# data[].attributes.body
Audience: RTI Coordinators and Support staff

It takes a village to raise a child is a famous proverb we often use, in its true meaning, the entire community plays an essential role in a child's education. No successes can be achieved without being intentional with instructional strategies and focused learning objectives and goals. In order to be successful, it is essential that these hierarchical skills must be outlined and mapped during planning. Hattie's research indicates that Response to intervention has the potential to accelerate student achievement considerably (Neer, 2018).

RTI at Glance:

RTI is a structured program with a focus on the early identification of at-risk students and their academic needs. It is a preventive multi-tier approach initiated by teachers to help students make achievable progress comparable to their peers." (Killian. S, 2017). RTI can be confusing, complicated, and intimidating when teachers lack the knowledge to implement it effectively.  Hattie claims that "There is no fixed recipe for ensuring that teaching has the maximum possible effect on student learning, and no set of principles apply to all learning for all students (2019). However, there are practices that we know are effective, and many practices that we know are not.

Why RTI:

This year's STAAR data analysis shows that our at-risk students showed minimal growth in math and reading. The progress shown by our english language learners and special education student in reading was not satisfactory, and the need for targeted intervention was identified to help these students. Reading is considered a foundational block for all content areas, and the lack of reading strategies is visible for these students. Hattie's research indicates that Response to intervention has the potential to accelerate student achievement considerably. "RTI is a structured program with a focus on early identification of at-risk students and their academic needs (Neer, 2018).

RTI Approach:

As an effective approach to ensure that our students are served to perform at their maximum potential it is imperative that we create intentional and effective RTI block for every grade level, and monitor the progress through PLC. Every team member involved in the child’s education should own this process, such as all sub pop coordinators should also be provided with the necessary tools to monitor the progress of these students and provided intentional opportunity to work in collaboration with the classroom teachers and coaches to implement the RTI strategies effectively.

References:

Killian, S. (2017) Hattie Effect Size 2016 Update. The Australian Society For Evidence Based Teaching: Turning Research Into Practical Advice. Retrieved from http://www.evidencebasedteaching.org.au/hattie-effect-size-2016-update/

Neer, M. (2018, July). EDI Activates 18 of the Top Influences on Student Achievement, As Measured by Hattie. EDI and Hattie’s Visible Learning. Retrieved from

https://dataworks-ed.com/blog/2018/07/edi-hatties-visible-learning/

# data[].attributes.body
“It is very imperative for me that I have a well-developed communication plan,” says Ms. Kristy. I had an opportunity to interview Ms. Kristy, an RTI Administrator at another school in my district. Their school implemented a successful RTI program increasing student achievement and progress. I will be serving as an RTI coordinator for my school next year, and it was beneficial for me to talk to someone who is experienced in this area so I can learn the necessities and effective implementation from them. Although Response to Intervention (RTI) is not mandated by federal law or federal regulation following state and federal guideline helps school district guide and implement this program effectively.

Importance of RTI and its impact on educational practices:

The Times Educational Supplement called Hattie’s research, “the holy grail of education.”(Neer, 2018). The International Reading Association outlines guiding principles of RTI, which include: instruction, responsive teaching and differentiation, assessment, collaboration, a systematic and comprehensive approach, and teacher expertise (Honchell, 2010).

Some of the suggested strategies are small group reteaching of academic vocabulary to build a foundation of brick and mortar words, peer tutoring, web-based instructional resources such as computer software and Imagine learning, face to face professional development opportunities through regular walkthroughs, peer observations along with the implementation researched-based instructional strategies.

As we discuss implementation processes, we often refer to the “essential components of RTI,” Universal screening, Progress monitoring, Multi-level prevention system, Data-based decision making. These essential components work together in a broad, school-wide organizational framework that allows staff to make an impact on student success.

Emerging Issues:

As indicated by research and believed by educators, when parents, school, and community work together to support the learning, the students tend to show more confidence in their work and achieve higher grades. (Roekel, 2008). With increasing responsibilities, teachers are strained with paperwork and scheduling conflicts (Swanson et al., 2012).

Lack of teachers perception and knowledge to implement has also been identified as one of the possible reason in implementing Response to Intervention approach effectively (Rhodes, 2014).

In this effort to help our students, it is crucial that school partners with the parents and involve them in this process as they keep them informed about their student’s progress.  No successes can be achieved without being intentional with instructional strategies and focused learning objectives and goals. In order to be successful, it is essential that these hierarchical skills must be outlined and mapped when planning instructions and lesson plans.

During my interview, one thing was apparent that having clear and transparent communication is very important in a school’s infrastructure, and it is vital for an effective leader that they are also good listeners and focus on building a positive experience between school, teachers, and community. Ms. Kristy further stated that helping the school strengthen its academics has been one of her top priorities, and she was able to utilize effective response to intervention programs to help her school grow and improve instruction as her staff felt empowered and worked on a variety of items and gained more understanding and confidence with assessment, differentiation, and using data to drive instruction. As she empowers her teachers, she sees a positive effect on student and teacher growth.

