RTI Implementation: Easy as 1, 2, 3?

By Dr. Evelyn Johnson
Boise State University

A lot of technical assistance is available on RTI -- for example, on its specific components and how those are operationalized through the use of specific assessments, curricula, and instructional programs.

Reading about the specific components of RTI might lead someone to believe that successful RTI implementation is largely a technical issue -- meaning, if we adopt the specific tools specified within an RTI model, implementation will be successful. The technical component of RTI is only one part of the story, though. Schools also need to pay attention to the school culture, context, and values as they adopt an RTI model.

In a recent issue of Learning Disabilities: Research to Practice, Doug Fuchs and Don Deshler (2007) outlined the necessary conditions for successful RTI implementation. These include:

1. Sustained investments in professional development programs.
2. Engaged administrators who set expectations for adoption and proper implementation.
3. Willingness to stay the course.
4. Willingness to redefine roles and change the school’s culture.
5. Providing staff sufficient time to understand the changes, to accommodate changes into their current practices, and to have their questions and concerns addressed.

This list of necessary conditions highlights the important roles of school culture and shared leadership in supporting the implementation of RTI. Teachers can learn new processes, but if they don’t value these processes, if their understanding of their roles as teachers is inconsistent with these new processes, or if the school leadership does not foster and develop a school culture that allows teachers to make sense of these processes -- the likelihood of successful, long-term, sustainable implementation is diminished.

So how does a school go about developing the necessary conditions for successful RTI implementation?

One successful way that schools have accomplished this is by using RTI principles as their guiding vision for the school. All actions are undertaken because they assist the school in accomplishing its stated goal, which typically is something like “All students learning every day” or “Improving the academic achievement of all students.” Then, every aspect of the school functions in such a way that their collective actions support this mission. For example:

• The professional development opportunities are aligned with curriculum, intervention, assessment, data collection, decision making, and so on;
• Time to collaborate and discuss new programs is built in to the school day, so that teachers and staff can understand how these new practices impact their current approaches to teaching;
• Infrastructure (to include time, resources, and personnel) is developed to support the implementation of the process; and
• School leaders support their staff in what Spillane calls “human sense-making."

In one school I’m working with, the principal collaborated with staff to establish Professional Learning Communities (PLC) and supported staff to become leaders on the various teams. In another school I’ve worked with, the principal aligned teacher observations with the RTI process and then used the observations as a way to inform professional development needs.

Finally, one of the most powerful ways that a principal can help create the necessary conditions, as outlined above, is to lead by example. Drawing again on the example of Cheyenne Mountain Junior High, Principal Dr. Lori Smith has made a professional and personal commitment to the RTI process in numerous ways. However, the one that has the most impact (in my humble opinion) is that in the six years of RTI implementation, she has NEVER missed an RTI leadership team meeting where student data and outcomes are discussed. In so doing, Dr. Smith has demonstrated to the school staff her commitment to the process and to supporting all students and their learning needs.

I’ll post more soon about some of the promising results that secondary schools are seeing with RTI implementation!

 

Comments

[Brittnee]

Very helpful blog. Thanks!

[Gale Naquin]

WE have a large implmentation combined RTI/ PBS model with a mental health component added in 88 schools. After working in Elem schools for 3 years, we have learned that Resourcing Mapping is a great beginning , helps identify existing programs and helps with initial buy in. Anyone interested can email me at the University of New Orleans, [email protected]

[Evelyn Jonson]

Thanks Gale for sharing that information. I agree that Resourcing Mapping is a great start - one strategy I've seen in schools is for the RTI leadership team to begin with a blank three tiered triangle (the ubiquitous RTI triangle!) and to fill in their existing resources in the appropriate areas.

Going back to the theme of my original posting, at the conclusion of this exercise, a lot of schools realize that they have several Tier 2 resources but that they haven't spent the time fully developing their Tier 1 programs!!!!!
Evelyn

[Amy]

Thanks for the information on how to help implement RTI in schools. I can see how it is very important to get everyone in the school involved and taking ownership when beginning the RTI model. A principal should be the model and demonstrate engagement and effort towards RTI. It has to be very difficult for a principal to find the time for teachers and staff to have collaboration and professional development on RTI, but it is the only way for it to be successful.

