School districts throughout the country are becoming more reliant on data to monitor student’s performance to insure that students are making adequate progress in accordance with No Child Left Behind law. Results from quarterly assessments are used as a key data component for the student. When this same data illustrates that a student may be at risk of failing in an academic area, a team of educators should create a documented intervention plan that helps that student to be successessful and to prevent them from failing.
This plan is known as Response to Intervention (RTI). Although this process was introduced in the 1070, s (Ortiz, 2006), it has been reshaped and reintroduced as a best practice to meet the needs of students today. Many educators are unfamiliar with the process or lack the training needed to implement it (Fuchs. 2009). In some cases, teachers bypass this important step, which can trigger the student who is at risk academically to behave inappropriately in class. At this time the student has both academic and behavior issues.
The chain reaction now starts to unfold, leading the teacher to believe that the student should be considered as candidate for special education, and in some instances the child is inappropriately placed in special education system. This may result in taking resources and place of anther child more in need of service. It is of high importance that all educators have knowledge of the RTI process to help those who are at risk and to prevent students from being placed in special education.
Response to Intervention is a process that implemented in stages, or tiers. Most Models have three tiers and the explanation of the tier process was consistent in each article I read. In tier 1, all students receive appropriate standards- based instruction of high quality, and include any classroom, grade level or school wide interventions, as well as monitoring and screening for potential problems. Tier 1 interventions are provided in the general education classroom. If the