Response to Intervention (RTI) model - Assignment Example

? Response to Intervention (RTI) model Response to Intervention (RTI) model Teaching a very diverse group of students in terms of their skills and abilities as well as their needs requires one to employ a wide range of techniques so as to ensure inclusiveness. Hong Kong is a metropolitan city with people coming from various backgrounds. This diversity in terms of culture, language, has infiltrated in to the mainstream education system in the city. Most of the mainstream schools also have students with special needs who need special care to ensure they benefit from the education system just like other students. As an English teacher in the city, with a diverse group of students, I have to develop strategies aimed at ensuring inclusiveness in my teaching approach, more especially because a majority of the students in the school speak Chinese and English will only be a second language to them. I have to create a good learning environment for non- English speakers as well as those students with special needs to feel comfortable throughout the learning process and benefit from the education albeit their differences. Education should be a uniting factor in such diverse mainstream schools where people from different backgrounds come together to share ideas, knowledge and learning experiences. In order to ensure inclusiveness in my role as the English teacher, I would employ the use of Response to intervention (RTI) model. The Response to Intervention (RTI) model is very important in the provision of inclusive education to a diverse group of students. The model enables schools and teachers to easily identify those students who are at a risk of becoming victims of poor learning outcomes and then monitoring their progress to ensure they their condition is taken it o consideration during the learning process to ensure they also benefit from the learning process just like their counterparts (Fuchs & Fuchs 2006, B). The model also allows schools and teachers to provide such students with interventions that are evidence based. With the RTI model, teachers can also adjust the nature and intensity of the interventions used depending on how the students targeted by the model respond and identifies each student’s learning disabilities or even any other disabilities that may hinder the students from fully concentrating on their education and getting the best outcomes possible. The Retention to Intervention (RTI) model can therefore be defined as a general framework of education that involves research based interventions and instructions and regular structures of monitoring the progress of students in the learning process as well as the subsequent application of these data and information over time in order to make useful educational decisions (Klingner, 2006). One of the main advantages of the RTI model is the use of scientifically based interventions whose effectiveness has already been determined through scientific experiments in various randomly controlled trials. One of the main goals and objectives of the RTI model is to apply the concepts of accountability to educational programs by allowing teachers to focus only on those programs that have been scientifically proved to work rather than relying on programs that seem to be simple and easier to use. The RTI model is a multi-tier strategic approach that promotes early identification of children with learning and behavioral needs in a diverse learning environment. The model employs various techniques and approaches to ensure the students’ needs are addressed and fully met so as to ensure positive learning outcomes for all students (Gresham, et al. 2004). The model can be used for by both regular and special needs education teachers who have a group of highly diversified students with different leaning and behavioral needs. The process starts with a general universal screening of all the students in a class room and the use of high quality instructions. After the screening process, the learners identified to be struggling are provided with interventions aimed at increasing their participation in the learning process (VanDerHeyden, 2006). The interventions provided are given in increasing levels of intensity so as to accelerate the students’ learning rate. One of the advantages of the RTI model is that these interventions and instructions can be applied by various education personnel including regular teachers, special needs teachers or any specialists in Response Interventions. The progress of the students is monitored throughout the process in order to assess the students’ learning rate as well as the level of performance for each student. The intensity of the program and the duration of each intervention strategy depend on how each individual student responds to the instructions given to them (Fuchs & Fuchs, 2006, A). The Response to Intervention model creates a well integrated educational program and a system of interventions and instructions which is based on data gathered from the outcomes of the children. This makes RTI a very important approach to education and learning processes in both regular and special needs education. In order for the RTI model to be effective and meet its intended objectives, it must have certain essential components that have to be implemented rigorously and with great fidelity. One of the key components of RTI is the use of scientifically based classroom instructions that are of high quality. This enables all students to be given high quality and