Transformative Literacy: Examining the State of RTI RTI at the school level: Exploration of knowledge, practice and collaboration . Literacy Research Association Dallas, TX December 4, 2013. Researchers. Julie W. Ankrum, University of Pittsburgh at Johnstown
Literacy Research Association
December 4, 2013
Guiding principles for Educators from the IRA Commission on RTI RTI mav involve a range of professionals;however, the greater the literacy difficulty, the greater the need for expertise in literacy teaching and learning.”1) core instruction2) responsive & differentiated instruction3) assessment4) collaboration5) systemic & comprehensive6) professional expertise
• Many participants (11) did not know about the origins of RTI
• RTI related to IDEA (6)
“Student Support Team” process (2) NCLB (1)
“…came to be from wanting to meet the needs of all students and when you are having kids not meeting benchmarks.” - Special educator, Wisconsin
• Majority of participants (21) were not aware of IRA’s involvement in clarifying RTI’s role
1. Meeting students needs
• “…making sure that you are responding to things that they may need sooner rather than later.”–Classroom teacher, Southwest Virginia
2. Tiers/Effective instruction
• “…we are trying to focus on …helping classroom teachers deliver really effective Tier 1 instruction.”– Special educator, Central Pennsylvania
3. Other themes emerged
“It is a way for us to monitor their progress,” - Classroom teacher, Northern Virginia
Intentional collaboration: evidence of intentional thought and planning prior to and after the meeting.
– Classroom Teacher, Southwest VA
Incidental collaboration: spontaneous incidences of the interviewee engaging with one or more knowledgeable person for assistance with a particular problem.
Mandated collaboration appeared to be mandated attendance at RTI meetings. There was no evidence of an intentional vision for what should occur at the meetings.