Response to Intervention Effectiveness

¶ … Intervention Effectiveness

Response to instruction and intervention RTI2 is reported as a general approach in education to closing the gap in achievement. RTI2 methods are constructed upon the Response to Intervention (RTI) model that was an option for schools under the 'Building the Legacy, Idea 2004 reauthorization of the individuals with Disabilities Education Act IDEA. (California Department of Education, 2011) RTI and the expanded RTI2 are reported as being based upon "17 years of practice that has refined continuous progress monitoring as a strategy for keeping students on a path toward success." (California Department of Education, 2011) RTI is reported as a strategy that moves all students through the steps set out in the learning standards and is further more stated to be an approach that views both academic and behavioral achievement of students.

Tier 1-3

Tier 1 included the 'Universal Interventions' which include "preventive, proactive, universal intervention in all subjects and for all students (80-90% of students)." (California Department of Education, ) These interventions are stated to be "all differentiated instructional strategies and supports that help students learn the material." (California Department of Education, 2011) Universal interventions and regular assessments are closely linked so as to "alert the teacher to problems in student learning." (California Department of Education, ) Interventions are approximately four to six weeks in length and are reported to correspond with the benchmark interventions for the State of California. (California Department of Education, 2011) Tier 2 includes the 'Targeted Group Interventions' and includes specific subject-based interventions for students at risk upon the basis of assessment data. These interventions are designed for the purpose of being "rapid and highly efficient." (California Department of Education, 2011) These targeted interventions are reported to correspond directly to the strategic interventions for the State of California. (California Department of Education, 2011) Tier 3 is inclusive of 'Intensive Individual Interventions' as approximately one to five percent of students "will continue to experience learning difficulties even after the targeted group interventions." (California Department of Education, 2011) Students in this tier are on the receiving end of "academic or behavioral intensive interventions" that use "high intensity procedures." (California Department of Education, 2011)

Description of Interventions

Benchmark interventions, also known as early interventions are reported to be for those students who are achieving grade-level standards in a satisfactory manner but who "on occasions may require additional assistance and support for specific standards and concepts." (California Department of Education, 2011) Included in these interventions are "ancillary materials, tutoring, software assistance, additional time with the teacher, and differentiated instruction." (California Department of Education, 2011) Strategic interventions are reported as being for students "who may be one or two standard deviations below the mean according to the results of standardized testing or for those students who are a year below grade level." (California Department of Education, 2011) State-adopted reading/language arts instructions materials are reported to make provision of "30 minutes of additional instructional time" with a design that focuses on bringing students up to the grade level. The amount of additional time for instruction is reported as being determined by the teacher and the additional instruction is reported as being "in background knowledge, prerequisite skills, and concepts, more opportunities for vocabulary development, and additional practice of concepts and skills taught in the lesson…" (California Department of Education, 2011) It is reported that the material in the lesson may in some cases be taught again and may even involve pre-teaching of material. Intensive interventions are reported as being designed for students "who are two years or more below grade level." (California Department of Education, 2011) Intensive intervention makes a requirement of teaching material in a different manner as students failed to learn the material through methods of direct instruction and also failed to learn through reinforcement and supports. Generally, a requirement in the intensive interventions are the devotion of an additional period of class for intensive instruction in English language arts, English language development or mathematics. Sometimes students require intensive instruction in more than one subject, which involves special scheduling. Intensive intervention has as its aim moving students to grade-level courses upon mastering the foundational concepts and skills. There are reported to be two types of intensive intervention programs adopted by the State of California in reading and language arts. The 'Intensive Intervention Program in Reading/Language Arts are "stand-alone, intensive, accelerated reading/language arts programs" (State of California, 2011) reported to make provision of 2 1/2 hors of daily instruction that address the students instructional needs for students with a reading achievement that is two or more years below grade level in grades four through eight. The 'Intensive Intervention Programs for English Learners (ELs)' are reported as "stand-alone intensive reading/language arts programs. These programs provide two and one-half hours to three hours of daily instruction developed specifically for ELs in grades four through eight whose academic achievement is two or more years below grade level." (California Department of Education, 2011) The reading/language arts stand-alone intervention programs are reported to address development in literacy and language and are designed for the provision of "intensive, accelerated, and extensive English language development that complements and supports reading/language arts instruction." (California Department of Education, 2011)

