Response to Intervention: Recommendations for Principals

What must administrators and teachers organize to effectively implement a RTI model that meets district, state and nationals goals?
Administrators and educators must work in partnership to create a common understanding in 3 main areas before adopting this model.
RTI Knowledge. You must ensure that administrators and faculty, both regular and special educators, have a common understanding of the RTI model including how it will be implemented in the school and how RTI will address the district, state and national goals. Building a collaborative partnership among all participants will impact the connections with the everyday culture of the school and the students’ needs. All should have achievable and feasible goals that go beyond a one year initiative but one that prepares for true school change. Thus, prioritizing major changes and potential outcomes while allowing the current experience to inform future planning should a goal in itself.
Collaboration and Communication. You must continue to develop ongoing processes by which you develop a Professional Learning Community (DuFour, 2004) that establishes guidelines for a variety of levels and types of communication among all stakeholders including regular education teachers, special education staff, administrators, and supporting researchers. A Professional Learning Community is defined as a faculty approach on learning rather than teaching by working collaboratively, and holding yourself accountable for results (DuFour, 2004).