Where is all of this RtI stuff happening anyway?

There have been a few requests for a map of the United States that shows which states are using Response to Intervention. This is the closet map that I could find that depicts which states are using what method. Does any of this information surprise you? Is there a particular color you think we should be seeing more of? 

The Change Up!

Here we go... I'm throwing a change up into the mix! While doing my research on how schools determine what RtI model to use, I stumbled across a the RtI Networks website, which listed the 11 Common Myths about RtI. I was so intrigued by these myths that I thought I would share some them in hopes that you will be just as enlightened as I now feel after learning the truth! 

Since everyone is capable of reading this article on your own, I am going to give a brief summary of the truths that I felt were most eye-opening for me. Lets get started! 

Myth #1: 

The various state and local provisions for general education interventions, such as instructional support teams and school-based problem solving teams, legally qualify as RTI.

Truth... Any other forms of general education interventions do not qualify as RtI interventions, they are simply precursors to RtI interventions. Interventions must fall into the four distinguishing characteristics of the RtI model (click here to see the four characteristics).  (**Be sure to look under 11 Myths #1). 

I think this is a huge myth that is believed to be a truth many schools across the states. I have been in a number of schools in both Hawaii and Colorado that when asked if they are using RtI, they say yes and list the collaborative teams and that's where the conversation generally ends. 

Myth #2: 

The IDEA provides specific requirements for RTI, such as the number of tiers and the duration of the intervention at each tier.

Truth... IDEA's intent was to avoid setting boundaries on one specific model, this thought process also falls into the duration of interventions. Each state can determine either "permissive or mandatory" guidelines for RtI. 

I was under the impression that the RtI model varied from state to state, but had a similar model across the board. This was really helpful information for me, personally! 

Myth#3: The IDEA provides for the use of RTI beyond identification of students with specific learning disabilities (SLD).

Truth...  "A careful review of the IDEA legislation and regulations clearly reveals that the only reference to and recognition of the use of 'a process that determines if the child responds to scientific, research-based intervention' (i.e., RTI) is limited to the identification of students with SLD" (20 U.S.C. § 1414[b][6][B]; 34 C.F.R. §§ 300.307, 300.309, and 300.311). 

Myth #4: The IDEA requires the use of RTI. 

Truth... It is up to each local school district and/or agency. 

I was under the impression that RtI was a state mandated program... this is good to know and explains why each schools use, or lack there of, of RtI is so different. 

As stated above, there are 11 myths that the RtI Network busts and I only touched on the first four! The website reviews all 11 myths, all of which are very informative. After learning about the busted myths, I feel like I have more clarity on the legality of RtI and its implementation. 

Do you feel as though you have more clarity? Did any of these busted myths change your view of RtI's implementation? 

Going Back to the Basics

In order to for this blog to be effective, I need to take everyone back to the basics of Response to Intervention and what it is intended to look like. 

According to the National Association of State Directors of Special Education (NASDE) Response to Intervention is "the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying student response data to important educational decisions."

With this definition in mind, let us take a look at the infamous RtI pyramids from Colorado and from Hawaii! 

As you can see the Colorado pyramid blends the tiers together in order to show that we want students to move between the tiers, ideally moving towards the Universal level. This model also emphasizes that community and family support play an important role in the model. 

This is the model that is currently being used at an elementary school in Hawaii. Looks a little old school, yeah? Unfortunately, this is the case with most schools not only in Hawaii, but in other states as well... they are introduced to RtI with the old model, which separates the tiers and does not describe what the tiers look like. 

I understand that each school whether it is here in Hawaii or back on the mainland implements RtI differently, however I feel that in order to implement the model successfully states need to adopt one model for schools to follow. With this thought in mind, the next questions to ask yourself is, "how do states decide what model to use?" I believe the answer to this question begins with creating RtI teams that can collaborate in deciding what model works best for their state. 

*Side Note: Now I want to make it clear to everyone that I am not out to "bully" the school systems in Hawaii at all! My intention is to make people aware that the model is not being used effectively and I want to provide tools, strategies and resources that will improve the overall understanding of what the model is supposed to look like when used effectively. 

Here are some "back to basics" links that I found helpful from www.rti4success.org: 

- Developing an RtI Guidance Document 

- Planning and First Steps for RtI Implementation Webinar

About

Aloha Blogolicious People! 
Here is a short snipit of the reasoning behind this blog and what I hope it can do for you, but first you need to have a little background info.
I moved from Colorado to Hawaii 6 months ago to become a Behavior Specialist. I had only worked in a school system in Colorado as a paraprofessional for three years and a Special Education teacher for one, which gave me great insight into the RtI model and what it looks like when it is implemented effectively. The school district I was in was well funded, which allowed for the position of an RtI coordinator/intervention specialist to be available. 

Moving into the Hawaii school system has been a huge culture shock and time warp. The RtI Model is just being introduced and the school staff appear to not have enough guidance, nor an idea as to what it looks like when the model is implemented correctly, which makes it difficult for a teacher to be on board when they do not have enough knowledge about implementation. 

It is my goal to help guide the process through my outside role as a behavior specialist and my knowledge from coming from a school district where the model was implemented successfully. I am hoping to give as well as receive ideas and strategies for introducing and implementing RtI into Hawaii schools! Your comments and suggestions are greatly appreciated! Mahalo!