A very important part of RTI is that a research-based curriculum is the
core instruction.  Usually the general ed teacher is the one who
implements the second, and, sometimes, the third tier.  Often the
interventions implemented in the third tier are in conjunction with
reading specialists, such as Title I teachers and reading coaches, and
even special educators.  Interventions are attempted for 4-8 weeks on
average, depending upon various factors.  This obviously allows for a
much quicker turn-around than the discrepancy model does.

 

________________________________

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Michael Tate
Sent: Wednesday, November 04, 2009 8:48 AM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 4244] Re: Response to Intervention (RTI)

 

RTI got its name from observing how struggling students responded to
research-proven interventions.   If the students did  not respond
satisfactorily, another research-based intervention was selected.  This
intervention change-out process continues until the student responds
satisfactorily.  

 

What I liked about the approach was that it focused on research-based
interventions implemented by trained teachers and staff, and it stressed
feedback, and it required teachers and staff to keep seeking
research-based techniques that would work.  These are areas where the
current typical special education (SE) programs fall down. RTI refocused
effort from identification of the disability to finding effective
interventions.

 

Typically, LD students were pulled out into resource rooms and  given
remediation materials.  I think the research is clear that remediation
is not the optimal way to work with LD students.  Rather, research-based
approaches such as strategy instruction (SI) are what work, but very
often are not employed in current SE classrooms, at least from what I
have seen.

 

Michael Tate  

 

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Maureen
Carro
Sent: Tuesday, November 03, 2009 5:12 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 4237] Re: Response to Intervention (RTI)

 

Here is what I thought the "tiered system" of "Response to Intervention"
entailed:

 

1.  The classroom teacher notices the student is struggling in the
classroom.

2.  More specialized classroom help is provided as the first
intervention.

3. If the student continues to struggle in spite of the classroom
intervention, he/she is referred to more intense, small group
instruction.

4.  If the student still fails to "respond to the intervention", they
are referred to one-on-one, very specialized, intense, instruction.  

 

My question:  Is this "fourth tier" struggling student not feeling like
he/she is failing???!!   It seems to me that they now have to "fail"
three times to get the right help!  

 

For heaven's sake..... why not give every child the direct explicit
instruction in the structure of the language..... starting with the
alphabetic principle, moving to syllables, words, phrases, sentences,
paragraphs, and discourse.... that is needed to successfully read and
comprehend text in the first place!  

 

 

Maureen Carro, MS, ET

Academic Learning Solutions

Alamo, CA 

mcarro at lmi.net

 

 

 

On Nov 3, 2009, at 2:17 AM, HKerr at aol.com wrote:

 

The RTI initiative was originally, I believe, aimed precisely at
adopting a different approach than the deficit one. The idea was
originally, according to articles by people like Jack Fletcher,
specifically to enable the whole environment to be considered and for us
to move away from the assumption that 'failure' must mean deficit; that
we must always seek to find a fault in the student, even his neurology.
Recent literature seems to show that RTI has been subverted and is now
being deployed as a measure which is used to 'identify, a 'deficit' in
exactly the way the discredited discrepancy criterion was in the bad old
days. For discrepancy read RTI, in other words, which had not been the
point originally, as I understood it.

 

Hugo

at: http://www.hugokerr.info <http://www.hugokerr.info/> 

"We're here to help each other get through this thing - whatever it
might be." (Kurt Vonnegut) 

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