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The purpose of the Response-to-Intervention approach

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What is the purpose of the response-to-intervention (RTI) approach? What are the benefits of this approach? What are the challenges? Can you think of any way to overcome these challenges? Why it is important to intervene early in a student's learning experience?

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Response-to-intervention (RTI) is a transformative approach to learning that is predicated upon the premise of not waiting for the failure of students to become omnipresent requiring referrals to special education before intervening with appropriate programs to ensure that student's receive the help they need. The problem of referring students who did not need to be placed in special education was and still is problematic for schools across the country as unneeded referrals result in stunted students educationally speaking and financial losses for schools. The purpose of RTI's is to utilize federally mandated initiatives such as the National Reading Panel, the National Association of School Psychologists, and educational research centers to formulate interventions that are systematically targeted to universally assess students that may be struggling and identify their educational needs before they are referred to special education unnecessarily (Samuels, 2011).

Research has shown numerous benefits emanating from using RTI in schools, which is why it has become a staple throughout the nation and a vanguard for schools struggling with low academic progress. Schools have dramatically improved students' success on state assessment tests after careful and competent implementation of RTI programs while also reducing their fiduciary budgets because of the savings emanating from not needing to appropriate large amounts of students into special education. Reducing the necessity to place children in special education that would have been placed ...

Solution Summary

This solution provides insight about the RTI approach used for addressing students struggling in the classroom.

See Also This Related BrainMass Solution

ABCs of RtI: Describe each tier. What has changed in terms of SLD identification since the passage of the Individuals with Disabilities Act of 2004? What do you think prompted the changes?

Web Research
1. Read the article "ABCs of RtI." It is a guide for parents about Response to Intervention, but does a good job of summarizing RtI. It can be found at http://www.rti4success.org/pdf/ABC_of_RTI.pdf
2. Read the article "SLD Eligibility: A Users' Guide to the New Regulations." It can be found at http://www.rti4success.org/pdf/zirkel.pdf
This article may take some re-reading in certain sections, but it does a good job of both discussing the old ways of identifying students with Specific Learning Disabilities (SLD) as well as the new regulations for identifying SLD under the Individuals with Disabilities Act of 2004 (IDEA 2004 or IDEIA 2004).

Progress Monitoring and Tiers in RtI (1 of 2)

After reading "ABCs of RtI" and/or exploring http://www.rti4success.org, note how many tiers RtI has and describe each tier. What role does progress monitoring play in the multiple-tiered model? And, finally, what is your reaction to the RtI model?

SLD Identification (2 of 2)

After reading "SLD Eligibility: A Users' Guide to the New Regulations" and/or exploring http://www.rti4success.org, describe the way that Specific Learning Disabilities (SLD) was identified prior to 2004. What has changed in terms of SLD identification since the passage of the Individuals with Disabilities Act of 2004? What do you think prompted the changes? What do you think of these changes?

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