The Why Behind RTI
The Why Behind RTI
Even before RTI was a thing, I worked alongside teachers as they put a three tier model of reading instruction into practice through the Reading First Initiative (2002). Over the past twelve years, I’ve worked with schools in Texas, Missouri, Michigan, and New York to examine Response to Instruction (RTI) best practices and ensure these practices are embraced and in place in every classroom. We strive to constantly examine the impact on student learning. For most buildings, RTI has resulted in building teacher expertise and therefore, accelerated student achievement. However, in some buildings, RTI has resulted in adult conflict related to philosophical beliefs about learning that ends up preventing students from receiving the instruction they need.
So what went wrong? A surface level understanding of the goals of these best practices result in little, if any, impact on student achievement. When teachers are given a mandate to “implement RTI” but aren’t provided a voice or time to engage in professional discovery, the practices are rarely utilized in a way that helps all learners. The article The Why Behind RTI, by Austin Buffum, Mike Mattos and Chris Weber, is one of the best articles I’ve come across for avoiding the pitfalls of RTI as a compliance activity. Make sure that everyone is asking the right questions and avoid spending your time and energy on the wrong questions. Effective educators engage in discussions that help us grow and learn ways to personalize instruction for every student in our building. A deep understanding is critical to being an effective teacher. Expertise should be the goal and teachers should work collaboratively to develop expertise and determine "just right" instruction for all learners.
http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx