Tuesday, May 14, 2013

RtI in a Personalized Learning Environment

What is RtI?

Response to Intervention (RtI) is multi-level instruction aimed at all students and is required by the Individuals with Disabilities Education Act (IDEA). Learning outcomes cover all required standards, yet the focus is on what is wrong with the child and weaknesses instead of their strengths. Teachers tend to spend more time trying to be compliant filling out forms than working with at-risk students. RtI is classified in three tiers. In all tiers, the teacher provides interventions and is responsible for the learning. Learn more about RtI from the National Center for Response to Intervention



RtI for All Learners

Instead of waiting until a learner fails, you can target each learner's specific learning needs when they need it as they need it. In fact, in a Personalized Learning Environment, learners own and drive their learning by designing their learning goals with their teacher. The teacher uses interventions based on the learning goals right from the beginning of the learning process. The teacher designs learning strategies identified through the Universal Design for Learning (UDL) lens so interventions that may be needed can be identified earlier. When teachers understand each learner using their UDL lens and their strengths, interests, passions, standards, then learners take responsibility for their learning so they can acquire the skills and knowledge they need to succeed in their future. Teachers and learners work together so learners receive additional support before they fail. Failure is no longer an option under a Personalized Learning Environment.




Jim Rickabaugh, Director of the Institute @ CESA #1 wrote in his post Finding Coherence with RtI and Personalized Learning:
"An educational system that is designed to support personalized learning is structured differently from the current system. Instruction is designed to wrap around the learner at all times. The framework of a personalized learning approach enables educators to position intervention to occur as soon as the learner needs it. As a result, success is designed in from the beginning and learners are less likely to experience the loss of confidence that too often accompanies repeated failure to learn in the current system. Much remediation today must address the confusion and misconceptions learners may have from “first learning.” If students are able to learn constantly in a way that best fits them, “first learning” is less likely to become a significant barrier." 

 RtI easily fits under the umbrella of Personalized Learning.