For several years now, the Idaho Department of Education has been working with districts in the state of Idaho to work with districts in creating a Response to Intervention (RTI) system. RTI was a general education initiative to encourage districts to differentiate in the classroom to support all of the students within the school. If the differentiation was not working, then the student would start through the RTI process to provide interventions for the student. The original intent of RTI was to find interventions that worked for the student, fill his or her holes, and then place the student back into general education. RTI also became the vehicle to evaluate a student and gather what was needed for a special education referral. Somewhere in this process, RTI became less about interventions and more about the path to special education. Somewhere in this process, RTI went from a noun to a verb, and we began to hear people say, "We will RTI that student." RTI was never intended to be a verb, it was never intended to become a pathway to special education. RTI was intended to be a support system to "prevent" students from being referred, and only the true Learning Disabled students would become identified for special education services.
As discussed at the Idaho Council for Exceptional Children Fall Conference 2014, Dr. Stevan Kukic presented the concept that Response to Intervention (RTI) is a process and Multi-Tiered Systems of Support is the framework. The Idaho Department of Education sees the Multi-Tiered Systems of Support (MTSS) as a framework that encompasses other state initiatives. It is not one more thing to do, but a system to organize and coordinate all of the different initiatives into a single district-wide system.
In the coming months, the Idaho Department of Education will be providing guidance documents that supports MTSS and support the districts of Idaho to create a system that supports all of your important work. In collaboration with the ESEA, Special Education, SSOS, Instructional Technology, Curriculum, and Assessment, it is the intent of the Idaho Department of Education to create MTSS documents that illustrates how to bring all of these different entities together into a single system that supports all students in achieving their goals.
There are four essential components of RTI:
The mission of the RTI team at the State Department of Education is to:
Idaho's State Education Personnel Development Grant project application: Moving Forward through Partnership: Implementing RTI to Meet the Needs of All Learners has been posted. We are excited to get this project off the ground and begin our work together in scaling up Idaho's RTI system. This is a competitive grant, please see how to apply below.
Idaho was one out of the 22 states selected to benefit from a competitive federal grant, Special Education State Personnel Development Grant, designed to improve personnel training systems to help children who are considered at-risk or with disabilities. The funding for Idaho's project, Moving Forward through Partnership: Implementing RTI to Meet the Needs of All Learners, will be used to develop a sustainable infrastructure of partnerships that results in systems change. This change will focus on the continuous and substantial improvement of academic and social outcomes for all learners. The infrastructure will be built to increase and scale up Response to Intervention (RTI) framework in districts, by leveraging external coaching for LEA and school personnel; ongoing, evidence-based professional development; implementation feedback loops; and networks of support that increase the competencies of LEA and school personnel to design and implement the RTI framework as a coherent system.
|Idaho's 2013 RTI District Application|
|RTI Guidance Manual|
|RTI Framework Integrity Worksheet Version 2|
|RTI Framework Integrity Rubric 08-03-11 (3)|
|What is RTI? 1 page reference|
|RTI Essential Components|