Response to Intervention Essay

â€Å"Of all forms of mental activity, the most difficult to induce even in the minds of the young, who may be presumed not to have lost their flexibility, is the art of handling the same bundle of data as before, but placing them in a new system of relations with one another by giving them a different framework, all of which virtually means putting on a different kind of thinking-cap for the moment. It is easy to teach anybody a new fact†¦but it needs light from heaven above to enable a teacher to break the old framework in which the student is accustomed to seeing. † Arthur Koestler Twenty-first century educational institutions are on a research journey exploring continued models, theories, plans, strategies and so much more to bring resolve to the problems facing our schools. Many schools are facing the ills of low performance and a decline in meeting Adequate Yearly Progress. Plans and studies to improve schools academic performance are on the rise. School leadership and districts continue to explore and search for the perfect research based model that will pull them up and out of the pit of despair to a maximum and successful learning community where students master learning through engaged instructional practices. An alternative to classroom learning experiences evolving on the educational scene is Response to Intervention (RTI). Response to Intervention refers to the many ways created to assist teachers in implementing instruction through new and improved activities that will redirect low performance to successful outcomes. This program was birthed years ago out the policies established from No Child Left Behind. Response to Intervention (RTI) is a researched based model used by school systems all over the country to deter academic and behavioral failure in the educational system. Through the engagement of ‘scientifically based instructional practices’, students embrace the enhanced intervention strategies that allow them to explore educational skills with a confidence that bring successful outcomes. Response to Intervention was created to intercept the struggling performance of student at the risk of academic and/or behavioral failure. Through early detection of specific skills deficiencies, students are identified and immediate assessments are administered. Diagnosis of these deficient skills allows teachers to structure instruction to meet the specific needs of students. Strategic plans are developed to target skills deficiency and an alternative instructional plan is created. The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students, where students develop ‘I can’ attitudes and efficacy about learning, and where the type of learning that occurs prepares students for success after school (Gentry, 2006)† In our twenty-first century learning communities, administrative leadership promotes the success of its students by implementing research that is current and best practices. Interstate School Leaders Licensure Consortium Standard Two which states: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. (ISLLC 2008: 2). † The application of RTI, promotes an intervention plan focused objectives that are measureable and growth results that are observed through weekly progress monitoring. The RTI model is a valuable asset to the educational community due to the programs â€Å"not specifically a special education eligibility tool, rather it is a data-based decision-making system that can be used for all students within the school. † (Wedl, 2005) The application of the various methods of scientific discoveries that support solutions to many of the educational concerns experienced by our students is imperative to their success and confidence. The following is a plan of action based on the Response to Intervention Model that will promote academic success for students lacking proficiency in their educational experiences. Students will be engaged in daily and weekly activities that will enhance their differentiated instruction. This plan is based on the specific features of the Response to Intervention Model that are crucial to the process of instruction. †¢ Tier Model 1, Problem Solving – during the application of this portion of the Response to Intervention Model, all students are engaged in instruction. Many of the academic needs of the students are met in this level. Approximately one hour and thirty minutes of direct core instruction is implemented. Teachers are engaged in developing base line data from student’s response to instruction. The data from student responses should indicate which students are responding below expected levels of proficiency and those students needing enrichment. †¢ Tier Model 2, Problem Solving – during the application of this portion of the Response to Intervention Model, every student may need the interventions of this Tier. Again, one hour and thirty minutes of direct instruction from the core curriculum instruction. An additional twenty to thirty minutes of intense instruction for targeted skills in a small group within the classroom setting. Daily and weekly progress monitoring is necessary to ensure mastery. †¢ Tier Model 3, Problem Solving – during the application of this portion of the Response to Intervention Model, students that show lack of understanding of implemented instruction and are below the level of proficiency at the Tier 2 instructional interventions level, must continue prescribed interventions. At this level of intervention, again one hour and thirty minutes of direct core instruction, and possibly an additional fifty minutes of intense instruction on targeted skills. Homogenous grouping of students in small unit is desirable. Progress monitoring is required and all the while the teacher is data bank to determine continued instruction, needs assessments, updating base-line data, student mastery, and other evaluative factors. After implementing each Tier 1 three weeks of intense interventions should follow. A new Tier is implemented after completing monitoring activities and evaluating the compiled data. Key to the success of the Response to Intervention Model is the consistent progress monitoring of the students responses to the various daily interventions. Also, due to the constant monitoring, early interception of redirecting the students’ lack of understanding, promotes the regular classroom interventions and deters the need for special education. In many cases, statistics reveal that students experience success and mastery of skills through the varied steps of RTI. According to Interstate School Leaders Licensure Consortium Standard Two, administrative leaders are responsible for establishing an atmosphere and organizational culture conducive for successful academic experiences for every child. The educational performances of our students are founded on the instructional effectiveness of a curriculum structured to strategically provide mastery through systematic, rigorous, and objective teaching. Tracking student progress through informed data is imperative to a teacher’s next step in the model. Throughout the intervention students are provided high quality instruction. Response to Intervention provides a prescriptive plan of success through intense engaged learning. The problem solving techniques and data driven instructional strategies, will provide opportunities of success. With targeted small group skills instruction as necessary for the struggling child, the experience of maximum achievement is inevitable.