CEC's RTI Blog

Addressing Behavioral Problems Through a Response to Intervention Model

By Cara Shores

In my previous blogs, I presented frameworks for standard protocol and problem-solving processes used in Response to Intervention to address students’ academic deficits.  This week, I turn my attention to a behavioral framework. 

In the 1980s, an approach to behavior management called positive behavior interventions and supports (PBIS) began to emerge.  This approach focuses on proactive and preventive, rather than aversive and punitive, behavioral techniques.  Interventions are designed not only to decrease problem behaviors, but to improve the quality of life for students exhibiting those behaviors.   This is accomplished through increasingly intensive supports and data-based decision making, depicted in a three-tiered model that mirrors academic RTI frameworks.

Problem Solving Model

By Cara Shores

Last week, I wrote about the Standard Protocol model of RTI.  This week, we will look at a second model known as Problem Solving.  The basic framework is the same as with Standard Protocol in that students receive increasingly intensive interventions and progress monitoring as they move up the RTI pyramid.  However, in the Problem Solving model, decisions are made individually for students by a team of professionals who consider the needs of each child and develop strategies based on those specific needs.  There are four basic steps in the decision-making process.

What Traits Do Leaders Need to Possess to Implement RtI?

By Emily Collins, CASE

Research indicates the implementation of an RtI process is almost always initiated by the leaders in an organization (Spectrumk12/CASE RTI Adoption Survey spectrumk12.com ). Since this is the case it is critical to examine the traits leaders need to possess to be effective initiators of RtI processes in their schools, school districts, and regional and state education agencies. There are 5 common traits all these leaders must possess. These 5 traits are seen in leaders who are “polished diamonds” who have demonstrated their capacity to start and lead the way to  implementation of a viable RtI process. The 5 traits provide a roadmap for leaders who are still “diamonds in the rough” concerning RtI implementation who are committed to such processes, but are still sharpening their knowledge and skills as they begin an RtI process.

Could a Special Education Law (IDEA) Lead the Way on NCLB Accountability?

By Emily Collins

There is no doubt the No Child Let Behind Act (NCLB or ESEA 2001) has had a major impact on the achievement of students with disabilities. Because students with disabilities are included in the accountability reporting for NCLB as a specific subgroup, general education administrators have become very concerned about the educational performance of students with disabilitie--far more than they were before the passage of this law. Their scores matter to them because they could mean the difference in their school or school district’s meeting or not meeting annual yearly performance (AYP) goals.

As a result, the academic performance of students with disabilities has certainly improved. This cannot be denied; even though some special education (and general education) administrators complain about many aspects of this law, the fact that students with disabilities’ academic performance has seen increases is reflected in analyzing test scores for the past several  years.

Response to Intervention Implementation Models: Standard Protocol

By Cara Shores

RTI implementation at the school or district level can be an overwhelming task. There are many details that must be worked out in the early planning stages. One of the most pertinent tasks involves choosing the model or structural framework to be used for the process. Over the next few weeks, we will examine a number of these models, exploring their strengths and limitations and the components that are essential to effective implementation.

We begin this week by focusing on the Standard Protocol model. This model has been heavily researched as a framework for early intervention, particularly in reading.  Standard Protocol model provides standard interventions chosen to address the most common student weaknesses within the school. The interventions are readily available to students as soon as needs are identified. Intervention is provided in small groups by a teacher or tutor who has been thoroughly trained in the specific program or strategy.