Frequently Asked Questions after the MAIS 2010 RtI workshop?

First, let me say that I think Response to Intervention is not new...it's a new way of organizing and formalizing what schools already do. So, why term it? Categorize it? Rule base it? Because data is needed to tease out the 'specific problem' hampering a student's progress through the curriculum. This data helps educators tailor the intervention approach to the identified student difficulty. And, it is essential to demonstrate when a student is ready to fly solo...or not.

Now, the question asked most of me, after the workshop, was 'what does RtI look like?' I took this to mean: how is it organized (timing and frequency)? What curriculum is used to address the skill deficits? And, how do you report? *I could have used two more sessions to address these* But, alas! The time was short!

Let me address the importance of timing and frequency before anything else… A student who is struggling cannot afford to miss class instruction time. This student SHOULD NOT be pulled out to be taught the curriculum during instructional time. This is not RtI; this type of intervention is used with students with Individualized Educational Plans (IEP): accommodations/adaptations/modifications. RtI is coaching! Tier II intervention is done in addition to class instruction. Difficult for some schools, I know, but it is essential the Tier II intervention be in addition to classroom instruction.

 The Tier II intervention, “Coaching,” should take place three-times per week for 20-30 minutes. The instruction should be relevant to the lesson the student has been presented by the classroom teacher. The materials used should be curriculum based, i.e. the chapter review questions, probes created from the text, or homework questions assigned/not assigned by the teacher.

 The RtI model of remediation is ‘chock-full’ of repetitions and restatements of directions and concepts, and has lots and lots of practice time built-in. For example, my math group begins their 30 minute Tier II intervention with 2 or 3 problems of the day (PODs). These problems are exactly like the problems they missed in the summative assessments used to identify them. The problems can address a multitude of identified skill deficits (place value errors, spatial errors, or math word knowledge).

Next, the Tier II group works independently (after a guided, direct instruction mini-lesson) on specific math pages of the text book (repetition). Using the textbook is important as it is relevant learning in the eyes of the student. While in the independent phase of Tier II, the RtI coach gives one-on-one assistance as needed and is able to bring the group together for a collective lesson or restatement of a concept when there is a common skill the group is collectively demonstrating a difficulty with.

Finally, the success of RtI depends on constant assessment of skills. Notice, I did not say testing of skills. The probes administered to students weekly or biweekly are used to analyze and track the errors, not for grading but to drive instruction. A successful RtI program uses data collection to graphically demonstrate each student’s decrease in errors and increase in efficiency. The steady incline of correct answers to probe and/or CBM questions means student is responding to intervention.

One last thing, RtI is not a 'one-size fits all' program. It is very important to have an open discussion about what resources are available and what you want the program to achieve.