Continuously Improving
Effective schools continuously strive to improve practices to achieve better outcomes for students. This stage ensures that the RTI framework remains relevant to the needs of the district and schools. During this stage, sites evaluate their progress, adjust practices based on the evaluation and monitor changes to ensure sustainability of RTI. Innovative practices may be introduced to enhance the match between the RTI framework and the evolving needs of the schools, district or state. In instituting innovative practices, care must be taken to ensure that innovations do not have adverse effects that threaten the integrity of the RTI framework. Changes in the community, personnel, funding, and political support may also present challenges to the RTI framework during initial implementation. Addressing these challenges and understanding how they relate to training, guidance, and allocation of funds are necessary to ensure that RTI implementation can be sustained in times of change.
During the Continuously Improving stage, sites are:
- Conducting ongoing evaluation of the impact of RTI on student achievement (with particular focus on subgroups) and the fidelity of implementation
- Using evaluation data to identify desirable and undesirable innovations
- Refining implementation plan, guidance, procedures and policies based on evaluations to reflect desirable innovations and ensure sustainability
- Providing ongoing professional development
- Monitoring and addressing changes to ensure sustainability of RTI
Center Products:
The RTI Essential Components Integrity Rubric and the RTI Essential Components Integrity Worksheet are for use by individuals responsible for monitoring the school-level fidelity of Response to Intervention (RTI) implementation. They may also be used by schools for self-appraisal; however, they were not designed for compliance monitoring and therefore should not be used for this purpose. The rubric and the worksheet are designed to be used together and are aligned with the essential components of RTI.
The National Center on RTI in partnership with the Idaho’s State Department of Education and Boise State University presents a webinar discussing Idaho’s specific learning disability (SLD) criteria. The webinar illustrates the deliberate and continued collaboration among various programs in the SEA in the design, development, and implementation of Idaho’s SLD eligibility process.
The National Center on RTI in partnership with the Colorado Department of Education presents a webinar highlighting recent changes to the eligibility criteria and identification process for identifying Colorado students as having specific learning disabilities. Candy Myers of the Colorado Department of Education gives an overview of the state’s revised SLD eligibility criteria and the timeline for implementation, focusing specifically on areas that have been affected by the shift in Colorado’s criteria.
The National Center on RTI in partnership with the Colorado Department of Education presents a webinar highlighting recent changes to the eligibility criteria and identification process for identifying Colorado students as having specific learning disabilities. Candy Myers of the Colorado Department of Education gives an overview of the state’s revised SLD eligibility criteria and the timeline for implementation, focusing specifically on areas that have been affected by the shift in Colorado’s criteria.
This webinar discusses Pennsylvania's use of response to instruction and intervention as a method for determining specific learning disabilities, elaborating on the mission of the Pennsylvania Training and Technical Assistant Network (PaTTan). This network support the efforts and initiatives of the Bureau of Special Education and builds the capacity of local education agencies to serve students who receive special education services. A number of administrators, educators, and coordinators in the state provide their perspectives on this initiative and give details on the state's revised application process for schools seeking to implement RtII.
Question: How do you ensure teachers get the training and coaching that is needed to implement RTI?
