EducationNews.org

1) Karen, some of our readers already know about RTI (Response to Intervention) but could you briefly summarize this approach to education and remediation?

The RTI model assumes that each student receives high-quality, research-based, and differentiated instruction from a general educator in a general education setting. Struggling students are identified as soon as possible through systematic assessments. Universal screenings are then used to diagnose specific deficits in reading and mathematics. These deficits are addressed by prescribing scientifically researched interventions for the student. The student's progress is monitored frequently to determine if the intervention will continue, if the intensity of the intervention should be increased, or if a different intervention should be used. If many interventions ultimately do not succeed, the student may be referred for special services.

2) Could you explain the three tiers?

RTI models contain multiple tiers of interventions. Tier 1 is where all students begin—it is the research-based core curriculum. Students fall into the Tier 2 category when data indicate that they are beginning to struggle and fall behind in the core curriculum. Here, they receive a prescribed intervention to address deficits. It's important to note that this intervention is in addition to—not instead of—the instruction in the core curriculum. If students do not respond to Tier 2 interventions, they move into a Tier 3 category, where the interventions are more intense or completely different than those in Tier 2.

3) Karen, it seems that every state seems to be doing something different. Where do you get MOST of your information about RTI from?

My information about RTI comes from the published writings of leading researchers and the position papers of organizations such as Council for Exceptional Children, National Research Center on Learning Disabilities, LDOnline and the Maryland State Department of Special Education.

4) You have developed a quick and easy card or chart- can you tell us about it and who it is available from and how this will help teachers?

My co-author, Arden Sotomayor, and I have developed a laminated reference card on the RTI model and process. This card is the best quick reference to the planning, practice and process of RTI. Any teacher with struggling learners will find tremendous benefit from the ideas summarized on this product. And staff trainers will be able to use this card as the ideal flow of training information and as a permanent resource to give to trainees. Among the many topics on this resource are: the environment in which RTI will thrive, the attributes of RTI, the six sources for screening students and the details on how to plan for RTI, including the logistics and progress monitoring. It is available from DayOne Publishing at www.DayOnePublishing.com/Educational/RTI

5) Will this help parents understand the process?

This resource is really for educators and not parents. The needs of parents can be better addressed in conferences with the educators who are working directly with their children. Parents will have a more in-depth and personal understanding of RTI when it is directly related to addressing their child's struggles and challenges. That being said, customers of the card can go to the card's web site and download a free PowerPoint that will explain to parents and others the process of RTI, its limits and its characteristics.

6) What about kids who seem to "ping pong" from Tier One to Tier Two to Tier Three and then back again. What is going on?

Due to the complexity of their deficits, some students will always need some level of intervention to continue to progress in the core curriculum. However, the RTI plan can be adjusted if the intervention is done with fidelity and progress is monitored frequently. When this process is done correctly, students will not "ping pong" back and forth between tiers.

7) Some people believe that Response to Intervention is simply "delaying the inevitable"- that intense intervention at the second grade may help, but as the child enters the fourth grade, academic demands will increase and then as they progress to the sixth grade the work become more and more abstract. What are your thoughts about that?

If students in grades K, 1 and 2 are identified as struggling with the core curriculum in reading and mathematics before they begin to fail and given scientifically research-based interventions that address the deficits, these students will be better equipped to meet the academic demands in the higher grades. The research shows that as students move into the higher grades, reading problem are often the biggest roadblock to succeeding in the content classes. Further research indicates that when these students receive interventions in the early grades, reading problems are ameliorated and students find success in the general education classroom.

However, some of these students will need continued monitoring so that they can get support to continue to progress.

8) A key term in RTI is "treatment integrity". How can there be treatment integrity when kids are often absent from school, when you have Halloween, then Thanksgiving and then Christmas break?

Treatment integrity is not significantly affected by short-term absences, such as scheduled holidays.

Chronic absenteeism is more harmful to success, but frankly, if a student is chronically absent, virtually no intervention will work.

In fact, if chronic absenteeism is the reason that a student is struggling, clearly that factor must be corrected before an academic intervention could even begin.

The real concern about treatment integrity is whether or not 1) the educator delivering the intervention is qualified to do so and 2) if the intervention is done with fidelity (i.e., consistent with the RTI plan and using proven techniques correctly). More than any other, these two factors will have a profound impact on the success of the intervention.

9) Some schools are rushing to implement RTI- but are they serious about it and how can your materials help?

RTI is a process—it involves teams, materials, scheduling, protocols and procedures. So it's complex, and schools should be cautious of rushing into implementation before carefully developing that process—students will be short-changed if the process is hurried or not well thought-out. The RTI card we've written will be a great help here, as it defines—in detail—the planning steps that must occur for all the components to come together to make RTI work.

Published April 1, 2008