Lee Ann Melchor
University of Cenral Florida
College of Education and Graduate Studies
Overview of Florida’s RtI Model
The RtI Model is designed to provide a multi-tiered approach to providing individualized instruction and interventions delivered at the right level to meet the individual student’s needs. RtI is highly centered around data collection and assessment to ensure students are properly referred to special education services and that no student population is overrepresented in special education (FDOE, 2011). RtI can assist district with delivering services efficiently and managing their limited resources. RtI is a cyclical process of defining the student’s needs, analysis of why it is occurring, implementation of services and Evaluation of what is working and the process starts over. Since 2004, Florida has continually worked on improving the process of RtI.
Since the implementation of RtI, Florida students have shown increases in reading as well as decreased special education enrollment. In addition, students who also received positive behavioral supports (PBS) showed a significant decline in behavioral issues.
One of the leading advantages of RtI is that it can assist districts with meeting requirements under NCLB and IDEA as they assist schools with working toward meeting their annual yearly goals under AYP (FDOE, 2011). RtI also serves as the basic framework for all programs in Florida administered by Florida Department of Education (FDOE) to ensure there is continuity of services and in an effort for FDOE to maximize and manage their resources.
The goal of RtI is to use evidence based interventions and to ensure interventions are driven by the needs of the student. RtI also ensures that a child does not stay in special education services their entire academic career, but only receives services in the least restrictive environment for only as necessary.
Tier I
The school provides all students access to high quality instruction inside the classroom. Tier 1 services include general education services and behavioral instruction to all students across settings.
Tier II
The school provides small groups intervention services for those who need more support than Tier 1. This level is more targeted and instruction/intervention and supplemental support provided in addition to the general education services and behavioral instruction received under Tier 1.
Tier III
The school develops and implements interventions to meet the individual needs of students. This level is the most intense level of intervention. Tier III is highly focused, intense interventions with a very narrow concentrated focus. In addition, the student receives supports under Tier I and Tier II.
Teaching and Interviewing in Each Tier
Under RtI, learning standards are structured to ensure seamless learning from grade to grade. It is required of the teachers to understand and use formal and informal assessments to ensure that data collected is valid and reliable in developing instructional methods. Teachers are responsible for ensuring that students make adequate yearly progress and to refer students as needed for more intense services.
In order to meet these requirements, teachers must be highly qualified and understand the RtI process. In addition, teachers must be vested in ensuring the success of their students and the RtI system. Teachers must be committed to ongoing progress monitoring to ensure student progress and the effectiveness of interventions used.
Under Tier 1, teachers are responsible for normal delivery of instruction and behavior support to all students. In addition, teachers are responsible for gathering information and conducting assessments to determine whether more interventions are needed.
Under Tier 2, teachers provide all the instructional delivery of services, but also supplemental support to groups of targeted students. General education teachers may provide more intense assistance with reading or other subjects or work cooperatively with other teachers and professionals delivering services.
Under Tier 3, teachers provide intensive specialized services and behavioral support. The student may not be serviced solely in the general education classroom. The student may need pull-outs for intensive services such as speech, intensive reading or other services.
Changing Roles of Teachers when Implementing RtI
Teachers may provide the services and interventions individually or as part of a larger team, working cooperatively with other teachers and professionals who are delivering services. In addition, teachers are data collectors, record keepers and assessors of students’ abilities. Also, teachers assume the role of advocate to ensure students are only placed in the right level of services needed only for as long as needed. Interventions can be effective when delivered by a variety of school personnel, as long as the personnel are adequately trained to deliver the intervention (Tackett, 2009).
Issues and Solutions
Some districts in the State of Florida may not be as advanced in the RtI process as some districts. In addition, districts, schools and individual teachers may be reluctant to devote the time and resources to successfully implementing and utilizing RtI. It is imperative that districts, schools and teachers receive continual training, participate in advisory teams and RtI improvement in order to buy in to the success of RtI. Successful implementation of RtI often relies on the ability of teachers and school leaders to implement RtI practices with fidelity (Tackett, 2009).
Additional Resources
There are many resources devoted to RtI. For assessment, this includes the National Center on Response to Intervention. For data management, there is the Progress Monitoring and Reporting Network. The Florida Center for Reading Resource provides guidance for determining instructional reading levels. A completed list of additional resources can be found at http://www.florida-rti.org/Resources/index.htm
References
Education, F. D. (2011). Florida Response to Instruction/Intervention. Retrieved from http://www.florida-rti.org/index.htm: http://www.florida-rti.org/index.htm
Institute., F. C. (n.d.). Recognition and Response: Findings from the First Implementation Study. Retrieved from http://www.eric.ed.gov/PDFS/ED506946.pdf:http://www.eric.ed.gov/PDFS/ED506946.pdf
Tackett, K. e. (2009). Implementing Response to Intervention: Practices and Perspectives from Five Schools--Frequently Asked Questions. Retrieved from Center on Instruction.: http://www.eric.ed.gov/PDFS/ED521572.pdf
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