Response To Intervention (RTI) Model:an Alternative To Identify Students With Specific Learning Disability (SLD)

The purpose of this research are examine and investigate the Responsiveness to Intervention (RTI) model as an alternative to identify students with specific learning disabilities (SLD) in reading, writing, and math for elementary level grade1-3. The research is also provide the advantage of using RTI than traditional model when identifying students with Specific Learning with Disability (SLD). Responsiveness to Intervention (RTI) integrates assessment such as screening, progress monitoring, and database decision making within multi-tier system to provide evidence-based interventions, and more intensive intervention of student for poor learning outcomes depending on a student’s responsiveness.When RTI is implemented in the elementary school, screening and progress monitoring data must be provide to deliver a suitable instruction for the students based on the result of initial screening and progress monitoring data. A high quality instruction also must be provide to the students using core curriculum in general education classroom. Based on the post-test result at the end of primary intervention (Tier1) found the students grade1-3who respond and do not respond to the instruction and intervention. The students who do not respond on the primary intervention identified as at-risk students with poor learning outcomes and they are moved on to following secondary intervention. The students who follow secondary intervention are povided with systematically and explicit instruction with targeted intervention and more closely monitoring. By provided progress monitoring in10weeks of intervention, the teacher school change the instruction with differentiated instruction for some students in the classroom who still do not accelerated their academic achievement. The result are show some students who still got average score and growth measure below on determined by consensus from the school on secondary intervention are categorized as students with specific learning disability (SLD) in the sub type of reading, writing, and math and the others students who had achieved with their minimum of average score and growth measure are move back into regular classroom.Using standard treatment protocol model (STP) on primary intervention or problem solving model (PSM) on secondary intervention in the RTI model, the teacher school can assess the result of students outcome and provide what to teach or what students students need based on the curriculum used. The students with poor learning result and categorized student as at-risk student in primary intervetion moved on to secondary intervention and approaches to use problem solving model on secondary intervention, RTI can identify students with more specific of learning disability of students on the sub type of of the area of reading, writing, and math for students grade1-3on elementary grade level.