Position Statement
IDEA 2004 authorized the use of responsiveness to intervention (RtI) approach to student learning and outcomes. RtI is the practice of providing high-quality instruction first, and then interventions that match a student’s identified needs in a multi-tiered model of instruction and intervention at increasing levels of intensity. When properly implemented, RtI creates a well-integrated system of instruction and intervention guided by student outcome data. Recognizing that “everyone’s participation is paramount to our success,” we hold that effective implementation of RtI requires collaborative leadership and planning across the educational system.
In keeping with CCPS’ Core Value that “all students can learn and succeed”, RtI creates a culture wherein all students can learn irrespective of disability, race, socioeconomic status, or culture. We are responsible, then, for identifying and creating the conditions where this learning takes place. Never satisfied in our pursuit of excellence, we must make every effort to ensure growth in student achievement and high quality professional development across the system. RtI requires us to examine current instructional practices and delivery models to ensure both elements are addressed. Further, RtI requires the systematic and continued use of data to make instructional decisions.
The principles on which RtI are based are supported by research and evidence-based practice. Among the sources of research are the National Institute for Child Health and Development Studies (1994), The National Reading Panel (2000), National Research Council Panel on Minority Overrepresentation (2002), the National Summit on Learning Disabilities (2002), and the President’s Commission on Excellence in Special Education (2001). At the center of RtI practice is student learning and achievement.
We embrace the core principles of RtI:
1. We can effectively teach all children.
2. It is best to intervene early with learning and behavior.
3. A multi-tiered model of instructional delivery helps to efficiently differentiate instruction and ensure high levels of success for all students.
4. Use of a problem-solving method within a tiered model of intervention can be applied to all students in a pre-k to 12 school system.
The No Child Left Behind Act has brought the issues of student learning and achievement to the forefront. Accountability for that learning becomes the responsibility of all educators in the school system. The members of the CCPS RtI Task Force believe that the RtI model provides a framework for examining learning at the system, classroom, and student level.
References
CCPS Website 2008-2009: Mission, Vision and Core Values
Elliott, Judy. ( September 2008). Response to Intervention: What & Why? The School Administrator, 10-18.
Maryland State Department of Education. (June 2008). A Tiere Instructional Approach to Support Achievement for All Students: Maryland’s Response to Intervention Framework. Baltimore, Maryland.
RtI Task Force 2008-2009
