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This model was the first, toughest, and most complex obstacle we faced. When a student struggles with
learning, this model points to deficits within the student and focuses attention on fixing the student,
instead of considering the quality of instruction. Our district needed to place greater emphasis on what
Doug Reeves (2006) calls the two major variables in student achievement: teacher efficacy and
curriculum alignment. We had to shift our focus to effective classroom instruction.
To achieve success, we had to realign our RTI process to the six essential components of the National
Blueprint, a guideline created by the National Association of State Directors of Special Education (2008).
We created a new RTI model that included the following:
1.
High-quality, research-based Tier 1 instruction and interventions,
2.
3.
Progress monitoring.
4.
Data collection.
5.
6.
Fidelity of implementation.
based measurements that are nationally normed and valid, such as Maze reading comprehension probes
from Vanderbilt University and math concept and application probes available through Pro-Ed. To ensure
fidelity, we provided progress monitoring training sessions districtwide.
Looking Forward
We're now becoming a district of data-driven decision makers. Teachers plan effective Tier 1 instruction
as well as Tier 2 and 3 interventions based on the analysis of student data. Students now receive a more
individualized program through differentiated instruction; targeted small-group instruction; and
customized, intensive interventions. As a result, the district's performance on the state standardized
assessment improved, the state rating of the school increased, and more at-risk students now perform at
or above grade level. When special education testing is warranted, we find that our progress monitoring
data align with the data collected by our district diagnosticians. Last and most important, the number of
special education referrals has declined by 23 percent.
We now understand that Tier 1 instruction is the cornerstone of a successful RTI program. As the quality
of delivery of research-based best practice instruction increases, the need for Tier 2 and 3 interventions
decreases. Our next step is to create meaningful staff development for all teachers on effective Tier 1
instruction.
We have also begun the difficult task of ensuring equity of interventions and training across the district.
We want to ensure that if Read 180, Scholastic's adolescent reading software, or Neufeld Intervention
Math Software is available at one campus, it's available on all campuses.
This has been a difficult journey to navigate, filled with emotional roadblocks, unnecessary detours, and
pesky potholes. But one essential thing we learned is this: For RTI to succeed, it must begin in the
classroom.
References
National Association of State Directors of Special Education. (2008). Response to Intervention: Blueprints
for implementationDistrict level. Alexandria, VA: Author.
Ogonosky, A. (2008). The Response to Intervention handbook: Moving from theory to practice. Austin, TX:
Place Park Publications.
Reeves, D. B. (2006). The learning leader: How to focus school improvement for better results.
Alexandria, VA: ASCD.
Mechelle Bryson is the director of school improvement for Coppell Independent School District
(ISD); Angela Maden is the RTI specialist for Coppell ISD East Zone; Laurin Mosty is the RTI specialist
for Coppell ISD North Zone; and Susan Schultz is the RTI specialist for Coppell ISD West Zone.
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