CEC's RTI Blog

We'll Be Back!

Like many of you, CEC's RTI Blog is taking a break for the summer. But stay tuned for its return in August! Our host for that month will be Dr. Patti Ralabate, a special and gifted education policy analyst with the National Education Association (NEA).

CEC wishes you a safe and relaxing summer.

Research Support for RTI -- Are We There Yet?

By Joseph Kovaleski, Indiana University of Pennsylvania

At a recent meeting, a colleague opined that the research support for RTI was “just not there yet.” That comment got me thinking about what type of research support is needed for schools to adopt RTI and, in particular, the three-tier model. In this blog post, I would like to take a look at some of the research findings related to RTI. Because of space constraints inherent to blogs, I will not be able to provide citations at this time; however, I would be happy to provide them upon request.

It is useful to start with a distinction. As I described in previous posts, the contemporary three-tier model includes many features that were not components of precursor models, such as problem-solving teams. These new features are typically research-based practices that logically should improve the effectiveness of problem-solving teams. In addition, the three-tier model uses the problem-solving process as its central operating procedure.

RTI and Problem-Solving

By Joseph Kovaleski, Indiana University of Pennsylvania

Many people trace the beginnings of RTI to team-based structures that were developed in the 1980s and 1990s. Beginning as teacher assistance teams (TATs), team structures such as instructional support teams (ISTs), instructional consultation teams (ICTs), and mainstream assistance teams evolved. Although there were substantial differences among these teams, all shared a problem-solving process as their central operating procedure.

Briefly, the problem-solving process involves the following steps:

• identify the problem
• set a measurable goal
• develop solutions to address the problem
• implement the solutions
• evaluate the effectiveness of the solutions

Today, most multi-tier (RTI) models continue to incorporate a problem-solving process as a key component. However, it cannot be said that problem-solving teams are equivalent to RTI. There are some crucial differences that need to be recognized.

RTI and Data-Based Decision Making: Progress Monitoring

By Joseph Kovaleski, Indiana University of Pennsylvania

The second key assessment approach in a multi-tier service delivery is progress monitoring. One might say that progress monitoring is the key to RTI, in that it provides a precise assessment of a student’s response during the course of instruction or intervention. We have known that progress monitoring is an effective instructional practice for more than 20 years. In a seminal review of the literature on progress monitoring as of 1986, Lynn Fuchs found the following features of progress monitoring to be directly connected with student achievement:

• the setting of ambitious goals
• assessment of students twice per week
• graphing and student data
• use of data utilization rules to make instructional decisions

I referenced this historic study to emphasize that we have known about the benefits of progress monitoring for many years, although it may be argued that it has only become widespread in the years leading up to the RTI movement. As with universal screening, progress monitoring was originally developed in the context of CBM and most of the research has been done with this particular application. 

RTI and Data-Based Decision Making: Screening

By Joseph Kovaleski, Indiana University of Pennsylvania

I recently participated in a web-based forum on data-based decision making and RTI sponsored by the RTI Action Network. I presented with Lynn Fuchs from Vanderbilt University and John Carruth, an assistant superintendent from Vail, AZ. It was a great pleasure to work with Lynn, who has contributed so much to the fields of special and general education, and with John, who has provided exemplary leadership in implementing RTI in his school district. In 90 minutes, I think we provided a good overview of the use of assessment within a three-tier model, focusing on screening/benchmark assessment, progress monitoring, and diagnostic assessment. You can access the forum at www.connectlive.com/events/rtinetwork043009/.

The Critical Components of RTI

By Joseph Kovaleski, Indiana University of Pennsylvania

I am pleased to be doing a blog about RTI for CEC. For those of you who don’t know me, I’m a professor of school psychology at Indiana University of Pennsylvania, which is in the town of Indiana, Pa. During my career in education, I have worked as a school psychologist, a coordinator of special education, and a technical assistance provider for our state’s resource system. During the 1990s, I directed Pennsylvania’s Instructional Support Team (IST) Project, which was a precursor to RTI.

In addition to teaching at the university, I have been working with Dr. Ed Shapiro of Lehigh University in conjunction with the Pennsylvania Training and Technical Assistance Network (PaTTAN) on our state-wide implementation of RTI. About four years ago, we started RTI in seven pilot schools and have seen numerous schools begin implementation of RTI throughout the state. Although I have experience consulting in other states, much of what I will address will come from my experiences here in Pennsylvania, as that experience is “closer to the ground.” Hopefully my comments will resonate with everyone, regardless of location.

Response to Intervention: A Practical Guide

From the Council for Exceptional Children:

Response to Intervention: A Practical Guide
By William N. Bender and Cara Shores

For educators new to the approach, Response to Intervention presents an overview of key concepts with guidelines for accountability practices that benefit students in inclusive classrooms. Presenting the three tiers of RTI techniques, the authors demonstrate how general and special education teachers can use research-based interventions effectively to individualize instruction, monitor individual student progress, and implement strategies to meet the specific needs of all students. Featuring helpful charts and reproducible charts, this timely resource is sure to become a valuable guide.

Click here to learn more and to purchase!

Using RTI for School Improvement

From the Council for Exceptional Children:

Using RTI for School Improvement
By Cara Shores and Kim Chester

Principals and administrators have only scratched the surface of how Response to Intervention (RTI) can maximize school performance and student achievement. Utilizing a big-picture approach, this book gives school and district leaders a comprehensive vision and framework for implementing RTI school-wide and includes interventions and assessments for teachers. Authors Cara Shores and Kim Chester help educators identify students at risk; pinpoint highly effective strategies that address students' individual needs; and use charts, figures, and diagrams to illustrate points throughout each chapter.

Click here to learn more and to purchase!

Expand Your RTI Knowledge with CEC's Web Seminars

This year, CEC is offering several web seminars on Response to Intervention that you won't want to miss. These professional development events are presented by experts in the field, including two former RTI bloggers. Register today!

Web seminars, or “webinars,” bring current, expert information from the special education field to busy professionals in convenient, interactive sessions. Webinars are 1 hour and 45 minutes long and require only a speakerphone, computer, and high-speed internet connection. Now priced lower than ever, webinars offer a practical way to obtain professional development. Register for an entire series to save even more.

Utilizing RTI For Academic And Behavior Support
Thursday, August 20, 2009
4:00 p.m. ET
Presenters: Maureen Gale and Betty Eisenberg

RTI Three-Session Series:

Introduction to RTI
Thursday, October 22, 2009
4:00 p.m. ET
Presenter: Cara Shores

Implementation of RTI at the School Level
Thursday, October 29, 2009
4:00 p.m. ET
Presenter: Cara Shores

Considerations When Using RTI in Diverse Schools
Thursday, November 5, 2009
4:00 p.m. ET
Presenter: Janette Klingner

Log on to www.cec.sped.org/profdev to learn more and register today.

Catch up on RTI news and research with CEC Today

CEC Today, the Council's bimonthly e-newsletter, features regular articles on Response to Intervention and its implementation in schools. Peruse the latest coverage with this selection of articles from the CEC Today archives:

• Response to Intervention: A Rural High School’s Attempt to Improve Reading Achievement
• RTI . . . Where Can I Get One?: Online, Interactive Training Materials from the IRIS Center
• RTI for Emotional/Behavior Disorders Shows Promise
• RTI Summit Delves into Implementation, Current and Future Issues
• Similarities and Differences of Students Who Don’t Respond to Research-Based Interventions
• Survey Shows Response to Intervention Use Widespread
• Words Can Shape the Destiny of Children in the RTI Process

Please also take a moment to read CEC's formal position on RTI.