Title: The Why Behind RTI - Educational Leadership
Headings: The Why Behind RTI
The Why Behind RTI
Response to Intervention flourishes when educators implement the right practices for the right reasons.
The Wrong Questions
How do we raise our test scores?
How do we "implement" RTI?
How do we stay legal?
What's wrong with this kid?
The Right Questions
What is the fundamental purpose of our school?
What knowledge and skills will our children need to be successful adults?
What must we do to make learning a reality for every student?
Transforming the Tiers
Tier 1
Tier 2
Tier 3
Doing the Right Work for the Right Reasons
References
KEYWORDS
Requesting Permission

Content: Instead, schools should provide targeted and systematic interventions to all students as soon as they demonstrate the need. From one-room schoolhouses on the frozen tundra of Alaska to large urban secondary schools, hundreds of schools across the United States are validating the potential of these proven practices. In light of this fact, why are so many schools and districts struggling to reap the benefits of RTI? Some schools mistakenly view RTI as merely a new way to qualify students for special education, focusing their efforts on trying a few token regular education interventions before referring struggling students for traditional special education testing and placement. Others are implementing RTI from a compliance perspective, doing just enough to meet mandates and stay legal. For still others, their RTI efforts are driven by a desire to raise test scores, which too often leads to practices that are counter productive to the guiding principles of RTI. Far too many schools find the cultural beliefs and essential practices of RTI such a radical departure from how schools have functioned for the past century that they are uncomfortable and unwilling to commit to the level of change necessary to succeed. Finally, some schools refuse to take responsibility for student learning, instead opting to blame kids, parents, lack of funding, or society in general for students' failures. Although the specific obstacles vary, the underlying cause of the problem is the same: Too many schools have failed to develop the correct thinking about Response to Intervention.