As you have learned from the previous modules in the RTI series, the staff at Rosa Parks Elementary School have made great progress learning about the RTI approach and implementing it in their school. Two years ago, the S-Team gathered information about different options for providing early intervening services to struggling readers and also for identifying students with learning disabilities in the early grades. Then last year, Rosa Parks furthered its investment in the RTI process when its first-grade teachers volunteered to pilot the RTI standard protocol approach. Based on their positive feedback and the improvement in their students’ reading-outcomes data, the staff at Rosa Parks have decided to scale up the RTI approach to include second grade this year. Therefore, throughout the summer, the second-grade teachers have received extensive training on the RTI approach—including training on assessment procedures and high-quality reading instruction. However, as the beginning of the school year approaches, Mr. Brewster, one of the second-grade teachers, now realizes that he needs to know more than how to implement these different elements of RTI: He needs to know how they fit together into a comprehensive approach. He wonders how to handle scheduling and some of the other day-to-day details of RTI implementation. He is also unsure how he should communicate with and involve parents.
Here’s your Challenge:
How can Mr. Brewster and the other school professionals at Rosa Parks Elementary School prepare to implement RTI?
How can the Rosa Parks teachers effectively implement the RTI components in each tier?
What other considerations should Mr. Brewster and the other school professionals be aware of when implementing RTI?