Brady- Activity 1.2

Questions for Discussion and Reflection

#7- “What is response-to-intervention (RTI)?”

According to Lerner and Johns (2012), “Response-to-intervention (RTI) is a procedure that is intended to identify students who are having academic difficulties when the problems first become apparent by using evidence-based intervention (or scientific research-based methods)” (p. 39). RTI is used for all students with the same goal in mind, to promote student success and refrain from academic failure.

RTI is a three tiered system in which each tier uses a different level and intensity of instruction or intervention accompanied by the monitoring of student progress. The first tier, the most common, includes about 80% of students. This tier uses high quality instruction, while students’ progress and academic abilities are monitored.

The second tier, holding 10-15% of students, is more intensive evidence-based instruction and progress monitoring continues. An example mentioned in the book of a student falling into tier 2, was a 6 year old named Lucy. Lucy struggled with reading skills, thus, needed a reading specialist at her school. She responded well to this intervention and excelled well in Tier 2 instruction.

Unlike Lucy, if students do not respond to inventions used in tier 2, they fall in the tier 3 category. This category, including 5-10% of students, uses more intensive evidenced-based interventions. Instruction is usually given in smaller groups or individually as progress monitoring continues. Lastly, if a student does not respond to tier 3, they are sent for evaluation for special education.

RTI has many benefits. It keys in on early identification and prevention of disabilities. It reduces the number of over identified minorities and categorical labels. It holds students and teachers accountable for academic progress, whereby increasing collaboration. Lastly, it provides intensified services to students according to individual needs.