Response to Intervention KnowledgeBase

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The Response to Intervention KnowledgeBase is an online resource supporting educators in understanding and implementing the response to intervention (RTI) model. The National Implementation Research Network (NIRN) has identified four stages in the implementation of evidence-based strategies such as RTI. The first stage is Exploration, and it involves consideration of the essential components of RTI models and the district or school's readiness to implement an RTI model with fidelity. During the second stage, Installation, a district or school selects an RTI model and works actively to put in place all of the supports necessary for implementing the essential components. These supports can include staff member training, policies, implementation guides, forms, assessments, instructional programs, and software. The third stage is Initial Implementation, and it involves implementing the essential components. Initial Implementation can involve just a few components or teachers, and then implementation expands over time. When the majority of teachers are implementing all components of RTI with fidelity, the district or school is in the fourth stage, called Full Implementation. This KnowledgeBase is geared primarily toward those in the Exploration and Installation stages, with some resources for those in the Initial Implementation stage.

Task 2: Teaming

Guideline: When organizing a work team, attention must be given to its membership, purpose, required resources, and the time commitment needed to fulfill its tasks. Such a foundation is necessary to form an effective team. When formulating an implementation team or data team for response to intervention (RTI), it is necessary to define the team's purpose and expectations. For the teams to operate effectively, operating rules and behavioral norms should be defined. Through the teaming process, team leaders must work to build trust among the group members to enhance personal interaction. This task provides resources to assist with the teaming process.

resources

Presentations

Collaborative Teaming

This resource provides a PowerPoint presentation on the role of collaborative teaming with RTI. Though developed by the Montana Office of Public Instruction for Montana educators, the presentation's content may be useful to educators in other states. At the bottom of this web page, additional RTI PowerPoint presentations are offered.

Practical Tips

Effective Teaming and Collaboration within RTI

This link to the RTI Action Network focuses on teaming and collaboration. In this June 2009 online talk, Drexel Hill (Pennsylvania) Middle School RTI team members answered participant questions related to collaboration and teaming to meet the needs of students within the RTI framework.

Why is Collaborative Teaming a Key Element of PBS?

Positive Behavior Support (PBS) begins by building a behavior support team of key individuals and stakeholders who are most involved in the child’s life. Team members collaborate in multiple ways in order to develop, implement, and monitor a child’s support plan.

The collaborative process of PBS includes the following steps:

WHO are the key stakeholders and individuals in this child’s life?
WHY is collaborative teaming a key element of PBS for this child?
WHAT do we need to do to make this a successful collaborative experience that will benefit the child and family?
HOW are we going to promote the active participation of the family and all team members in the behavior support planning process?
WHO are the key stakeholders and individuals in this child’s life? Parents and family are absolutely essential to the PBS teaming process. The goal is to create a team that represents all of the adults who will interact with the child in the natural environment.

Collaborative teaming is based on the idea that all team members have contributions to the development, implementation, and monitoring of a behavior support plan. When the family is a part of the process from the beginning, and are encouraged to participate in the PBS process from functional assessment to plan implementation, they are more likely to “buy in” to the support plan and implement the plan with fidelity.

References

Creating Shared Language for Collaboration in RTI

This link to the RTI Action Network website provides an article discussing the need for a shared language for RTI collaboration efforts. The article's purpose is to share how collaboration is shaped within an RTI model by establishing a need for collaboration with a focus on the use of language.