (Jung, 2011 ; Datnow, 2015 ; Searle; n.d.). 


Resources  

Datnow, A. & Park, V. (2015, November). Five (good) ways to talk about data. ASCD, 68(9). https://www.ascd.org/el/articles/five-(good)-ways-to-talk-about-data 

Jung, L. A., (2011, June 1). Making the most of progress monitoring. ASCD. https://www.ascd.org/el/articles/making-the-most-of-progress-monitoring

Searle, M. (n.d.) What every school leader needs to know about RTI. Chapter 1. What is rei and why should we care? ASCD.https://ascd.org/books/what-every-school-leader-needs-to-know-about-rti?variant=109097

Teachings in education (2019, January 27). Response to intervention: R.T.I. YouTube. https://youtu.be/S-y2v1a5XRU 

What Works Clearinghouse. (n.d.). Best practice for RTI: Universal screening. Reading Rockets. htps://www.readingrockets.org/article/best-practice-rti-universal-screening





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