¶ … block and the response to intervention (RTI) tiered approaches to education. Block education can best be defined as a method of manipulating the time available for teaching in the daily curriculum in a high school environment in a comprehensive and efficient manner in order to most effectively teach students. The RTI tiered approach is an approach that is systematic in its design, and allows for students to move at their own respective pace while still demanding results in a structured manner. The RTI approach in education takes place as a way of intervening in a student's progress (or lack thereof) before the overall effect of the non-progression leads to severe educational handicaps. The block education is used in a more physical educational setting and is used to allow a more flexible approach to education.
This literature review seeks to determine how effective the RTI educational approach is compared to the block approach as well as providing a background concerning each approach. Both methods will necessarily include instructional methods of education (at least in this report) in order to clarify the respective efficiencies or lack thereof.
This study will dedicate most of its focus to how high schools currently approach the teaching of students, both from the viewpoint of the physical structure of the course schedule to the instructional methods being used in that structure. This is important because, as one study states "in recent years the transition from school to working life has acquired a new dimension for education policy and research…education at all levels are becoming empirically evident" (Scheeberger, 1999, p. 612).
During the last decade numerous high schools and school districts have moved away from the traditional educational approach to classroom teaching and into the block scheduling approach. A number of studies have shown the effectiveness of that move. At the same time, many districts have been experimenting with the Response to Intervention approach to address certain situations that have the potential to develop into long-term problems.
One recent report found that "RTI is effective for identifying children at risk for learning disabilities and for providing specialized interventions, either to ameliorate or to prevent the occurrence of learning disabilities" (RTI Action, 2011) while another study determined that "classified students will receive high-quality, effective instruction" (Dunn, 2010, p. 22). Block teaching, on the other hand, does not seek to intervene in individual cases, but allows more flexibility for the vast majority of the students, teachers and administrators who have access to that capability. What many studies have found concerning block scheduling is that teachers are less stressed, there is a decline in student absenteeism and tardiness, and there is a reduction in the number of problems with student behavior after changing to block scheduling from the traditional format (Rikard, Banville, 2005).
Comparing block scheduling to the RTI approach is not really comparing apples to apples. It is conceivable that school systems that implement block scheduling can at the same time implement the RTI approach within that scheduling. Both approaches are seeking to improve student learning and teacher effectiveness, and both are doing so from two different formats, but that does not mean that they are not compatible.
The reasoning behind each approach is to present a method that will facilitate student's growth; however, the block approach is geared more towards the overall student body, while the RTI is geared to specific individuals. The fact that there has been a "significant increase in students being identified for special education in later grades (e.g. A 38% increase from 1991 -- 2001" (Lyons, Fletcher, Shaywitz, Torgensen, Wood, 2001) begs for the intervention methodology displayed by the RTi approach. The RTI approach allows the instructor to intervene with specific students when it is deemed necessary to do so in order to assist the student in addressing potential shortfalls in the learning process. Marston et al. found that 'by providing intervention programming based on student need and by monitoring student's progress, the number of students identified for characteristics of having a learning disability remained constant: (Marsten, Muyskens, Lau, Canter, 2003). What is interesting about the RTi model is that, according toi Bollman et al., it actually helped to lower the rate of special education placement from 4.5% to 2.5% over a ten-year period (Bollman, Silbergitt, Gibbons, 2007). Another advantage that RTi offers school districts is the fact that such a structured approach allows for the efficient monitoring of student's progress. Literature shows that "students' progress with the content of the instructional program can be monitored over time and...
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