RTI Reading Intervention and Instruction

The work entitled "Implications for Reading Teachers in Response to Intervention (RTI)" states that when it comes to RTI there is "no 'one size fits all' model for RTI. The federal government purposely provided few details for the development and implementation of RTI procedures, stating specifically that states and districts should be given the flexibility to establish models that reflect their own community." (International Reading Program, 2011) Benefits of RTI are reported to include the identification of students earlier that are experiencing difficulties in the area of reading in addition to decreases in the number of students referred to special education since placement is based on the student's ability to learn. Also included are better-informed parents who are able to support the interventions. The interventions offer a solution for closing the achievement gap and 15% of the school's special education funds can be used to implement the RTI process. RTI problem-solving is comprehensive and conducted in a multidisciplinary manner and the RTI reading instruction is high quality in classrooms based on evidence-based research by monitoring and evaluation of core reading instruction to determine that RTI instructions works for general education students and establishment of norms in benchmarking reading for the school, classroom and grade level. (International Reading Program, 2011)

Core Concepts in RTI

Included in RTI core concepts is high quality reading instructional and behavioral supports as well as frequent and ongoing assessment of all students and databased documentation for each student and frequent and ongoing assessment of all students. ( International Reading Program, 2011) Databased documentation for each student is reported as critical as is early identification of learning and behavioral needs. (International Reading Program, 2011) Close collaboration is also a core concept and this between general and special education instructors and parents. (International Reading Program, 2011) Core concepts are also inclusive of decision making that is shared and that is data driven with decision-making conducted on the basis of intervention type and intensity of interventions. ( International Reading Program, 2011)Reading instruction is reported as being "evidence-based" and to be such that are delivered by teachers who are highly qualified. (International Reading Program, 2011) Another core value is the increases in the levels of intensity in the interventions and last but not least is the core concept of commitment of the entire school system to the location and employing of the resources that must be procured if students are to realization progress in the general education curriculum in addition to documentation of the components and structure of the process of RTI in the district. (International Reading Program, 2011)

Success of a California School District Using RTI

Success stories of the use of RTI include that of El Rancho Unified School District in Pico Rivera, California, which reports that 34% of students in the district are SLL students. Specifically stated about the District is that for several years before implanting 2002 RTI the special education department for the district developed appropriate assessments for the diverse student population in the District in the form of pre -- and post-testing, which is comprised by the Group Reading Assessment and Diagnostic Evaluation (GRADE). (Williams, 2001, in: International Reading Program, 2011) It was noted that the program was based on "best strategies" as well as delivery of daily intensive services at least twice and sometimes three times each week in order to bring about improved learning styles. The RTI interventions specifically noted is the 'Put Reading First', which is comprised by one hour per day for nine weeks of reading instruction in "phonemics awareness, phonics instruction, vocabulary development, fluency, and text comprehension." (International Reading Program, 2011) Activities were developed that served to "guarantee instruction and daily practice in each of the five areas of reading." (International Reading Program, 2011)

Specifics on a Successful RTI Program

The El Rancho RTI program is stated to target students in 4th and 5th grades who are referred to assessment for special education and specifically those who are readers struggling and who did not respond to the general education program interventions. Working with the RTI interventions are: (1) District general educators; (2) reading teachers; (3)special education resource specialists; and (4) the speech-language pathologist. At the end of the program, the children will have received "45 hours of intense, systematic, scientifically-based reading instruction in small groups. " (International Reading Program, 2011) Program results are stated as being "impressive." (International Reading Program, 2011) Specifically reported are the following findings:

(1) One hundred twenty-three fourth- and fifth-graders who lagged two to three years in reading have demonstrated statistically significant improvement as measured by GRADE, with gains representing more than a year's reading level growth in just nine weeks.

