Response To Intervention – What You Need to Know
Implementing and sustaining Response to Intervention necessitates rethinking how we go about business in schools. To be sustained, RTI must become a school-wide responsibility and support structure for both teachers and students alike. This requires:
- Developing a blueprint for getting started and a way to get staff members on board.
- Information and support on how to manage the logistics of a school-wide approach to RTI (e.g., how to effectively group students, stagger reading blocks and coordinate both small and whole group instruction).
- Re-thinking how resources and instructional staff are assigned to maximize supports for all students.
- Spending less time and energy engaged in testing and determining eligibility for special education; devoting the time to realizing outcomes.
- Focusing on a single goal as the measure of success: student academic achievement. Attainment of this goal allows success in all other areas.
- Visionary instructional leadership with a “gentle pressure applied relentlessly” attitude.
- Training and support for teachers—most resistance is driven by not knowing how.
- Understanding how to use the right data for instructional decision-making.
- Evaluating effectiveness of systems and instructional groups rather than focusing on individual students.
- Establishing grade-level problem-solving teams responsible for data analysis and problem solving.
- How to Avoid the Most Common Pitfalls of RTI
- Progress Monitoring
- School-Wide Approach to RTI/Three Tiers
- Research-Based Interventions
- Effective Instructional Practices
- Evaluating Effective Systems
- Beyond the “One-Student-at-a-Time” Mentality
- Differentiated Instruction
- Focus Monitoring
- Problem-Solving Structures
- Beyond RTI
- RTI for Special Education
- Goal of Professional Development
- IEP Placement
