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 * How Effective Is RtI For Student Growth and Achievement?**

I noticed there are more and more students being referred to Special Education that are currently in TIER III Interventions. The role of RtI process is to address the needs of students who are not academically successful in the general education setting. It requires using an instructional approach that identifies and implements research-based interventions for those students. I believe there is a need to provide training to the teachers that help students in TIER III Intervention as well as Special Education students. The teachers need to understand the RtI process and how to implement interventions in their classrooms. The teachers should also be required to have hands-on training for the research-based programs used by the students.

I personally think the current methods used in my opinion are inadequate and not centered around meeting the needs of each student individually. The vision will provide a synopsis of the steps to the RtI process and research relevant documentation in relation to addressing and implement RtI correctly in a school environment. I think the study and survey will provide an accurate picture of the teacher’s views of the RtI process. I hope the study and survey would allow teachers to show improvement and deliver effective instruction in order to meet the needs of all students. I will be able to have a better understanding of the effectiveness of RtI after reflecting, gathering and analyzing the data collected from the action research plan.

Many studies provide information and evidence of the benefits of RtI and what research has shown for struggling students. The majority of reports discusses that Response to Intervention (RtI) is a multi-tiered approach to help struggling learners. It requires for students' progress to be closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both. I will continue to reference the various resources, reports, and publications throughout the plan.

Once I have completed my Action Research Plan and analyzed the data, I will arrange a meeting with my principal and assistant principals to share my findings. I think it would be an excellent idea for all of us to review the findings and make any necessary revisions to the plan before sharing it with the faculty, parents, stakeholders, and other district personnel.

I will collect data from various reports provided by the intervention programs used by the selected students. The organization of the plan is crucial because it will focus on meeting the needs of the student’s academic achievement and progress. The plan will determine the success or failure of the interventions used for students.

I think the plan and data will show how using evidence-based practices can ensure greater results for students in RtI. Making changes to the current system can explain how affective it is for the school in a positive way. The findings will be a benefit for the entire district, and it will continue to show student progress or unsuccessful student achievement. The plan will also help to identify students who continue to struggle academically.

According to the data in the 2010-2011 AEIS Report, my campus has 885 Students. There are 94% Hispanic, 5% African American and 1% White and other Races. The campus is 89% Economically Disadvantaged, 62% Limited English Proficient (LEP), and 84% At-Risk. My Action Research Plan focuses on serving the needs of students with learning disabilities on different educational levels with diverse backgrounds. The plan will also assist teachers in referring students for RtI and helping students become successful lifelong learners. Most of the students in RtI will continue to need support throughout their school years.