Teacher Perspectives for Response to Intervention
Teacher Perceptions of the Response to Intervention Model
Introduction
Response to Intervention (RTI) is a system-wide approach in general education to prevent and/or resolve lack of student success. RTI provides the framework and means to meet the needs of all learners, especially struggling learners, by using data-based decisions to identify the students, link interventions and instruction to their needs, monitor their progress, and make adjustments as needed based on an ongoing review of the data. Schools are restructuring to include the formation of data teams at the school and/or grade level. The team is responsible for analyzing achievement and behavior data, setting norms to determine expected growth for students, determining interventions, and implementing the framework for RTI in the building (GDOE, 2008). Although Response to Intervention has been developing for the past 30 years (Deno & Merkin, 1977; Began, 1977), it was the Reauthorization of the Individuals with Disabilities Education Act of 2004, also known as Individuals with Disabilities Education Improvement Act (IDEIA) that propelled RTI into the forefront of educational best practice throughout the United States. Furthermore, components of RTI are underscored in the No Child Left Behind Act (NCLB) and include a focus on accountability and continuous school improvement for all students through the following:
• High quality research-based classroom instruction in reading, math, and science provided by a highly qualified, effective teacher; instruction is differentiated within the classroom to meet a broad range of student needs; • Scientifically based research is used to make decisions regarding the implementation of appropriate interventions; • Universal screening and progress monitoring of academics and behavior; and • Early intervention for the provision of targeted interventions in reading, math, and behavior to prevent skill gaps for identified students; these
Introduction
Response to Intervention (RTI) is a system-wide approach in general education to prevent and/or resolve lack of student success. RTI provides the framework and means to meet the needs of all learners, especially struggling learners, by using data-based decisions to identify the students, link interventions and instruction to their needs, monitor their progress, and make adjustments as needed based on an ongoing review of the data. Schools are restructuring to include the formation of data teams at the school and/or grade level. The team is responsible for analyzing achievement and behavior data, setting norms to determine expected growth for students, determining interventions, and implementing the framework for RTI in the building (GDOE, 2008). Although Response to Intervention has been developing for the past 30 years (Deno & Merkin, 1977; Began, 1977), it was the Reauthorization of the Individuals with Disabilities Education Act of 2004, also known as Individuals with Disabilities Education Improvement Act (IDEIA) that propelled RTI into the forefront of educational best practice throughout the United States. Furthermore, components of RTI are underscored in the No Child Left Behind Act (NCLB) and include a focus on accountability and continuous school improvement for all students through the following:
• High quality research-based classroom instruction in reading, math, and science provided by a highly qualified, effective teacher; instruction is differentiated within the classroom to meet a broad range of student needs; • Scientifically based research is used to make decisions regarding the implementation of appropriate interventions; • Universal screening and progress monitoring of academics and behavior; and • Early intervention for the provision of targeted interventions in reading, math, and behavior to prevent skill gaps for identified students; these
References: Casbarro, J. (2008). Response to intervention. Port Chester, NY: National Professional Resources, Inc. Georgia Department of Education (2008). Response to intervention: The Georgia student achievement pyramid of interventions. Atlanta, GA. Deno, S. & Mirkin, P. (1977). Data-based program modification. Minneapolis, MN: Leadership Training Institute for Special Education. Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. (2004). Public Law 108-446.