Dan Reschly
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Response to Intervention
Child outcomes in academic, behavioral, and emotional domains are enhanced markedly through adoption of multiple tiers of intervention using response to intervention (RTI) criteria for decisions about children’s needs and educational programming. RTI services emphasize problem solving in natural school settings using direct measures of academic skills, behavioral competencies, and emotional regulation. Multiple tiers of intervention are developed, monitored, revised, and evaluated in general, remedial, and special education using state benchmarks and peer-referenced criteria to determine effectiveness. Effective implementation of RTI principles reduces the occurrence of serious academic, behavioral, and emotional regulation problems through prevention and early identification/intervention. For children with persistent problems, RTI provides a basis for designing, monitoring, and evaluating remedial and special education interventions. Current systems built on RTI have successfully developed alternative approaches to assessment, determination of special education eligibility, and delivery of special education services. Competencies essential to RTI are described and demonstrated during this presentation and strategies for changing from traditional to RTI approaches are described including continuing education content and strategies.A diverse set of problems can be addressed with RTI principles. Schools across American are using RTI to a) Evaluate the quality and success of the reading program for all students, b) Identify problems and develop effective problems at early ages and stages while they are more manageable and amenable to effective interventions, c) Determine risk status and predict likely outcomes on high stakes tests if effective interventions are not implemented, d) Identify disabilities through determining students' responsiveness to high quality interventions along with other information, and e) Improve the outcomes of special education interventions for a wide range of students with disabilities.
- Improved results for all students including students with at risk characteristics and disabilities such as specific learning disability.
- Rational basis for determining the success of educational programming in general, remedial, and special education.
- Identification of problems and evaluation of success using inexpensive, direct measures in natural settings that contribute to improving instruction and prevention of future problems.
- Alignment of resources with programs that produce improved results and diminish expenditures on programs and interventions that are unrelated or poorly related to improved results.
- Alignment of continuing professional development with scientifically based interventions that improve results for children and youth.
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