RTI is a process employed by tutors to identify students struggling with poor performance outcomes and try to help them catch up. The process uses specific teaching methods to help students who are at risk to improve their performance through measuring progress and providing support to students who require it (Deslauriers et al., 2019). RTI consists of four main elements: universal screening, process monitoring, multilevel prevention system, and data-based decision-making. Universal screening is the process where tutors assess students at risk of poor performance in certain grade levels by giving them a test or monitoring the progress. In process monitoring, teachers track down academic performance and the rate of learning. The process entails evaluating the students’ understanding of instructions in the classroom for individual improvement and classroom learning.
The multilevel prevention system is where the tutors use three levels which include primary, secondary, and intensive. The primary level focuses on understanding core instructions, while the secondary level focuses on identifying the students who at risk and then delivering supplemental instructions within a specific group (Deslauriers et al., 2019). The intensive level uses personalized interventions to slow responses to both primary and secondary interventions. The final element of RTI is the data-based decision-making, where tutors apply decisions concerning instructions, identification of disabilities, and movement within various levels.
The relationship between response to intervention and professional learning communities is that both are considered research-based interventions and best practices to improve students learning. In addition, RTI is deemed to be effective when staff and teachers see themselves as professional learning communities (PLC). Some specific examples of RTI interventions are where the professional learning communities incorporate diverse technologies, game-based learning, and cooperative learning to facilitate learning for the students at risk. When professional learning communities employ response to intervention, they will help students at risk improve their performance.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. Web.