Response To Intervention

Many theories have been proposed to help schools close the achievement gap among students who struggle year after year in our classrooms. RTI is has been deemed the new phenomenal that will help support our struggling students in their quest to become successful in our 21st century classrooms. Although the literature covers an extensive assortment of such theories, this review will focus on five major themes that will materialize continually throughout the literature reviewed. They are the following themes: RTI at a glance, Implementation of RTI, Tier of RTI, Teachers Perceptions, and Professional Development. Although the literature identifies these themes in a variety of perspectives, this literature review will primarily focus on the examining …show more content…
The current trend in education for all students is education within a multi-tiered system using the learner's response to instruction as the foundation for making instructional and analytical decisions (Hoover and Patton, 2006). Multi-tiered learning provides students with a variety of services that increase in intensity based on the severity of learner need. Therefore, educators should be empowered with more knowledge of the implementation process (Hoover and Patton, 2006). Multilevel instruction is the practice of how well students respond to the interventions implemented (Hoover and Patton, 2006). Bradley, Danielson, and Doolittle (2005), strongly sees RTI as a process with quality instruction, frequent progress monitoring while those who do not respond appropriately should have additional …show more content…
According to Reutebuch (2008), teachers provide high-quality instruction starting in the general curriculum (Tier 1) and continue with more intensive interventions (Tier 2 and Tier 3). Tier 2 and Tier 3 often differ based on the time spent on the intervention. The frequency and duration spent delivering interventions may differ depending on the tier. For example, intervention time might begin at 30 minutes twice a week at Tier 2. Later increase to 45 minutes three times a week at Tier 3 if the student needs more intense intervention time to be successful. Tier 3 may also be the time in the process where a referral for special education testing should prompt initiating (Murawski & Hughes, 2009). As noted by Reutebuch (2008), additional RTI resources should include a procedure that identifies students' with behavioral and academic struggles early and checking a student's progress frequently to measure the effectiveness of interventions. Therefore, collaborating with an array of school personnel, and parents during the process is also important for RTI to be effective. Interventions that involve family support are more effective in building skills. It is not uncommon for parents to help students who are in need of interventions when they are struggling. Interventions can continue when they are at home with their parents (O'Shaughnessy, Lane, Gresham, &

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