research based instructions in their learning environments (Shinn, 2007). Another essential component of the model is the continuous assessment of students. This is achieved through universal screening of students and monitoring process to check on the progress of the students and their response to the instructions they receive both as individuals and as peer groups. The data gathered from the monitoring process is used to determine if the students need closer attention and intervention. The assessment and monitoring process allows the teachers and educationists to make decisions regarding the intensity with which the instructions will be given to the students and determining the needs of the students based on the data gathered. The assessment can also be used to check the effectiveness of the program and whether it is achieving the intended objectives. Another important element of the RTI model is the tiered instruction system (Fuchs & Fuchs, 2006, A). This multi-tier approach in response to intervention model is very efficient in ensuring the instruction for all students are differentiated. This approach provides for teachers to provide instructions in an increasing intensity while at the same time giving specific and researched-based interventions that match the needs of the students. The other key component of the RTI is parent involvement. The schools that implement the RTI model ought to give parents and guardians of the students with information about the students’ progress, the various interventions and instructions used, the personnel that was responsible for delivering the instructions as well as the behavioral or academic objectives for the children. In my role as an English teacher in a highly diversified school in Hong Kong, I would develop a number of strategies based on the RTI model to ensure the best outcome possible for the learners by taking in to account their learning and behavioral needs. I would develop a plan encompassing all the elements of the RTI model. Basically, the plan would be based on the three main tiers of increasing intensity in the RTI model that would enable me to effectively administer the program and monitor its effectiveness. The first tier of the inclusive program will involve a screening process on the children identified as high risk students and providing them with relevant intervention measure (Healy, Vanderwood & Edelston, 2005). This first tier will entail provision of instruction targeting all the students in the class for duration of about eight weeks. At the end of the process, the students will be assessed to determine those with difficulties in the learning process. In the Hong Kong school where a majority of the students will be taking English as a second language, most of them are likely to encounter learning difficulties. There may also be children with special needs based on their behavioral needs. Having identified these two groups of students as the most at risk of poor learning outcomes, this first tier of RTI would be aimed at providing them with adequate attention to ensure they are on the same page with the rest of the class as far as the English lesson is concerned. The second tier will involve provision of intervention measures and instructions to the marginalized group of students in order to bring them at par with the rest of the class. The length of time taken in this second tier is more than that of the first tier and involves increased intensity with which the instructions are provided. At this level, the interventions will only be focused on the areas with which the students find difficulties in comprehending the lessons or catching up with the rest of the students. The progress of students is closely monitored and assessed to ensure they are on the right path. If at the end of the tier students will have shown adequate progress in their learning, then the program can be said to have achieved its objectives and the right intervention measures for each student will have been identified. The interventions that the students respond positively to should be the ones used on those particular students in order to help improve the students’ learning process. In the Hong Kong school, the students who show significant improvements in the English lessons will be considered to be benefiting from the intervention measures developed. However those who will still be showing little improvements will need more attention and intensified interventions and instruction in the next tier of the intervention programs, the third tier. The third tier entails provision of more personalized and individualized interventions with a lot of intensity. This is the final tier in the RTI program and if the student does not respond well to the measures and instructions provided, then he or she should be recommended for more specialized care for children with special needs. The date and information gathered throughout the process from the first to the third tier will be used to make further decisions in providing the students with other interventional measures afterwards (Fuchs & Fuchs, 2006). The information will be very helpful when deciding if the student needs to be taken for special needs education if his or her disabilities have been discovered. It is however important to note that at any stage in the development of RTI, a student may be recommended for other programs aimed at children with special needs if the data collected shows evidence to warrant such a move. RTI is not therefore intended to delay a child with known disability from