What+does+RtI+mean+for+the+slow+learner?

What does RtI means for the slow learner?

RtI for slow learners should consist of… · a plethora of individualized, intensive, research-based interventions · early detection. Interventions should begin at the first indication of a difficulty. Most slow learners show evidence of learning difficulties as early as kindergarten. · Placement with the most competent teacher. Because slow learners are most vulnerable to poor instruction, it is critical that the most at-risk learner require the most competent teachers. · Communication and collaboration among all stakeholders · A school-wide shared responsibility

[]. ^ National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: NASDSE, Inc. RTI follows the following core assumptions Progress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum. Progress monitoring is the scientifically based practice of assessing students’ academic performance on a regular basis for three purposes: There are three tiers in place to incorporate the key components of RtI and to ensure the academic growth and achievement of all students. The first tier clearly states that all students receive core classroom instruction that is differentiated and utilizes strategies and materials that are scientifically research-based. Assessment in the classroom is ongoing and effective in that it clearly identifies the strengths and weaknesses for each learner. Any necessary interventions at this level are within the framework of the general education classroom and can be in the form of differentiated instruction, small group review or one-on-one remediation of a concept. In Tier 1, progress monitoring procedures serve several functions. First, progress monitoring displays individual student growth over time, to determine whether the student is progressing as expected. The steps in Tier 1 are: data is collected, students are identified using benchmark scores, and measurable goals are set for next data collection point for the class and students displaying difficulties. Then, the team problem-solves to determine scientifically research-based interventions for at-risk students that will work in whole-class instructions. Observations are conducted to ensure the fidelity of the classroom instruction. The teacher implements the interventions and the team reviews progress of students. The second tier closely resembles the first with the exception that supplemental interventions may occur within or outside of the general education classroom. Core instruction is still delivered by the classroom teacher. Small groups of similar instructional levels may work together under the teacher’s instruction and guidance. This type of targeted instruction is for a minimum of 30 minutes per day, two to four days per week and for a minimum of nine weeks. This targeted instruction may occur in the general education setting or outside in a smaller group setting with a specialized teacher such as a Literacy Support teacher for struggling readers. In Tier 2, the main purpose of progress monitoring and beyond interventions is to determine whether the intervention is successful in helping the student learn at an appropriate rate. Decision rules need to be created to determine when a student might no longer require Tier 2 and beyond services and can be returned to the general classroom (Tier 1), when the intervention needs to be changed, or when a student might be identified for special education. The steps in Tier 2 are: see if the child has not met benchmarks in Tier 1, has significantly lower performance levels, exhibit significant deviation from their grade-level peers in academic or behavioral issues, and are learning at a much slower rate and falling farther behind. Tier 2 and beyond consists of general education instruction plus specialized intervention that has the following features: Size of instructional group. Tier 2 and beyond instruction is provided in small groups (two to four students). Although recommendations vary, weekly to three times per week monitoring of progress is typical. Tier 2 and beyond interventions last for nine to 12 weeks and can be repeated as needed. Tier 2 and beyond provides for three to four intervention sessions per week, each lasting 30 to 60 minutes. Instruction is conducted by trained and supervised personnel. Tier three is for students who require more intense, explicit and individualized instruction. This type of targeted instruction is delivered for a minimum of two 30-minute sessions every day for nine to twelve weeks. The interventions in this tier may be similar to those in tier two except that they are intensified in frequency and duration. The instruction in tier three is typically delivered outside of the general education classroom. If tier three is not successful, a child is considered for the first time as potentially disabled. Tier 3 demands more intense interventions. The steps are: see if the child is having marked difficulties and have not responded to Tier 2 interventions, requires more frequent, intense interventions and more frequent progress monitoring. In Tier 3, special education instruction is provided to individual students or small groups.
 * Response To Intervention** is a method of academic intervention used designed to provide early, effective assistance to children who are having difficulty learning. Response to intervention is based on discovering what works best for an individual student, not what might be the 'best' intervention for everyone. Additional methods are tried until students 'respond' to the intervention and improve their skills. RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty. RTI utilizes quality interventions that are matched to student needs, coupled with formative evaluation to obtain data over time to make critical educational decisions. In addition, RTI should be viewed as a systematic process for providing preventive, supplementary instructional services to students who are having challenges meeting benchmark levels. The assumption that a student cannot learn is typically attributed to some neurological or processing disorder residing within the child. This assumption fails to account for the possibility that interacting variables such as the lack of good instruction, the lack of an opportunity to learn, cultural variables, and/or language proficiency levels in the second language, for example, might be reasons for the lack of academic progress. Because of this approach, our slow learners may fall a little bit behind, but will catch up again. Students that do not respond, or respond at significantly low rates, are deemed to have biologically-based learning disabilities, not simply learning difficulties.
 * 1) that the educational system can effectively teach all children
 * 2) that early intervention is critical to preventing problems from getting out of control
 * 3) that the implementation of a multi-tiered service delivery model is necessary
 * 4) that a problem solving model should be used to make decisions between tiers
 * 5) that research based interventions should be implemented to the extent possible
 * 6) that progress monitoring must be implemented to inform instruction
 * 7) that data should drive decision making.
 * To determine whether children are profiting appropriately from the instructional program, including the curriculum
 * To build more effective programs for the children who do not benefit
 * To estimate rates of student improvement.