School leaders are an essential component with implementation and should understand and evaluate the impact of RTI at their schools. These studies done using two different approaches provide evidence that will help administrators make more informed decisions about the future implementation of RTI and prevent obstacles before they occur. The focus of their study aligns with Bandura’s (1997) efficacy research which offers that teacher efficacy is the belief that there is a link between what a teacher does and what positive outcomes accrue as a function of those

actions.

References:

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.    Prentice-Hall, Inc.

Neer, M. (2018, July). EDI Activates 18 of the Top Influences on Student Achievement, As Measured by Hattie. EDI and Hattie’s Visible Learning. Retrieved from

https://dataworks-ed.com/blog/2018/07/edi-hatties-visible-learning/

Rhodes. S.  (2014). Elementary Teacher’s Perception of Response to Intervention and Teacher    Support Team Effectiveness within a Mississippi Gulf Coast School District (doctoral dissertation). Retrieved from   https://aquila.usm.edu/cgi/viewcontent.cgi?article=1271&context=dissertations

# data[].attributes.headline
Slide #3 Professional Association: The RTI Networks proposed RTI Federal Guidance

# data[].attributes.subject
Slide #3 Professional Association: The RTI Networks proposed RTI Federal Guidance

# data[].attributes.body
The concept of the RTI framework was developed in response to the United States Department of Education’s goal to improve special education services by focusing on student outcomes (Prasse, 1999). Schools are encouraged to implement RTI in efforts to improve the learning and achievement of all students while meeting the requirements of the No Child Left Behind Act of 2001 (NCLB) and the Individuals With Disabilities

Education Act of 2004 (IDEA).  The RTI Action Network is a program of the National Center for Learning Disabilities, funded by the Cisco Foundation and in partnership with the nation’s leading education associations and top RTI experts.

RTI approach requires schools to identify students at risk for learning skills, monitor student progress, provide evidence-based interventions,  and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities (NCRTI, 2010, p. 2)

References:

National Center on Response to Intervention

www.rti4success.org

Prasse, D. (1999). Why adopt an RTI model? RTI action network. Retrieved from,

http://www.rtinetwork.org/learn/what/whyrti

# data[].attributes.headline
Slide #4 News Article 1: RTI Progress Monitoring Tools 

# data[].attributes.subject
Slide #4 News Article 1: RTI Progress Monitoring Tools 

# data[].attributes.body
RTI is a preventive tiered approach that integrates assessment and intervention to maximize student achievement and to reduce behavior problems. This article focuses on an important and occasionally overlooked aspect of RTI is the data-driven process of monitoring student progress within or across tiers. Valid and reliable progress-monitoring tools are crucial for the RTI process to result in optimal student outcomes. This article provides tools and instructional strategies for campus leaders, teachers and all stakeholders including parents to help support student

Reference:

Gillam, S.L., Justice, L. (2010). RTI Progress Monitoring Tools. The ASHA Leader, 15(11), 12-15. Retrieved from  https://doi.org/10.1044/leader.FTR1.15112010.12

# data[].attributes.body
RTI is getting a bad rap, say education researchers

The research article published by Joan Brasher, “RTI is getting a bad rap, say education researchers”, highlights the importance and approaches used by schools in implementing RTI rigorously and effectively (2017). RTI was launched in 20013 with the goal for schools district to implement a multi-tiered approach to identify and support students with learning and behavior needs (Brasher, 2017). The research further states that the simpler framework, such as a two-tier system may allow more educators to implement RTI with fidelity with emphasis on strengthening the tier one instructions. This article expresses the challenges faced by educators with additional job responsibilities as they juggle to handle to manage their job responsibilities effectively and efficiently. During our interview, Ms. Kristy shared how her teachers struggled to keep up with the high demand for required paperwork while serving student needs and their daily job duties. Implementing a simpler approach suggested in this article may help may school district to utilize this tool effectively and efficiently.

Reference:

Brasher, J.( 2017) RTI is getting a bad rap, say education researchers. Research news at Vanderbilt. Retrieved from https://news.vanderbilt.edu/2017/09/11/rti-is-getting-a-bad-rap-say-education-researchers/

# data[].attributes.body
No Child Left Behind Act of 2001 (20 U.S.C. § 6319)

In 1997, the National Reading Panel (NRP) was established to work with the U. S. Department of Education to research studies to examine the most effective ways to teach reading, assess programs, and remediate reading difficulties. The No Child Left Behind Act of 2001 (NCLB) included NRP findings focused on the need for literacy proficiency. Under NCLB,  states were directed to establish reading instruction programs that utilized proven, research-based strategies. The Every Student Succeeds Act(ESSA) replaced NCLB and modified the provisions relating to standardized tests given to students. ESSA also acts as the reauthorization of the 1965 Elementary and Secondary Education Act expanding the federal government's role in public education.
Source of Law: Statutory Law
Link: https://www.congress.gov/bill/107th-congress/house-bill/1

