Not another program? We haven’t even
finished the last initiative that was rolled out to us and our kids! RTI was enacted
by the establishment of IDEIA or Individuals with Disabilities Education
Improvement Act a proactive approach, not a reactive approach closing the gap
in student achievement for all. RTI or Response to Intervention, is just that, what
plans will be set in place to respond where students are lacking in
comprehension of instruction. I selected to compare and contrast, “What Every
School Leader Needs to Know About RTI” by Margaret Searle and “Doing RTI Right”
by Bryson, M., Maden, A., Mosty, L., and Schultz, S. Studying the text both articles concurred
with the same analytical reasoning and process for RTI. In the article “Doing
RTI Right” staff members identify the struggles of an ill-written RTI plan.
Margaret Searle interpreted the
importance of RTI implementation and how everyone from the administration to
the classroom teacher and the parents has a role in the culmination of student
success for all. Parental involvement in the RTI is new to me but glad to see
that parents have a “stake” in this educational implementation. The more we
offer parental “buy-in” an increase in effective communication will occur
between parents and the school. Margaret Searle explained that RTI was not just
another initiative presented by the administration that would fall by the waist
side for the next “new to us” educational resource. For implementation to work
everyone needs to be invested and be willing to go for the long haul. Progression
of the plan takes time with frequent monitoring checks to ensure teachers are
doing their part and we are seeing a positive change in the students learning.
One big misconception about RTI is its
intended audience. RTI is for all, it is to identify struggles for all students,
not just special education or English language learners. The plan is based on a three-tiered approach;
Tier 1 provides services school-wide, Tier 2 is differentiated for moderate struggles,
and Tier 3 applies supplements for a select few on top of Tier 1’s approach
(Searle, 2010). The application of RTI gives students immediate support for
their learning disposition and teachers a plan for classroom success. For RTI
to work across the board, leadership teams need to be built with clear, defined
goals and logical implementation plans that can assessed with ease and altered
when needed (Searle, 2010).
“Doing it Right” analyzed and
identified the struggles Coppell Independent School District faced with RTI
implementation and what changes were made for it to be successful. Many of the challenges
CISD faced were the crucial points needed for successful RTI implementation
outlined by Margaret Searle. CISD teachers had the misconception that RTI was
for labeling or addressing special education student needs, misuse of monitoring,
and the ineffective implementation of the three-tiered model. After the misconceptions were identified, goals
were established and the intent of the RTI was met.
I believe RTI is beneficial for all
involved; a teacher's goal is for their students to be successful, a student's goal
is to achieve success, and a district’s goal is quality education for all. RTI
can be successful in all schools as long as the implementation of the plan is
clearly defined with goals set and quality teacher training on RTI, leadership
teams in place, and a “buy-in” by all.
Searle, M. (2010). What Every School Leader Needs to Know About RTI. essay, ASCD. https://www.ascd.org/books/what-every-school-leader-needs-to-know-about-rti?chapter=preface-what-every-school-leader-needs-to-know-about-rti
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