Welcome to the first issue of our newsletter.  The newsletter will feature topics related to individuals with special needs. Our first issue focuses on response to intervention models  (RTI) of identifying students who may need additional special education services. This model is central to identification of students with learning disabilities under the current provisions of federal policy.

What is response to intervention?

Response to Intervention is a tiered, or leveled, way of seeing how well your child is doing in school. The RTI model is based in a model of education that emphasizes research-validated teaching programs. That means using test results and data school programs will know if a program works and can test your child to determine if your child is making expected progress compared to other children his/her age.

If your child's assessments show achievement below that of other classmates more intensive instructional methods will be put into place. Since the program has a baseline using the original general assessment scores of how well your child is doing they can monitor progress as more intensive instructional strategies are put into place.

Let's look at how this would work:

• Tier 1: general evaluation of student performance.  For example, all students in First Grade might take a specific reading inventory, such as the PALS.  Scores of the children on the PALS will be compared to determine where overall student performance at the school falls on this test and where each individual student is achieving.  If a child's score on the PALS is very low, and much below that of other students in the program, the child will be referred to the next level of intervention.
• Tier 2:  individualized more intensive instruction in the area of demonstrated academic weakness. If your child's score on the PALS, for example, a test of reading achievement, is very low the classroom teacher may provide more intensified reading instruction, more bring in a different instructional strategy or program or may engage the help of the reading specialist to help your child move towards academic success in reading.
• Tier 3: If the interventions do not result in significant academic improvement in the area of academic weakness the teacher can (1) increase instructional time in the area; (2) try a different model of instruction that may be better suited to your child's learning needs; (3) request that the child study team review the case to determine if a further comprehensive assessment is needed.
• You can download an article that explains more about how the RTI model works by going to the Forms page of this Web site.
   

Strengths and problems with RTI

Strengths of the RTI model are that student levels of current achievement are considered in the early school years.  This helps prevent academic failure for children who are far behind when they enter school.  Additionally, when standardized measures, such as the PALS Reading Inventory are given, the Tier 1 scores help chart student progress.  Test scores can be compared to see if a child is improving to achieve grade level performance or if there is individual improvement although still below grade level.  Test scores validate if instructional interventions are working.

Weaknesses of the model are that training of instructional staff on implementation of  RTI is currently limited.  There are also limited research-validated assessments and instructional strategies in some academic areas. This makes the model difficult to evaluate since progress cannot be adequately monitored.  Also teachers often use subjective analysis to state that a child is "making progress" when interventions are implemented without providing clear objective evidence of this improvement.  For the model to work there must be clear evidence of improvement. This could be with standardized assessments.  Progress can also be demonstrated with behavioral charts or similar documents if the underlying problem seems to be behavioral.  Work samples in a well structured folder also can document increased student achievement if comparable assignments and projects are used.

Case examples:








Additional resources:

The Response to Intervention Network is a national provider of information to help schools, parents, and professionals better implement the provisions of RTI. It is the collaboration of seven founding partner organizations representative of educational organizations across the country.  Their page provides information on RTI and shows how it is used for students at different age levels.

The All Kinds Of Minds Web site has information about the many learning needs of students.  it also has a new feature on response to intervention.  The Website provides a table providing short descriptions of RTI implementation in each state.  The table also indicates what types of training states are providing to professionals within the state on RTI.

Candice Cortiella, a former director of LD Online, a Website on learning disabilities, explains more about the need for RTI models.

More information explaining why RTI is the preferred model in today's educational programs.



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