Common Questions About RTI and a Future Teacher's Answers

The following are common questions about Response to Intervention and a future teacher’s answers. The answers I provide are to my best ability and also base partially on my opinion on what I feel is the most important. I implore further research if my answers do not satisfy the reader.

Question” Why wouldn’t all teacher want to incorporate RTI?

Like everything, there are always cons. Unfortunately the two main problems with RTI have noting to do with how effective it is. I feel the detriments to RTI are how expensive it is and how much time is required. RTI cost money. While this is a very helpful program, it is not required for schools to purchase it. The schools that cannot afford will left without this great tool. The other detriment is time. A lot of time goes into finding out what each individual student needs to progress in a classroom. There is a lot of recording, observation, and adapting.

Question: How much training is required to understand RTI?

Understanding RTI is a lot like understanding teaching. There is no specific amount. There is always something more to learn. There are articles and courses to help. A teacher may also realize that she is already using some form of RTI in the classroom.

Question: Are the tiers a statewide thing or are they a basic principle to RTI?

Having tiers or levels is a basic principle however a school can make adjustments based on what they feel will work best for their students.

Question: How can parents collaborate with teachers to make RTI happen?

Like many things advocating RTI is one of the best ways to make it happen if it is not already. Parents should first research RTI so that they have solid evidence and background on this methodology. The they should talk to there child’s teacher, their principal, the school board and/or higher. If the parents and the teacher both agree and unify in advocating, there is a better chance changes will happen.

Question: Do parents get open access to their children’s records?

Yes. Collaborating with parents is a big part of RTI. Gaining insight to the student’s records can come in the form of progress reports, conferences, and more.

Question: Is RTI just for reading?

It is mostly for reading, but it can be used for other areas as well such as math, physical skills, and even cooking skills. The same rules apply (recording, observing, adapting).

Question: How much data is needed to decide whether or not a child needs to move up a tier?

It truly depends. It starts with Curriculum-Based Measurement and is backed by other data that a teacher has collected. This data includes the records and observations. One thing is true however and that is as a teacher goes up in tier, the amount of data needed goes up as well. (The amount of data: Tier 1< Tier 2< Tier 3)

Question: Does RTI apply to behavior as well?

Yes. There is something called Positive Behavior Support. This means it tries to prevent inappropriate behaviors through teaching appropriate behaviors. An article entitled Response to Intervention and Positive Behavior Support: 

Brothers from Different Mothers or Sisters from Different Misters?  will be helpful for further information.

Question: If this is a practice, how come the government does not fund it?

The best answer for this question is the government is only required to provide free and appropriate education, not excellent education. RTI is therefore considered excellent education.

Question: What is the difference between RTI and tracking?

RTI has evidence to put children in categories and works to move them higher in academic levels. Tracking tends to use assumptions to put a child in a specific group (based on wealth, gender, ethnicity, ect…) and does not plan on moving a child up an academic level.