Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning (www.rtinetwork.org ).
1. Review the RTI Model and 3 Intervention Levels http://www.rtinetwork.org/learn/what/whatisrti
2. Review the RTI Problem Solving Process described below:
RTI PROBLEM SOLVING PROCESS
1. P=Problem Identification: Define the problem by determining the difference between what is expected and what is occurring. Ask, “What is that we want students to know and be able to do compared to what they know and are able to do?” When engaged in problem-solving at the individual student level, the team may strive for accuracy by asking, “What exactly is the problem?”
2. A=Analysis of Problem: Analyze the problem using data to determine why the issue is occurring. Generate hypotheses founded in: evidence-based content area knowledge; alterable variables; and instructionally relevant domains. Link validated hypotheses to instruction/intervention. Ask, “Why is/are the desired goal(s) not occurring?”
3. I=Intervention Design/Implementation: Establish a student performance goal for the group or individual, develop an intervention plan to address the goal, and delineate how the student’s or group of students’ progress will be monitored and implementation integrity will be ensured. Ask, “What are we going to do about it?”
4. R=Response to Instruction/Intervention: Use progress monitoring data to evaluate the effectiveness of the intervention plan based on the student’s or group of students’ response to the intervention. Ask, “Is it working? If not, how will the intervention plan be adjusted to better support the student’s or group of students’ progress?“
Adapted from: Little, M.E. (2013). RTI Lesson Planning and Instructional Decision-making.
3. Read the elementary or secondary RTI math case study (located in the learning activities folder) to see
how the teacher and support team members utilized the RTI problem solving approach to meet the
individual needs of the students in the case.
4 . Write a 2-3 page paper, in essay format, that analyzes the case through the lens of the RTI Problem
Solving Process . The paper should include:
a. Case Summary-
· Problem Identification- What do you know about the student(s)? What was the problem addressed in the case?
· Analysis of the problem – Why were students struggling? What data was analyzed to determine the problem?
· Intervention Design/Implementation- What goals were set? What interventions were used and what level of intervention did they represent?
· Response to Instruction/Intervention- How effective was the intervention?
b. Case Analysis and Reflection –
· What insights did you gain about the RTI process and its role in addressing the needs of students who are struggling?
· What role does data collection and analysis play in the RTI process?
· In what ways do teachers collaborate throughout the RTI process?
· How does the RTI model relate to the differentiated instruction practices described in Burden and Byrd, Chapter 2?