RTI seems to be a very effective method of teaching
literacy. In RTI, all students receive a good instruction by their regular
classroom teacher. This is Tier 1. Students that are not making sufficient
progress get intervention in smaller groups by either the regular teacher or a
specialist. This is Tier 2. Students that need even more intervention need to
move to Tier 3, where the level of instruction is increased and the number of
students is reduced. Of this small percentage of students, some might be
referred to special education services. Yet, most students are able to succeed
with RTI.
It is important to note that while instruction is provided
in these three levels, the Tier 2 and Tier 3 intervention do not replace Tier
1, rather they accompany the regular instruction. Students that are receiving intervention
still need to complete the required readings and activities of Tier 1.
The part of RTI that makes it so successful, in my opinion,
is that RTI does not allow students to fall through the cracks. Teachers
discuss the progress of their students very often, weekly, so that the students
have a chance to receive appropriate intervention as soon as an issue is noted.
The students’ achievements and levels are constantly assessed to see whether
they are doing well or they need assistance. RTI does not support “waiting to
fail”, rather intervention right away.
This positive detail of RTI causes a question to arise in my
mind, however. Since RTI is so quick to assess students and intervene, what
happens to a child that does not have learning disabilities, but he simply is a
slower learner? Does such a child receive assistance even though he is
perfectly able to learn effectively in Tier 1?
Sarah, good question. I think RTI is meant to be differentiated even at the first tier, so theoretically, yes, every child should be receiving assistance. However, I wonder how that works practically speaking! And also - what happens to children who are advanced, or above average? RTI seems to have overlooked them.
ReplyDeleteSarah, perhaps by entering Tier 2, he'll get the assistance needed to keep him at a pace that will not allow him t fall behind. Although the child is only presenting as a slower learner, the slow pace will ultimately cause the child to fall behind. Therefore, I'd say that having the child join Tier 2 can only be in his benefit.
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