The response to intervention (RTI) process is a 5 week process to evaluate students. If a student is underperforming in the classroom, that student may need additional support, including a student with a learning disability. The RTI evaluation process is objective and therefore beneficial to identify the academic, social, and behavioral challenges of underperforming students. First of all, the students that benefit are the ones that do not have a disability but may need additional support to perform to standards in the general education classroom. Secondly, the approach is different than the original IQ-achievement, because it identifies students with learning disabilities who may be able to perform to standards with proper support. The RTI process has been successful and, because of its success, its use has been expanding since 2004. The RTI process is so successful because of the simplicity, its inherent coordinated organizational structure and the common sense that it allows in addressing underperformance.
There are 5 elements of an RTI framework. First there is the prevention and intervention tier. Every student is different and therefore there are three tiers available for those with and without disabilities. The first tier is a high-quality, universal general education program that uses good teachers to teach in general classrooms. Interventions take place when students do not meet the requirements and/or expected growth. These underperforming students receive supplemental tier 2 instruction. Tier 2 is considered the extra help tier and includes assistance such as tutoring in cooperation with the general education teacher. When students do not respond to the tier 2 assistance, a highly intensive intervention takes place, and the student receives additional instruction, which is usually provided by special education teachers. The main advantage of the tier system is that students that have difficulties in the classroom get immediate assistance. An additional advantage is that evidence-based practices in daily instructional routines provide a strong foundation for struggling students. This advantage reflects the directive in the NCLB law requiring that teachers use scientifically proven instructional methods in their daily routines. A third advantage is the screening, identification, and progress monitoring approach. The teacher decides, with appropriate support, which students need supplemental intervention as well as the additional instruction required. In order to monitor the progress, data needs to be collected on a regular basis to establish a response to intervention as well as to verify that the additional support is addressing the identified problems. A fourth advantage is that there are two different approaches to delivering interventions. The problem solving approach is used by educators that develop individualized interventions. The standard protocol approach is used based on the various levels of tiers to develop specific instructional and behavioral programs. Common problems may be addressed with standardized procedures, which means that when students are falling behind in the classroom for common reasons, the additional support received is preselected from prescribed interventions. In most cases this standardized approach is used, but since the nature of behavior problems is often idiosyncratic, the problem solving approach may also focus on individual approaches in interventions. To enhance the evidence based practices, universal design for learning is often applied. Based on the fact that every student is unique, a universal design of proactive curriculum would fulfill the needs of a wide selection of student’s abilities and the individual learning preferences. The design and materials used for the individual learning preferences should allow for flexible use, equitable use, tolerance for error, low physical effort, and simplicity in responding to student needs. Research shows that the RTI system can increase reading and math performance in the general classroom setting. Also it has been proven to reduce the total number of students who would normally be referred to a special education setting.
The No Child Left Behind Act (NCLB) of 2001 was originally designed to assist all students to achieve their best academic performance. The act makes sure that the disparity in treatment of students is decreased, and that students have the same opportunities to succeed, disregarding social and economic background, as well as the students’ disability status. Five goals form the NCLB act. First, every state requires testing on students to check their knowledge and measure adequate yearly progress . The testing will show if the student is following the standard norm. Students who do not meet these goals may need extra help. The RTI fits in this process because the tier system is designed to help students with or without disabilities that are underperforming in the classroom. Secondly, the schools are becoming more flexible with use of federal government money. Local school are now able to implement their needs without prior government approval for up to 50% of the federal funds. The third goal is that only scientifically proven teaching methods are now allowed to be taught at schools. This should increase the effectiveness of the overall day to day teaching of teachers. The fourth goal is to support parents by implementing after school programs and giving parents the right to transfer their children to better schools under certain circumstances. The act allows parents to transfer their children to a higher performing school in the district when the school they are currently in is performing below the norm for 2 years in a row. If the school is performing below the norm for 3 or more years in a row, the child will be eligible for Title 1 funds to get extra help, such as tutoring and after school instruction. The last goal is to strengthen the quality of the teachers. In order to be eligible to teach in a public school one must have a college degree, be licensed or be certified in the state where teaching, and has to show a significant amount of knowledge in the subject he or she will be teaching. This is done by testing on specific topics, which is state administered.
RTI can be a very valuable tool if it is properly used. Research has been proven that it is a very valuable tool for all students. School resources can be better applied to meet students individual needs. Every student in the RTI process receives equal opportunities to reach their maximum potential. Keeping all students in the general education classroom as much as possible, will allow students of all abilities to learn how to function in a diverse society. If RTI is viewed as additional paperwork by the school itself, then the RTI process will not be effective and it will be the extra paperwork that teachers expect.