Secondary Level Intervention Process

The webinar is about integrating response to intervention at the middle school level. The RTI process was intended to work a certain way, but has been lost in the implementation process. In this webinar, identification of practices that helped student successes was identified. Eighty five schools was selected to be observed for the RTI process. This number of observed schools decreased dramatically as the process continued.
I did not realize that no experimental studies on secondary level of the RTI had been completed. The screening process of the RTI process is the easiest process and after the screening process most of the other fidelity of the RTI is lost. The screening process used many different measure for identification
of the students at risk. The issues that occurred was that the many different assessments was given and most schools doesn’t progress monitor the primary level only at the secondary level. At the primary level intervention, which is considered the general education level, is was found that students understand their objectives and the idea that every teachers is responsible for all of the students learning.
At the secondary level intervention, RTI classes was scheduled during the elective classes. At this level, general education teachers mostly was used to deliver the interventions which occurred 2 to 3 times a week. Tertiary intervention involves removing students out of a core and elective classes to receive their intervention by special education teachers. This process occurred daily. Ensuring the fidelity of the RTI program is critical. Giving feedback and support to instructional staff is critical for implementation of a program. Setting clear expectations and standards are necessary when for a RTI program.
The greatest challenge of the RTI process is changing the culture and the way of thinking. One of the big questions when dealing with RTI is recommendation or prevention? Another struggle is scheduling of RTI time. Having the personal and support staff in place to implement the intervention is a struggle and most schools face, my district included. Making the tough decision on which classes to pull students from is a
difficult.
Leadership is important is not based just on administration but the teachers and working as a team. Having daily progress monitor is very important at this level. A check list is should be utilized to understand the roles of each team member as well as students. Keeping the student to teacher ratio low is needed.
I wonder what it would take for the RTI process to change and be implemented as intended. Currently, at my district, RTI “happens” and it is just a process and paper work. I personally don’t feel that the students are not benefiting from the RTI process as intended. I feel that due to lack of research is the reason RTI is not benefiting students as it should.