# data[].attributes.body
Individuals with Disabilities Education Act (IDEA) 2004 (20 U.S.C. § 1400)

The U.S. Congress modified the Individuals with Disabilities Education Act (IDEA) in 2004, which significantly changed the method used to identify students with specific learning disabilities. IDEA was reauthorized in to incorporate elements of the No Child Left Behind Act (“NCLB”). IDEA is a guarantee that children with disabilities receive a free appropriate public education (“FAPE”) in the least restrictive environment (“LRE”). The concept of the RTI framework was developed in response to the United States Department of Education’s goal to improve special education services by focusing on student outcomes (Prasse, 1999). Schools are encouraged to implement RTI in efforts to improve the learning and achievement of all students while meeting the requirements of the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Act (IDEA).
Under IDEA states allow school districts to use a portion of federal special education funds to provide coordinated early intervening services to students at risk of reading failure or other academic or behavioral problems.  The IDEA and its regulations specify the requirements that public schools ensures that a student’s academic progress is monitored frequently to see if the specific interventions are sufficient to meet the students’ individual needs. Commonly referred to as Response to Intervention, this method is applied typically in the general education setting as schools assist struggling students prior to and potentially in place of a referral to special education. IDEA does not require or encourage a school to use the RTI approach before a referral for evaluation but it should be used as a prententive measure.. Failure to respond to intervention could also be indication of an underlying learning disability.
Source of law: Statutory Law
Link:
https://sites.ed.gov/idea/statute-chapter-33

# data[].attributes.body
The Texas Education Code (TEC 29.082) requires compensatory or accelerated programs for students who are not performing well and considered at risk.

Although the IDEA regulations (2009) do not define or establish criteria for implementing RTI, they require local education agency (LEA) evaluation teams to select the research-based considerable approach for SLD identification along with data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction (34 CFR § 300.309[b)[2]).
Source: Statutory Law
Link: https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm

# data[].attributes.body
'The Texas Administrative Code (19 TAC 89.1011)
Under this code, the students experiencing difficulty in the regular classroom should be considered for all support services available to all students. These services include a tutorial, remedial/compensatory programs, and other services.

Under the Child-Find, the schools are required to provide interventions to identified students with parental consent. The parents may request a due process hearing if they feel that the school is taking too long to decide to evaluate. The results in these cases take into consideration the factors such as if the students were positively responding to initial interventions, and whether the school's evaluation process was timely and effective. State laws also require the school to attempt two types of intervention prior to referral.

Source of law: Administrative
Link: https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm

# data[].attributes.body
District use process for determination of a Specific Learning Disability:
The following process will be used to identify students with needs:

Schools are encouraged to implement RTI in efforts to improve the learning and achievement of all students while meeting the requirements of the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Act (IDEA). Students eligible for special education services should be provided the needed services in accordance to applicable federal law and regulations, state statutes, rules of the State Board of Education (SBOE) and commissioner of education under IDEA. (19 TAC §89.1001(a))
Response to Intervention is considered a three tier model. Some of the essential components of RTI are,

●Standard-based core curriculum

●Differentiating instructions so that all students can learn

●A variety of authentic assessment geared to monitoring student progress and driving instructions.

●Frequency

●Intensity

Time

District RTI Approach:
1.Conduct Universal Screening

2.Implement a three-tier model

3.Use the problem-solving approach

4.Use scientific research based instruction
5.Progress Monitor

6.Provide professional development

7.Ensure parents awareness and involvement

8.Evaluate the RTI program annually
Ref: Data Analysis Model

# data[].attributes.body
RTI is a proactive measure with a multi-tier support system to only prevent the wrongful identification of learning disabilities. RTI, together with the SLD evaluation process, has caused some confusion and legal complications in implementations of the RTI program to comply with Child-find. Some of the misconceptions are that RTI interventions are a mandatory prerequisite to LD evaluation, also the RTI must be implemented for the period of instructions and all tiers must be completed before the referral process. The research indicates various reasons such as lack of progress monitoring along with the teacher training and professional development to implement a researched-based tiered approach to effectively and efficiently. I would like to further research in this area to understand the legal and ethical aspect in depth.

# data[].attributes.body
Building Capacity for Response to Intervention
Texas Education Agency (TEA) funded a project called Building Capacity for RTI. The objective of this project is to help and support schools and districts to implement RTI effectively with the focus on student achievement. The school district is supported with research-based information focused on intervention strategies and resources to reduce disproportionality. The tools included in this project help enhance the RTI instructional decision-making model to identify academic and behavioral needs.

Reference: https://www.meadowscenter.org/projects/detail/building-capacity-for-response-to-intervention-rti-implementation-project

Slide # 13
Takeaway: What I Learned from this Project
Preparing our students to be a lifelong learner can be an intimidating task as we focus on the whole child development approach. Research based tools and strategies will help us hit the sweet spot in our instruction.  As an instructional leader, I will be focused on providing targeted professional training to my teachers to create awareness about the RTI process,  will focus on implementing researched-based multi-level RTI support and provide appropriate tools to measure the progress monitoring along with the targeted classroom and small group content-specific resources and strategies.

It is also crucial for me to understand the laws and regulations in regards to RTI to assure that we follow the federal, state and district guidelines. This area is still new to me and I would like to research further to gain a better understanding of the legal aspect of the process to serve better to my school and community.