Journal Article

Expanding Pockets of Excellence in RTI

Ehren, Barbara J.

2013

Overview

A recent survey on implementation of Response to Instruction/Intervention (RTI) found 94% of participating schools implementing some level of RTI (\"Global Scholar,\" 2011). Therefore, it is logical to assume that most educators have heard about the concepts at the heart of RTI, even though specific iterations and names of the frameworks may differ from place to place. They may know about multiple \"tiers\" of instruction and intervention, rooted in high-quality core instruction with sound assessment and data based decision making that informs instruction. The premise of this article is that a narrow focus on developing high quality RTI implementation within one's own immediate purview is necessary but insufficient. Professionals working directly with students need to assist in making RTI the comprehensive, system wide framework it is meant to be. They need to think and act beyond developing pockets of excellence in their own venues and work toward having a greater impact on the overall success of RTI. Five focal points are discussed as a blueprint for this work: (1) functioning as a leader; (2) working toward creating critical mass; (3) focusing on the intent of RTI; (4) challenging myths; and (5) cultivating collaborations. (Contains 1 table.)

• Publisher: Blackwell Publishing Ltd,International Reading Association,Wiley-Blackwell
• Subject: Cooperation / Critical mass / Decision Making / Educational Quality / Educators / Expertise / Identification / Individuals with Disabilities Education Act / Instructional Leadership / Learning Disabilities / Literacy / Misconceptions / Outcomes of Education / PERSPECTIVES ON RTI / Professional schools / Reading consultants / Reading instruction / Reading teachers / Response to Intervention / Special Education / Special needs students / Student Needs / Teachers