Implementation of Tasks in RTI

Abstract

A survey of special education teachers in one state was conducted to determine their perceptions on the performance of tasks in the Response to Intervention (RTI) process. We asked teachers to identify professionals who completed or were involved in these tasks at each tier. Participants were asked to check who (a) refers students, (b) assesses individual needs, (c) plans instruction, (d) selects curriculum, (e) delivers instruction, (f) collects data, (g) graphs data, (h) interprets the data, and (i) makes decisions to move students to another tier of instruction. Overall, special education teachers perceive that general education teachers are involved in the majority of tasks throughout the tiers. They perceive the general education teachers’ involvement as decreasing from Tier 1 to Tier 3. Special education teachers perceive themselves as increasing in involvement from Tier 1 through Tier 3.

The Work of Special Education Teachers in the Tiered Support System: The Finnish Case

“…Literature was reviewed to develop an understanding of the aspects of the SET role that are relevant to the inquiry (Cole, 2005;Kearns, 2005;Rosen-Webb, 2011). Specifically, the questions concerning work allocation in different tiers were informed by Werts and Carpenter's (2013) study of roles and responsibilities in RTI settings as well as the knowledge of SETs' "background work" tasks in addition to instruction (Mitchell et al, 2012;Takala et al, 2009). The national core curriculum (Finnish National Agency of Education, 2014) was especially utilized in the design of the question of the support forms that are emphasized in each tier.…”