Engaging the Reluctant Teacher: 7 Reasons Why Instructors May Resist Implementing Classroom RTI Interventions

The willingness of teachers to implement interventions is essential in any school to the success of the RTI model.

References

  • Fisher, D. (2007). Creating a schoolwide vocabulary initiative in an urban high school. Journal of Education for Students Placed at Risk, 12, 337-351.
  • Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
  • Martens, B. K. (1993). A case against magical thinking in school-based intervention. Journal of Educational and Psychological Consultation, 4(2), 185-189.
  • Walker, H. M. (2004). Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33, 398-407.

Engaging the Student as an Active Partner in the RTI Team Intervention Planning Process

Schools should strongly consider having middle and high school students attend and take part in their own RTI Problem-Solving Team meetings for two reasons.

References

  • Bridgeland, J. M., DiIulio, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Seattle, WA: Gates Foundation. Retrieved from http://www.gatesfoundation.org/united-states/Documents/TheSilentEpidemic3-06Final.pdf

Intervention Integrity Part 1: Building Integrity into the Academic Intervention in the Design Phase

 Much of the effort to implement RTI involves the creation of a multi-tiered continuum of high-quality, scientifically valid academic interventions for at-risk students.

References

  • Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.
  • Gresham, F. M. (1989). Assessment of treatment integrity in school consultation & prereferral intervention. School Psychology Review, 18, 27-50.
  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26(2), 257-263.
  • Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.
  • Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic interventions in real- world settings. School Psychology Forum, 2(3), 1-15.
  • Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

Killing Off 'Zombie' Interventions: The Need to Root Out Ineffective Instructional Strategies

 As districts move to full adoption of RTI, they must ensure that interventions used to address student academic and behavioral issues are evidence-based.

References

  • Ash, G. E., Kuhn, M. R., & Walpole, S. (2009). Analyzing “inconsistencies” in practice: Teachers' continued use of round robin reading. Reading & Writing Quarterly, 25, 87-103.
  • Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.
  • Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research & Practice, 22(2),129–136.
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Carnegie Corporation of New York. Retrieved from http://www.all4ed.org/files/WritingNext.pdf
  • Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading Teacher, 58, 468-471.
  • Strong, W. (1986). Creative approaches to sentence combining. Urbana, OL: ERIC Clearinghouse on Reading and Communication Skill & National Council of Teachers of English.
  • Topping, K. (1987). Paired reading: A powerful technique for parent use. Reading Teacher, 40, 608-614.

Defining Student Behavior Problems: Best Practice

The RTI model can address student problem behaviors as well as academic concerns.

References

  • Batsche, G. M., Castillo, J. M., Dixon, D. N., & Forde, S. (2008). Best practices in designing, implementing, and evaluating quality interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 177-193). Bethesda, MD: National Association of School Psychologists.
  • Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.
  • Upah, K. R. F. (2008). Best practices in designing, implementing, and evaluating quality interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 209-223). Bethesda, MD: National Association of School Psychologist
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

RTI Teams: FAQs

Students at any grade level can sometimes experience significant problems that threaten to derail their progress and even lead to their eventual dropping out of school.

References

  • Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.
  • Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.

Documenting Tier 1/Classroom Interventions

When general-education students begin to struggle with academic or behavioral issues, the classroom teacher will typically select and implement one or more evidence-based intervention strategies

References

  • Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.
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