Students have different needs in the classroom setting and because of this teachers need to take action to best help students succeed after exploring the different needs of the various students. Teachers intervene on student thinking and based on what they learn about how students think, they decide which tier of RTI (Response to Intervention) is most beneficial to that student as an individual.
In IDEA 2004, RTI is described as a discrepancy model in which shows a combination of achievement tests and cognitive tests scores in order to find where students lie on the pyramid.
The process of RTI begins with testing and universal screenings that show both general education and special education teachers what the needs are of students in the classroom. At the beginning of the year benchmarks are made in which the students should be able to meet at a particular time within the year. If the student does not meet the benchmark then intervention is put into play. With intervention, students work towards a particular goal that can be modified based on the student's responses and knowledge presented to the test facilitator.
There are three tiers that make up RTI, each of the tiers having a set of characteristics that goes along with it. There are many instance in which students are not in a set tier of RTI, but rather the characteristics that the student has overlaps in different tiers of the RTI pyramid.
Tier one of RTI is general education. In order to decide if students belong in this tier of instruction students must be given differentiating instruction that screens what they know entirely. If a student struggles in the subject of reading, which is the most common subject that is covered in RTI, they may have to move from the general education tier onto the second tier.
The second tier of RTI is small group instruction. Students should not be moved from tier one to tier two until tier one is done with complete fidelity and confidence that the student is indeed behind in their studies and need to be placed within a small group to get further instruction on their area of need, such as reading.
When students continue to struggle in a particular area of instruction, further intervention is to be made. After the student is unable to achieve their goals in a particular subject while working with small groups, the student will then be moved to the third tier of instruction, special education.
It is important to keep in mind that the pyramid is not set in stone and that students are able to move throughout the pyramid. If the students show that they are improving in the area of study that they struggled with previously, they can move down the pyramid after intervention is made rather than just staying where they are or simply continuing to move up the pyramid.
In IDEA 2004, RTI is described as a discrepancy model in which shows a combination of achievement tests and cognitive tests scores in order to find where students lie on the pyramid.
The process of RTI begins with testing and universal screenings that show both general education and special education teachers what the needs are of students in the classroom. At the beginning of the year benchmarks are made in which the students should be able to meet at a particular time within the year. If the student does not meet the benchmark then intervention is put into play. With intervention, students work towards a particular goal that can be modified based on the student's responses and knowledge presented to the test facilitator.
There are three tiers that make up RTI, each of the tiers having a set of characteristics that goes along with it. There are many instance in which students are not in a set tier of RTI, but rather the characteristics that the student has overlaps in different tiers of the RTI pyramid.
Tier one of RTI is general education. In order to decide if students belong in this tier of instruction students must be given differentiating instruction that screens what they know entirely. If a student struggles in the subject of reading, which is the most common subject that is covered in RTI, they may have to move from the general education tier onto the second tier.
The second tier of RTI is small group instruction. Students should not be moved from tier one to tier two until tier one is done with complete fidelity and confidence that the student is indeed behind in their studies and need to be placed within a small group to get further instruction on their area of need, such as reading.
When students continue to struggle in a particular area of instruction, further intervention is to be made. After the student is unable to achieve their goals in a particular subject while working with small groups, the student will then be moved to the third tier of instruction, special education.
It is important to keep in mind that the pyramid is not set in stone and that students are able to move throughout the pyramid. If the students show that they are improving in the area of study that they struggled with previously, they can move down the pyramid after intervention is made rather than just staying where they are or simply continuing to move up the pyramid.
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