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  • RTI: Considerations for School Leaders
Challenge
Initial Thoughts
Perspectives & Resources

What information does Mr. Irwin need to consider before proceeding?

  • 1: Stages of Implementing Change
  • 2: Overview of RTI
  • 3: Benefits of RTI

How can Mr. Irwin build support for adopting the RTI approach at Mayflower Elementary?

  • 4: Be an Effective Leader
  • 5: Identify Key Individuals
  • 6: Present a Case

What should schools consider when deciding whether or not to adopt the RTI approach?

  • 7: Evaluate School Readiness
  • 8: Secure Funds
  • 9: Gain a School-Wide Commitment

What are some factors that should be addressed when implementing the RTI approach?

  • 10: Implement the Action Plan
  • 11: Potential School Resources
  • 12: Implementation Guidelines
  • 13: Professional Development
  • 14: Scheduling Considerations
  • 15: Classroom Support for Teachers
  • 16: Parent-School Partnerships
  • 17: Data Management

How can schools assess whether or not the RTI approach is effective?

  • 18: Fidelity of Implementation
  • 19: Evaluation and Revision

Resources

  • 20: References, Additional Resources, and Credits
Wrap Up
Assessment
Provide Feedback

What information does Mr. Irwin need to consider before proceeding?

Page 2: Overview of RTI

Cycle: Becoming Informed

The first stage of the change process is becoming informed. One of the first things Mr. Irwin does to become informed is attend an informational meeting to learn more about the RTI approach. During this meeting, Mr. Irwin and other principals in the district learn that RTI is a multilevel prevention approach that serves two primary purposes:

  • Early intervening
  • Identifying students who have learning disabilities

x

early intervening

The delivery of services or assistance to struggling students before they fall too far behind their peers.

Identifying students who have learning disabilities

By facilitating the early identification of students who have learning disabilities, schools that are using the RTI approach may prevent students from experiencing multiple years of failure before they can receive individualized services.

x

high-quality instruction

High-quality instruction is effective instruction based on research-validated practices.

x

intervention

An intervention is an instructional technique designed to improve or remediate a certain set of skills.

Whether for early intervening or for identifying students with learning disabilities, RTI always incorporates:

  • High-quality instruction
  • Frequent progress monitoring
  • Increasingly intense levels of instructional intervention
  • Data-based decision making

In the RTI approach, school personnel engage in a process to discover which students need additional instructional interventions. First, trained individuals administer a universal screening instrument to all students to identify those who may be struggling. Next, school personnel monitor the skills of those students who are potentially struggling to determine if they show adequate growth (referred to as responsiveness) to high-quality instruction (Tier 1). Students who do not respond adequately to research-validated instruction delivered in the general education classroom then receive more intensive, validated intervention (Tier 2). In addition to providing Tier 2 intervention, school personnel frequently (e.g., weekly) monitor students’ progress in skill areas of concern. These data inform subsequent decisions about whether each student is responding adequately to Tier 2 intervention or needs more intensive intervention (Tier 3). The table below provides a brief explanation of the increasingly intensive levels of validated instruction and interventions provided through the RTI approach.
Universal screening

All students are given a brief screening measure. This assessment is given one to three times per year (i.e., fall, winter, and spring). Students at risk for academic failure are identified.

Tier 1

Students receive high-quality instruction in the general education setting, using validated practices. Teachers frequently monitor the progress (e.g., every one to two weeks) of struggling students who are identified through the universal screening process. (Note: In some approaches, universal screening is considered part of Tier 1.)

Tier 2

Students who are not making adequate progress receive different or additional support from the classroom teacher or another educational professional. Student progress continues to be monitored frequently.

Tier 3

Students whose progress is still insufficient in Tier 2 receive even more intensive and individualized instruction. Depending on a state’s or district’s policies, this instruction may be provided through general education or special education.

This module describes a three-tiered RTI model. However, some schools may choose to implement an RTI model that includes as many as seven tiers. If you do not already have a comprehensive understanding of the RTI approach, we encourage you to examine the following IRIS Modules:

  • RTI (Part 1): Overview
  • RTI (Part 2): Assessment
  • RTI (Part 3): Reading Instruction
  • RTI (Part 4): Putting It All Together

role of the principalIn the becoming informed stage, principals seek out information about a new approach. They learn as much as they can about the effectiveness of the approach, the benefits for students, and the details of implementation.

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