(2) These students have also improved on statewide assessments. Most gratifying is that over two years, of the 123 students who participated in the program, only eight, or about 6%, have been identified as special education students. (International Reading Program, 2011)

It is additionally reported that El Ranchos RTI program was acknowledged by the California Schools Boards Association's Golden Bell Award in 2004. It is important to note the statement of Reading First Coordinator Roberta Gonzalez as follows:

"Struggling readers do not become the responsibility of a resource specialist; rather, all teachers of reading draw upon their professional knowledge and skills to ensure that even the most struggling reader receives a quality instructional program that will help him/her succeed. Perhaps most importantly, implementation of the RTI program necessitates a paradigm shift in how reading teachers approach instruction for struggling readers. All too often, there is a tendency to slow down instruction for students that are experiencing difficulty with learning to read. RTI recognizes the importance of maintaining a rigorous instructional pace for these students. By moving through the 17 program activities in an hour, the reading teacher ensures that students remain engaged in sufficient learning experiences to progress in their reading skills and abilities." (International Reading Program, 2011)

A Second Success Story

In another success story, it is related in the literature and specifically that realized by Pella Community School District in Iowa who reports "Alarming statistics on how ill prepared at-risk kindergarten children were to learn reading motivated Pella to revamp its reading program to the more encompassing RTI approach. Pella focused on diagnostic interventions to improve students' reading fluency and meet their comprehension needs. Of special concern were readers who were slightly behind in their development, but rarely qualified to receive assistance until they fell even further behind. Pella began phasing in its RTI-type Comprehensive Assistance Program in 1999 to diagnose specific reading needs of each elementary student and provide precise, immediate interventions. " (International Reading Program, 2011) There are reported to be approximately 1000 children served in the Pella community School District. The program provides diagnostic information every week on the student beginning the first week of kindergarten and running through the last week in the child's fifth grade school year. All levels of need are addressed by interventions in the range beginning with special education and ending with gifted students so there is no group of students left out of needed interventions. ( International Reading Program, 2011) Direct instruction is included with assistance coming from many interventional helpers including volunteers from the community. The results are quite impressive as reported is a reading proficiency rise in levels for fourth grade to 92% of the Iowa's Basic Skills from the previously reported 84.2% with a rise influencing rates from 10 to 20 words per minute and increases in early literacy proficiency rates are by 27%. Included in program components are the following:

(1) Assessment system: This is designed to furnish staff with "real-time" data on student progress, allowing staff to place students in the program according to testing results, before students fall significantly behind. Pella assesses students weekly. Their evaluations include phonemic awareness (DIBELS); fluency and accuracy (DIBELS, quarterly probes); phonics; and comprehension Pella uses DIBELS and their own system that stores and analyzes student progress data. Notes Lowell Ernst, Pella's curriculum coordinator, "Without the access and use of real-time data there is no way to analyze individual student progress at the same time as system effectiveness."

(2) Community and parent involvement: A "literacy army" of 150-trained volunteers provides reading assistance to individuals and groups of students. Trained pre-service teachers provide small-group literacy instruction. Community members from the hospital to the local media are involved in promoting early literacy. Pella's Early Literacy Mentoring Association helps make all parents aware of the importance of doing literacy activities with children from birth to age five. The Association presents educational seminars and prepares literacy kits that can be checked out from the public library. Reaching out for community involvement helped secure parent cooperation and volunteers to move the program to greater success. The community buy-in helped Pella overcome typical challenges that included finding and training volunteers to help in "tier 1" interventions; hiring assistants; and instituting new professional development, especially for use of DIBELS and other real-time data collection efforts; and (3) Adjustments for reading teachers: Reading teachers developed and shared with staff strategies to match students' unique needs. Students are instructed through one-on-one tutoring and small groups within the classroom setting. Reading teachers have increased their attention to databased decision making and have become accustomed to a variety of people working with their students. All teachers changed their system of delivery by pulling students together with similar needs rather than similar schedules. Notes reading teacher Angie Anthony, "My job is easier because I have more options for serving each student. Having the students grouped according to needs helps me focus on each student and concentrate on quality instruction." (International Reading Program, 2011)