Response to Intervention (RTI) is best understood as a verb; we have made RTI too complicated. Instead of becoming entangled in documentation, assessments, and the “steps” to special education, we should collaboratively ask the extent to which students are responding to instruction and intervention – the extent to which they are RTI’ing. We will realize the promise of RTI; more importantly, we will ensure high levels of learning for all.
Interpreted as a verb, RTI represents what we’ve always done, or what we always should have done, on behalf of students. Consider this scenario: A new fifth grade student, Molly, enrolls in school in the fall. The school screens all students to immediately identify students who may lack foundational prerequisite skills in reading (have they responded to prior instruction?). Screeners and further diagnoses reveal that Molly has deficits in phonics. Molly’s teacher team works together to provide differentiated Tier 1 instruction to all students, including Molly, with scaffolds provided during whole and small group settings within core blocks of instruction so that Molly successfully accesses content.
The school is prepared for students who lack immediate prerequisite skills and need additional time and different approaches to learn essential content. Molly and other students receive 30 daily minutes of supplemental, Tier 2 supports on essential content when data indicates the need (are students responding to current instruction?). The school is also prepared for students who lack the foundational prerequisite skills to succeed, as determined by screeners. Molly and other upper grade students with phonics needs receive intensive supports in place of other instruction, although they do not miss core instruction in essential content. Regularly, staff assesses to ensure that Molly is responding to intervention. If not, they differ, and increase the intensity of, supports.
RTI may be simple, but it isn’t easy. It requires leadership to ensure that systems support staff and students in meeting goals, and courage to make hard but critical decisions to provide intensive supports immediately.
My experiences with Scientific Learning products have been overwhelmingly positive. They are outstanding RTI resources for several reasons; yes, they are research-proven and represent cutting edge science and technology, but they work best because they support students differently. For Molly, Reading Assistant provides highly individualized supports in reading text fluently and for meaning. As a Tier 2 support, Reading Assistant supplements teachers’ targeted supports at ensuring she masters essential content. If Molly doesn’t respond to this level of Tier 2 support, and teams determine her needs exist in the phonemic awareness and phonics domain, Fast ForWord is appropriate, providing intensive, Tier 3 strategies to decode words, through unique approaches designed for students who process information differently.
At-risk students demand our best efforts immediately. Interventions such as those from Scientific Learning deliver the best possible return on investment, giving us the best chance to ensure that students respond to intervention, allowing them the opportunity to learn at the high levels required to graduate ready for college or a skilled career.
About the author, Dr. Chris Weber:
A former high school, middle school, and elementary school teacher and administrator, Chris has had a great deal of success helping students who historically underachieve learn at extraordinarily high levels. As a principal and assistant superintendent in California and Chicago, Chris and his colleagues have developed systems of Response to Intervention that have led to heretofore unrealized levels of learning at schools across the country. The best-selling author of 1) Pyramid Response to Intervention, 2) Pyramid of Behavior Interventions, 3) Simplifying Response to Intervention, and 4) RTI and the Early Grades, Chris is recognized as an expert in behavior, mathematics, and Response to Intervention.
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