Every RTI model will have a different ring or configuration depending on the needs of current students and available resources to make the mechanism run smoothly. The following players should be considered as part of an effective RTI model.
- The regular classroom teacher. The classroom teacher is responsible for core instruction in Tier 1 of RTI. Kashima, Schleich, and Spradlin (2009) stated that regular education classroom teachers should administer universal screening to students in order to determine their current level of achievement. They should also analyze student achievement data and differentiate curriculum and instruction based on their analysis of the data (Kashima et al, 2009a; Bean & Lillenstein, 2012). Teachers should also collaborate with parents and other professionals to provide feedback about student progress in the classroom using data from direct and indirect assessments (Bean & Lillenstein, 2012).
- The literacy coach. The literacy coach usually experiences an increase in management responsibilities and in their involvement of evidence-based instruction (Bean & Lillenstein, 2012). Coaches monitor teacher knowledge of curriculum, instruction, gathering data, and data usage. The literacy coach provides on-going coaching of evidence-based curriculum and instruction or curriculum and instruction that have proven to increase student achievement (Bean & Lillenstein, 2012; Kashima, Schleich, & Spradlin, 2009b). Coaches also support the principal during the RTI implementation process. Coaching includes developing and promoting team management of student instruction through collaboration.
- The reading specialist. Reading specialists provide focused and frequent instruction to students in Tier 2 of the RTI model (Kashima, Schleich & Spradlin, 2009b). They generally provide Tier 2 instruction in small group settings. Reading specialists analyze student data and make advisements related to student achievement. Reading specialists also collaborate with other educators and parents regarding student achievement data, placements, and progress monitoring.
- The special education teacher. The special education teacher should become more involved in the development and delivery of the core curriculum, instruction, and assessment in the regular education classroom (Bean & Lillenstein, 2012; Kashima, Schleich & Spradlin, 2009b). Special education teachers are a resource for regular teachers in developing differentiated instruction for students at different levels of instruction (Kashima et al., 2009b). They assist and administer student assessments and analyze the related data. They also assist in the placement and development of educational plans for individual students. Special education teachers should collaborate with other educators in both a team and an individual format about student data and possible student placements (Kashima et al., 2009b). Special education teachers usually deliver one-on-one instruction in Tier 3 of the RTI model.
- The school counselor. The school counselor provides advice regarding placement of students. School counselors often serve as the liaison between different services, such as intervention services or diagnostic assessments. School counselors are responsible for making decisions based on student and school data (Ryan, Kaffenberger, & Carroll, 2011). They serve as the coordinator of Tier 1 and Tier 2 interventions. District-level and school-level RTI leadership teams also collaborate on a regular basis regarding how to effectively implement the RTI model. School counselors also serve on RTI leadership teams and collaborate with other members of the leadership team and with community members, such as parents.
- The school psychologist. Implementing RTI affects the job functions of a school psychologist. School psychologists should have training in the following components that were developed by Colorado Department of Education through an alignment of state and federal regulations related to RTI: (a) leadership, curriculum, and instruction; (b) assessment; (c) problem-solving processes; (d) school climate and culture; and (e) family and community engagement (Crepeau-Hobson & Sobel, 2010). The school psychologist is often the liaison between the district and school because they serve on both the district and school site leadership teams (O’Conner & Freeman, 2012). They are knowledgeable in cognition and child development. School psychologists often administer diagnostic testing in relation to RTI placement. Psychologists usually assist in developing and implementing data collection and dissemination (Crepeau-Hobson & Sobel, 2010; Kashima, Schleich, & Spradlin, 2009b). Psychologists are seen as experts in analyzing educational assessment data and should teach other educators how to analyze data (Kashima et al., 2009b). Psychologists usually advise collaborative teams that can include parents on possible intervention strategies and student education plans (Crepeau-Hobson & Sobel, 2010).
- The speech pathologist. The American Speech-Language-Hearing Association states that the speech pathologist role in RTI includes “screening, assessing, and training children and adolescent with reading and written language disorders” (Kerins, Trotter, & Schoenbrodt, 2010, p. 289). Speech pathologists, therefore, should be knowledgeable in how to help students master phonological awareness skills. Speech pathologists also collaborate with classroom teachers, parents, and special educators. Many speech pathologists are members of a collaborative team that develops students’ educational plans for intervention and provides intervention instruction. The role of speech pathologists is that of professional consultant (Kerins, et. al, 2010).
There are other possible members of an effective RTI team. The previous possibilities were discovered during my research of the RTI model in preparation of my dissertation research.
References
Bean, R. & Lillenstein, J. (2012). Response to intervention and the changing roles of schoolwide personnel. The Reading Teacher, 65(7), 491-501. http://doi/10.1002/TRTR.01073
Crepeau-Hobson F., & Sobel, D. (2010). School psychologist and rti: analysis of training and professional development needs. School Psychology Forum: Research in Practice, 4(4), 22-32.
Kashima, Y., Schleich, B., & Spradlin, T. (2009). The core components of RTI: A closer look at leadership, parent involvement, and cultural responsivity. Center for Evaluation & Education Policy, 1-11.
Kashima, Y., Schleich, B., & Spradlin, T. (2009). The core components of RTI: A closer look at evidence-based core curriculum assessment and progress monitoring, and data-based decision making. Center for Evaluation & Education, 1-12.
Kerins, M., Trotter, D. & Schoenbrodt, L. (2010). Effects of a tire 2 intervention on literacy measures: lessons learned. Child Language Teaching and Therapy 26(3), 287-302. doi: 10.1177/0265659009349985
O’Connor, E., & Freeman, E. (2012). District-level considerations in supporting and sustaining rti implementation. Psychology in the Schools, 49(3), 297-310. doi: 10.1002/pits.21598
Ryan, T., Kaffenberger, C., & Carroll, A. (2011). Response to intervention: An opportunity for school counselor leadership. Professional School Counseling, 14(3), 211-221.
