Response to intervention is a system used in education to analyze and identify the learning disabilities in students. The primary goal of the intervention model is to eliminate failure by identifying and recognizing the learning difficulties in children during the early stages of learning. Once the teacher or instructor identifies the learning difficulties in children, he/she devices the appropriate method of intervention based on the identified problem. The model involves monitoring of the students performance in class work and designing an intervention model tailored to the individual student’s needs. The intervention model involves either modifying of the existing model or structuring of a new intervention model. The first step involves evaluating of the teaching practices that are in existence and determining whether they are appropriate in terms of content delivery. The second procedure is to evaluate the performance of individual students and to determine those that require intervention to better their performance. The next step is to design intervention techniques that will improve the performance of the low performers. The last step is to allocate adequate resources to meet the need and specifications of the intervention model.
However, the system used three distinct levels of analysis, in the first tier the model is designed to analyze the learning capabilities of all the students in certain education systems. In the second tier, the model is designed to analyze the performance of students in small groups mainly those that do not meet the minimum threshold in tier one. Use of small groups enables the teacher to determine students that required extra academic support in their class work. The third tier is designed to cater for the needs of students who need intensive intervention having failed to improve their performance after the two levels.
In addition, the development of the model is based on several assumptions. First is that all students are capable of learning. However, the instruction should be tailored to meet specific needs of the students. Secondly is that the instructions should be designed to ensure that acquire knowledge as per the education system and that failure is recognized, and intervention methods sought in early stages. Lastly, the results obtained from the students should be effectively communicated to all the relevant stakeholders involved in the school system including the students. In conclusion, the model ensures that all the students in the education system benefit in the process of learning and that chance of failure are minimized through progress monitoring.