[Kajana]

Very informative. Thanks

[Kandi]

Thanks for the insightful information on RTI implementation. It does seem as easy as "1, 2, 3" but you must have the foundation, which is continuous support from administration. I loved hearing that the principal at Cheyenne Mountain Junior High never missed a meeting. This shows all stakeholders involved that it is important.

[Nicole Gust]

I have found in my own district that RTI was established and students were given services without providing training to the whole staff. When referring students to these services, it is important for everyone in the school to understand what it is all about. The tiers "1,2 and 3" are just teh basic foundation for the program, but so much more has to go into it.

This year, workshops have been provided on these topics because it is intertwined with our school's focus. Our principal provides us with all information needed and attends the meetings as well. This shows how important this is to the school as a whole.

In my district we also have professional learning communities, where we focus on our own goals for the school year. This is a great way for us to share our own passions about education and for us to develop our leadership skills.

[Rickie]

What caught my eye in this blog was the part about meeting the goals of school improvement plans. It is true that I have never seen a school improvement plan that doesn't state something about ALL students, yet when talking to colleagues about teaching difficult children in the building (special needs or not) it feels as if people don't really support the goal of teaching ALL students. Perhaps it should state that ALL teachers will educate ALL students. I am hopeful that RTI will move my school in this direction.

I do believe that in order for RTI to be successful in my school, Administration support and school climate are very important. The biggest obstacle will be getting the General education teachers to buy into this process. With consistant support from Administration and appropriate teacher support and training I hope this will be achieved.

[Erin]

My school does not have any type of special education program. I would love to be able to implement this tool in my school.
Very imformational blog!

[Ann]

This blog was very helpful. We are in the development phase of our school RTI program. It is very difficult to get everyone to buy in to this kind of model even though most of us feel it will be successful. I do feel, however, that the principal can have a huge impact on how things work out.

[Christine Packwood]

I found the information included in the blog and the posts from others around the nation. The fact others are facing similar issues as my school and have offered insight into how they are approaching RtI will be a great resource as we continue the journey of full implementation. I was very excited to see others were will to be contacted, if one had questions. This blog will serve as a great resource. Thank you again!!!

[Rachel]

Evelyn,

I found your article very interesting because this year my district is having a few schools implement RTI before the whole district dives in. My school was one of the chosen ones to implement this new process. About three years ago we started to implement the PLC model and have teachers become leaders for certain groups. So far that is working out well and we are learning a lot. Our principal is leading us through the RTI process along with some teachers going to workshops to learn what RTI is and how it can be implemented. I am one of those teachers who are attending the workshops to learn more. The RTI process can be a bit confusing in the beginning, but since a couple workshops we have learned what each tier stands for and when we can move children through the tiers. We are working on what paperwork needs to be filled out and different data and interventions to use for children. Your blog makes me feel like my school is on the right track with RTI because all of the actions are being done within my school and my principal is being our leader and helping us through this new process. I would say that we lack some resources, but we are working on that.

My question is when students need more interventions because tier one is not enough who comes up with the interventions, the grade level partners or the principal and RTI committee? We have been doing grade level, but I feel like it hasn’t been very successful.

[Jessie Reeves]

Thank you for the information on how to help implement RTI in schools. I can see how it is very important to get everyone in the school involved and taking ownership when beginning the RTI model. I can appreciate hearing that the principal at Cheyenne Mountain Junior High never missed a meeting. This shows all stakeholders involved that it is important. It does seem as easy as "1, 2, 3" but you must have the foundation, which is continuous support from administration.

[Sheena]

My school has recently began to implement the RTI process in our school. It was nice reading the suggestions to help make the process successful. These will be helpful to give these to my building principal and other teachers involved.