Leading the Way in Implementing Response To Intervention: Understanding Educational Roles

In the past couple of years, response to intervention (RTI) has become an increasingly popular choice for schools looking to elevate their students’ level of learning. Far too often, however, RTI is viewed as a cookie-cutter one size fits all approach that ends up being a hit or miss. While the system is easy to implement on paper, its a challenge whether or not it will allow students to flourish in their learning through its implementation.

Process over Program

When implementing RTI, the first mistake is often looking at it as a program rather than a process and can alter and change. Far too often, schools employ an intervention coordinator, Sped Teacher, literacy coach, or a team member to implement oversee the process and the program in the schools. The result is often a ridging program abruptly starting, often-overwhelming teachers and students alike. Rather than looking at the response to intervention as a set program to which students will go through to better themselves, it is often seen as a quick collaborative group that joins together while aiding students.

 Intervention Coordinator as a Facilitator

The first step in avoiding this is ensuring that the intervention coordinator works together with teachers throughout the year and the implementation process. Yes, even though teachers lead the learning and many other parts of the RTI process. It is imperative to train the coordinator and teachers for ongoing updates, trends, and materials. So, it is crucial to involve them in learning workshops, course development, and student evaluations. Through this, teachers can provide valuable feedback while understanding how the program will work and how they can best contribute to student goals. This involves the coordinator assisting teachers with essential classroom work to ensure they are not overwhelmed by the workload increase because it is a slight undertaking for a new teacher. Schools that succeeding with the RTI framework are those that view the coordinator as a facilitator, ensuring that teachers are given the reigns to share working practices that will help students access their curriculum through quality instruction.

By Understood.org

Integration with Students

The next step after ensuring the proper integration with teachers is doing the same with students. Far too often, schools implement the program creating an abrupt change for not only the teachers but also the students. When they suddenly get pulled out of their classes, away from their friends, and thrown into a supplemental ‘intervention class’, they are confused, upset, and not in a state of mind for learning.

Schools should take the time to sit down one-on-one with students and discuss entering them into the supplemental class or share ways they will be successful. Providing reasons for the change and framing the course positively for the student can even make them excited for it, rather than them looking at it as an abrupt change to their school day. This garners their attention and willingness to learn. The other important aspect is how the program is named. Words like ‘intervention’ ‘help’ or alternative classrooms are a slap in the face to the students they help. Students already understand why they need the supplemental class, and they don’t need a harsh reminder. Instead, creating a positive name without negative connotations ensures students can come to class excited and ready to learn.

Conclusion

The result is a program that works around the school’s pre-existing educational framework, smoothly integrating itself into the schooldays of students and teachers with the least amount of friction possible. How are you reframing your support systems in your school district?

 References



Frank M. Gresham, Katherine K. Hunter, Emily P. Corwin & Aaron J. Fischer (2013) Screening, Assessment, Treatment, and Outcome Evaluation of Behavioral Difficulties in an RTI Model, Exceptionality, 21:1, 19-33, DOI: 10.1080/09362835.2013.750115

https://www.understood.org/en/school-learning/special-services/special-education-basics/finding-out-if-your-child-is-eligible-for-special-education

https://www.edutopia.org/blog/response-to-intervention-secondary-school-philip-caposey

https://www.edutopia.org/blog/what-matters-most-student-academic-intervention-rebecca-alber