Frequently Asked Questions about RTI?

Q1. Why would a class do RTI and another not do RTI?

A1. There is a perception of more work that can sometimes be a drawback for many teachers. For some experienced, veteran teachers who have been carrying one specific approach in the classroom, grandfathering in a change in ideas like RTI may not be so comfortable for them.

Also, a limited number of staff may overwhelm a teacher and it may seem like too much of a task to take on. However, proper training and professional development can ease this feeling.

Q2. How much more teacher training is needed to understand RTI?

A2. Effective teachers are already practicing some of the idea of RTI in the classroom and do not even realize it! The missing component (which will vary upon the teacher’s experience) will be attained over a gradual process. Before you know it, your classroom will have morphed into a beautiful representation of RTI.

Q3. Are the tiers a statewide thing or the basic principles?

A3. Knowledge of the state’s individualized Special Education law will play into one’s use of RTI. The three-tiered model is a broad, basic principle; however, each state can decide what it looks like specifically.

Q4. How can parents collaborate with teachers to make RTI happen?

A4. Parents should be honest and up-front with their school. If the school does not already use RTI, go to the school and advocate for your child.

Q5. Do parents get open access to their students’ records?

A5. Absolutely. Parents have a right to their child’s weekly/bi-weekly reports. As a recommendation, parents and teachers can meet for a personal conference to discuss the response to instruction. Additionally, the school staff can provide RTI newsletters for the families. Visits to the home environment can also help make special provisions.

Q6. Is RTI just used for reading skills?

A6. It is a model that is applicable to many topics, but it is mostly used in younger settings for academic purposes—especially reading.

Q7. How much data do you collect to decide which students are at what tier?

A7. The initial data starts at the Curriculum-based Model (CBM) to decipher any extremities; however, it depends. It always starts at CBM to look for basic skills, but is most often backed by other data—including observations. The intervention takes more time than the assessment itself. The level of deficit drives the frequency of assessment.

Q8. Is this model applicable to behavioral management?

A8. Yes. Specifically, the model used towards behavior is commonly termed as Positive Behavior Support (PBS).

Q9. If it’s a practice, how come the government does not fund it?

A9. The government funds Special Education, but RTI is not Special Education. Unfortunately, RTI is an unfunded mandate. The government recommends that the schools implement it, but does not fund it. The government is in the business in providing a Free and Appropriate Education, not exceptional education.

Q10. How does this differ from tracking?

A10. Unlike RTI, (which is an assessment), tracking is a placement, or a practice. It is often based off segregation. RTI strives to make you better, whereas tracking keeps you stuck. Another big component of RTI missing in tracking is fluidity amongst levels.