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. 

●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

 

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/

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

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

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.

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

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. 

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).

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.

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/