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ERIC Number: ED560631
Record Type: Non-Journal
Publication Date: 2014-Sep
Pages: 20
Abstractor: ERIC
Reference Count: N/A
Implementing RTI[superscript 2]: Reports from the Field. Policy Brief
Dawkins, Shardae
Tennessee Department of Education
Starting in 2014-15, districts across the state of Tennessee must implement a Response to Instruction and Intervention (RTI[superscript 2]) plan. RTI[superscript 2] is an instructional framework which provides ongoing monitoring of student performance and progress through the use of universal student screeners and interventions targeted at students' identified problem areas. The framework is meant to identify and reduce student skill deficits and to provide a consistent method for diagnosing special education candidates. For some districts and schools, the RTI[superscript 2] framework is entirely new. Others have used some version of the program, often in select grades or subjects, for several years. The variation in RTI[superscript 2] preparedness across the state suggests the need for state personnel to provide a variety of different support strategies to insure strong implementation statewide. This report attempts to survey the spectrum of district and school readiness through a series of case studies in order to identify the kinds of targeted support that might prove most useful. To gain perspective on the implementation of RTI[superscript 2], district and school leaders from 14 schools in seven districts across the state were interviewed. Findings include: (1) Nearly all of the district and school administrators that we spoke with demonstrated a remarkably strong knowledge of the state's RTI[superscript 2] framework, suggesting that state communication and trainings have been quite successful in raising awareness of the new requirements; (2) Scheduling has proved to be a major difficulty for most schools, and administrators say they are unable to find enough time in the school day to adhere to state RTI[superscript 2] scheduling guidelines around uninterrupted core instruction and intervention time and still retain time for activities such as Art and Physical Education; (3) Nearly all administrators feel that RTI[superscript 2] has placed additional strain on already thin resources, and they identify challenges in financing the initial system, building the human capital to execute the program, and finding the physical space for the required small group interventions; (4) Many schools still are struggling to successfully blend the silos of general and special education in order to create the collaboration that feels necessary for strong RTI[superscript 2] implementation; and (5) Most districts are still focused on identifying screeners and progress monitors and few have reached the point where they are thinking deeply about the interventions that will take place once deficits have been identified. Appended are: (1) Case Study Selection Process; (2) Interview Questions; and (3) RTI[superscript 2] Readiness Rubric and Ratings.
Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail:; Web site:
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: Tennessee Department of Education
Identifiers - Location: Tennessee