being special care in a specialized institution. This approach to teaching English in the highly diversified school in Hong Kong is bound to ensure the students get the best possible outcomes in the learning process and those with difficulties are identified early enough and assisted with the necessary interventions and instructions. This process can be justified based on various learning outcomes identified in our course. The first learning outcome which deals with analyzing and integrating theory and practice in contexts requires us to implement the theories learnt. Teaching a diverse class of students requires a lot of keenness to established theoretical frameworks and applying them in practice. The RTI model is just one theoretical framework that has proved to be very helpful in the last few years. By using this in the Hong Kong school, I will be applying my theoretical knowledge in to practice so as to achieve the desired results. The second learning outcome requires us to engage in collaborative learning. RTI creates a good framework for both peer to peer collaboration and teacher to student collaboration in order to help those with learning difficulties to comprehend. The third learning outcome from our course deals with teaching strategies and their effectiveness in teaching students with diverse needs such as those in the Hong Kong school. The best teaching strategies in a diverse environment should be inclusive so as to ensure every students needs are addressed. These strategies need to ensure there is a connection between all the students and the course material, and that all the students are comfortable in their learning environments. Various strategies that may be used to incorporate education for a diverse group of students include encouraging ethnic and cultural integration in a school set up, developing an inclusive curricular among others. The Response to Intervention approach that I have adopted to use foe the school in Hong Kong is very effective as it ensures inclusiveness since it allows me to identify the students that may need maximum and personalized attention. This helps the minority students, in this case the non- English speakers to gain from the interventions aimed at bringing them at par with the rest of the class. The fourth learning outcome from our course focuses on the critical issues of second language learning in a diverse environment. In very diverse settings where the students may belong to different ethnic communities and languages, teaching a second language may be a very difficult venture if not handled properly in an inclusive way (Healy Vanderwood & Edelston, 2005). The students should be encouraged to embrace the new language being taught in school and every attempt should be made to ensure that every student fully grasps the basics of the new language. By using RTI in the Hong Kong school with a diverse range of ethic and linguistic backgrounds of the students, the students are more likely to benefit from this inclusive strategy. The fifth learning outcome focuses on designing assessment strategies for students in inclusive settings. One strategy for assessing learning in inclusive environments is cooperative learning where the teacher cooperates with the students in the learning process to ensure each student is given the attention they require (Fuchs & Fuchs, 2006, B). Assessment strategies should also be able to monitor the progress of each of the students over certain duration of time and devise strategies to improve the performances of students. The RTI model is very useful in assessing development of students in diversified setting where inclusive education is required. The RTI model includes assessment strategies based on scientifically collected data that forms the basis for providing specialized attention to needy students in the next stage of the model (Sadler & Sugai, 2009). In conclusion, the RTI model will ensure that the students with difficulties in grasping the second language are identified early enough in their education and provided with appropriate interventions and instructions to improve their learning process. References Fuchs, L. S., & Fuchs, D. (2006, B). Introduction to Response to Intervention: What, Why, and How Valid Is It? Reading Research Quarterly, 41 (1), 93–99. Fuchs, L. S., & Fuchs, D. (2006, A). A Framework for Building Capacity for Responsiveness to . School Psychology Review, 35 (4), 621-626. Gresham, F. M et al. (2004). Comprehensive evaluation of learning disabilities: A response to intervention perspective. The School Psychologist.32 (1), 3-5. Healy, K., Vanderwood, M., & Edelston, D. (2005). Early Literacy Interventions for English Language Learners: Support for an RTI Model. The California School Psychologist, 10, 55-63. Klingner, J. K & Edward P.A. (2006). Cultural Considerations With Response to Intervention Models. Reading Research Quarterly, 4 1 (1), 95–99. Sadler, C. & Sugai, G. (2009). Effective behavior and instructional support: A district model for early identification and prevention of reading and behavior problems. Journal of Positive Behavior Interventions, 11(1), 35-46. Shinn, M. R. (2007). Identifying Students at Risk, Monitoring Performance, and Determining Eligibility Within Response to Intervention: Research on Educational Need and Benefit from Academic Intervention. School Psychology Review, 36 (4), 601-617. VanDerHeyden, M & Jimerson, S. R. (2006), Using Response-to-Intervention to Enhance Outcomes for Children. California School Psychologist.10 (1), 21-32. Read More