Response to Intervention

response to intervention

In February 5th’s assessment class we discussed something that is close to my heart. One of the reasons I wanted to be a teacher was to ensure all children were given equal opportunities and follow the motto of “no child being left behind”. I attended Naicam School which is a part of the North East School Division and so this is a concept I am quite familiar with. Likewise, my minor is inclusive education. Many of my inclusive ed. classes go over response to intervention and the applications for classroom and my teaching career.

So what is response to intervention?

RTI is a three tiered approach to allowing all students a chance at success. Most people express this approach using a pyramid (or circle). The bottom of the pyramid is green and makes up 80-90% of the student population and is known as Tier One. Tier One is greatly known for differentiation– adaptations that can occur with product, process, content, and the learning environment.

Most students will only require these supports in order to succeed. However, 5-10% of students will require more resources and support. Interventions in this level are “more targeted, intense and focused” (NESD). Even this amount of support will still not reach 1-5% of learners. This is where students are then Tier three which includes creating a plan with a team for a personalized and detailed approach.

“The list of standards or learning outcomes seem to assume that all students start in the same place, at the same time, and proceed to learn in the same way” (Davies, p. 26). This couldn’t be more true and couldn’t prove the necessity of the RTI approach any further. Every student brings their own strengths and weaknesses into a class- the school system does not fit every need students may have. But, by using the RTI approach it takes the pressure off the students of adapting to the already existing system by adapting to their needs and allowing for success.


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