Answer

• The Response to Intervention (RTI) approach is an approach that is normally used to offer support to those students who have been determined to have learning and behaviour needs. The learners are offered interventions depending on the individual learning needs. Because RTI is itself a multi-tier approach to the identification and handling of such learner needs, it can be compared to the 3 tier system that is in use in the state of Mississippi. Both the RTI and this 3 tier system are made up of components that respond to learner needs at various levels. To make informed decisions about the designed interventions for learners within the specified categories, the multi-tiered systems have to be made to function efficiently at each level, and to be individualised so that each learner is handled differently.

  The RTI has four main components that have to be consistently and thoroughly implemented. The very first component is high quality, scientifically based classroom instruction. This component is to ensure that each student gets high quality, research-based instruction within the classroom. Secondly, we have ongoing student assessment. This component looks at the progress monitoring of individual students and the comparison they have with their peers. The progressive assessment data is what ought to guide decision-making on the specific needs of the learners (Sharp et al. 2018). Thirdly, we have tiered instruction component. This approach is used for differentiation purposes, where instruction interventions are tailored to specific student needs. Finally, parent involvement is the final component. The institutions that use the RTI model give parents all the information they need to have on the progress of their children. They specify the nature of instruction and detail the interventions adopted for the sake of their children.

  The three-tier model used in Mississippi has various components too. The first tier encompasses high quality classroom instruction, screening and group interventions (Bryant et al. 2016). Here, every student receives quality classroom-based instruction. The ones identified as being at risk are screened for group interventions and other evidence-based interventions, in case there is no demonstrable progress, the learners are taken to tier 2. Tier 2 deals with targeted interventions. This tier provides extra intensive interventions. The interventions are offered both to the individual and in groups, and this may take longer than usual. When learners continue to show little or no progress form the tier 2 interventions, they ae referred to tier 3. Tier 3 is the intensive interventions and comprehensive evaluation. Here, the skill deficits are comprehensively analysed, and specific intensive interventions tailored for them. After comprehensive evaluation, students who show little progress here can then be referred for special education.

  The RTI and the three-tier model can be compared on a variety of metrics. The first one is on individualized instruction. Both of these models identify the big role played by individualized learner instruction, and how this aspect of instruction would help identify learner specific needs. Another metric is the issue of evaluation in identification of learner needs. In the RTI, evaluation plays a big role through the progressive assessment of learners on the areas of weaknesses. The three-tier model also has assessment elements at the end of every tier within it too to identify whether or not the learner needs make them eligible for the next tier or whether they have made enough progress. The two models centre on the identification of learner needs and tailoring intensive interventions to address them.

  As discussed above, the RTI and the three-tier system are both aimed at helping determine the learners with learning and behaviour needs. Once such needs are identified, the learners are then assigned to levels or tiers that respond to their specific needs. The development of individualised interventions is a good way responding to such needs.