EDSP 360
Case Study Response to Intervention
Donna Hobbs
Dr. Mary Garzon – EDSP360
June 19, 2023
EDSP 360
Response to intervention (RTI) strives to identify at-risk children as soon as
possible and provide them with the assistance they require to succeed in school. The key
to knowing what RTI is about is the word intervention. The intention is for the school to
step in and begin helping before a student falls behind. This strategy is predicated on the
notion that assisting students in achieving their academic objectives requires early
intervention. Teachers can help kids develop the abilities and information required to
thrive in school by getting involved in the classroom early. Tutoring, mentorship, or other
forms of help may be included in this early intervention. This strategy is based on the
concept that students can develop the skills and knowledge they need to be successful in
school when they get the help they need early on. It is important for teachers to be
available to provide support to students as soon as possible so that they can identify and
address any issues before they become too difficult to overcome. RTI includes a 3-tiered
standard of instruction. In Tier 1, the learner receives effective, scientifically supported
instruction in a regular classroom environment. Every week, the student's development is
evaluated. If a student is having trouble, they are sent to Tier 2, which offers a more
intensive instruction in a setting with smaller groups and weekly progress assessments. If
the student makes progress, they may be promoted to Tier 1, but if not, they may be
placed in Tier 3. Tier 3 entails a recommendation for special education and/or a learning
disability assessment.
The conventional approach for determining whether a child has a learning
disability and requires special education services is the IQ-achievement discrepancy
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model. The normal curve serves as the foundation for the discrepancy model. The
approach assesses a student's IQ in relation to their performance on standardized exams.
A learning disability is thought to exist in the student if there is a large discrepancy
between the two. This sometimes is not caught until years later due to the discrepancy not
being large enough quick enough. Once the discrepancy is large enough the student can
then receive special education programs to assist them overcome their disability. An
example of this would be the student has an IQ score of 100, but his reading score is 68.
Because of the discrepancy among the two scores, he has been classified as having a
reading disability.
There are various advantages to implementing an RTI method in the classroom
with struggling students. One significant advantage is that it helps identify children who
are struggling at lot sooner rather than waiting years for them to fail. This early
identification can lead to more effective interventions and help reduce the risk of
academic failure. Second, the technique of early intervening is that they deliver research-
validated solutions when children, including those without disabilities, begin to struggle.
RTI can also help with the identification of learning disabilities. For example, this helps
confirm that struggling readers have received high value instruction before referrals to
special education are warranted. One final benefit for the application of RTI is its success
with students from culturally and linguistically diverse backgrounds. “Some proponents
of the RTI approach suggest that improved general education instruction and the use of
validated interventions will improve academic skills and subsequently reduce
overrepresentation of these students in special education.” (Iris Center, RTI)
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Compton is a first-grade student who has been identified as a struggling reader
using the universal screening measure. Using the RTI standard protocol technique, the
first step would be to put Compton in Tier 1. Then, to gauge Compton’s rate of progress,
the teacher should regularly monitor progress. To determine whether the student is
making progress or whether they require further assistance, the scores of the student can
be graphed. The teacher must ensure that the student is receiving excellent, evidence-
based instruction. To execute Tier 2, a teacher can refer him to a small group setting if he
is not making progress.
If Compton’s progress continues to be insufficient Compton would then be
transferred to Tier 2. Compton would continue to get instruction in Tier 2 that was
evidence-based and successful in a small group setting. This teaching may be given by
Compton’s classroom teachers in addition to smaller group reading interventions from the
school's reading specialist. Compton would also undergo regular evaluations to see how
well he is grasping the concepts being taught. Additionally, Compton might return to Tier
1 if he exhibits improvement. He might be transferred to Tier 3 for more intensive and
customized services if he doesn't demonstrate improvement.
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References:
RTI (part 1): An overview. IRIS Center. (n.d.-a).
