6 Components of RtI - Leadership
Why: Leadership at the state, district, and building level is crucial to the fidelity of RtI implementation. RtI is a significant change that affects the entire educational system.
Leadership Across the Tiers: Initially district level administrators must understand and embrace the essential components and supports needed to effectively implement RtI. Administrators must prioritize resource allocation to support the effort, as well as offer professional development to school staffs on the philosophical underpinnings of RtI. Staff development on the RtI philosophy will help establish and promote consistency among districts and schools that is imperative for successful implementation. Additionally, superintendents, curriculum directors, principals, special education administrators, etc. must guide the implementation of RtI by developing leadership roles and expectations for district and building administrators. Because of the broad impact of the RtI Model and its impact on the entire educational system, significant systemic changes will need to occur to execute implementation with fidelity. These changes must be championed and monitored by leaders at all levels. Because professional development promotes change, district and school leadership should participate in trainings that develop a knowledge of curriculum and instruction across the tiers, positive school climate, the problem-solving process, progress monitoring and parent and community involvement. CDE has developed training modules to support professional development across the state and will provide training in all regions. Nonetheless, administratorsí participation in developing the infrastructure for RtI has a direct correlation to the success of the model. Although supporting initial implementation of RtI should be an important focus for districts, establishing a long term commitment of resources and time is equally critical. Schools must devote time to implementation and maintenance of the RtI Model: time for data dialogues, for problem-solving team meetings, and for development of action plans that identify continued training needs. These issues need to be monitored and reviewed by district administration. District administration should work with principals to regularly monitor and review the action plans developed by individual schools. Leadership is critical for effective implementation of RtI. The success of RtI will be determined, to a great extent, by the degree to which district and school leaders are able to move the focus of RtI from philosophical understanding to actual practice. District and school leadership is imperative to the sustainability of the model.
Trainings: Leadership Training Slides (PPT)
- Approaches to RtI
- A Model for RtI in Pre-K: Recognition and Response
- Myths About Response to Intervention Implementation
- Building Support
- Responsive Teaching
- The Legal Dimension of RtI, Part 1: The Basic Building Blocks
- The Legal Dimension of RtI, Part 2: State Laws and Guidelines