Response to intervention aims to identify students early and thus, maximizing the probability of correcting early deficits and helping all students to succeed.
How can using RtI ensure that informed decisions are being made about the instruction students need to succeed and also offer support in closely monitoring student growth?
RtI and Making Informed Decisions has 4 Comments
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October 29th, 2009 at 3:15 pm
One of the hallmarks of RTI is informed decision-making that is driven by proper benchmark assessment and progress monitoring (frequency depends on tier of student).
Progress monitoring-internal and external needs to be reviewed if we are to learn if instruction is effective and the student is not only learning, but learning at a quicker pace in order to close the achievement gap.
November 1st, 2009 at 9:34 am
I don’t think I am logged in so this is a test before I start
November 1st, 2009 at 10:02 am
RtI uses current data to make decisions. Data based decisions are the key to RtI. Data from current screenings are used to decide what skills a student has and what skills they need to still acquire. Diagnostic testing is used to further evaluate the childs deficits and to help plan a course of action. Once a plan is decided on, progress monitoring is used to determine if students are making progress. If they aren’t progressing the plans are changed based on the new information. According to Susan Hall, RtI is a problem solving process that uses ’scientific, researched- based interventions; monitoring student progress; and using assessment and progress data to make decisions.’ If these things are followed then informed decisions will be made about the instructions a student needs and the changes that should be made as they grow in their abilities to read.
November 6th, 2009 at 5:45 pm
RtI uses a problem solving framework that progresses basically in 4 steps. First the problem is identified. Second the problem is analyzed to determine why the problem is occurring. Third the intervention is designed and implemented. Fourth the intervention is analyzed to determine if it is working. If the four steps process is followed, close monitoring of student growth is required through the use of pre and post assessment and teacher monitoring.
I heard a comparison of RtI interventions to on and off ramps. If Tier 1 instruction is not working, students get on to the Tier 2 ramp. Then if that works they get off the Tier 2 and go back on the Tier 1. If the gap is not closing, they get on the Tier 3 ramp instead. But just like the ramp on an interstate, the goal is easy, smooth access from one area (or instruction) to another. So that the child does not loose instructional time by being “stuck” in ESE and never catching up.