Viewing Response-to-Intervention through an Educational Change Paradigm: What Can We Learn?

Abstract

Response-to-Intervention (RtI), a framework for improving academic and behavioral outcomes for all students, can be viewed as a current example of an educational change initiative. Given the difficulties that some schools may be experiencing when implementing RtI effectively, it is important to examine prior educational change conceptualizations and research for factors that may facilitate or impede current educational reform. The purpose of this article is to (a) present RtI as a current educational reform initiative, (b) use Fullan's (2007) theoretical model as a framework through which to present information related to educational change, and (c) provide suggestions regarding how such educational change literature can inform and improve the implementation and future sustainability of RtI in schools.

Special Education Leadership and the Implementation of Response to Intervention

“…Special education administrators must determine which factors for implementing RTI are most effective. Although there is an abundance of literature that defines RTI and how it is practiced in schools, there is less research on how to successfully implement it (Baaken, O'Brian, & Shelden, 2007;Harlacher & Siler, 2011;O'Connor & Freeman, 2012;Sansosti, Goss, & Noltemeyer, 2011;Sansosti & Noltemeyer, 2008;Werts et al, 2009;Wiener & Soodak, 2008) Thus, special education administrators are more likely to be challenged with determining the "how" of RTI as opposed to the "what" or the "why. "…”

Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools

“…However, theory is only beneficial insofar as it can be actualized. Sansosti and Noltemeyer (2008) argue that schools must emphasize conditions that build capacity of both the system (school) and the individuals (educators) who work within the system. From the onset of the RtI movement and through its transition into the MTSS paradigm, many middle level schools have faced significant organizational and systemic challenges which hamstring their ability to utilize the MTSS program with fidelity.…”

Longitudinal effects of RtI implementation on reading achievement outcomes

“…As noted above, fully-integrated RtI models are established through a complex systems change process that requires collaborative problem-solving as well as careful evaluation of instructional practices (Batsche, Curtis, Dorman, Castillo, & Porter, 2007;Sansosti & Noltemeyer, 2008). One critical focus of this systems change process is building capacity in schools for developing, adapting, and sustaining practices that meet the needs of all learners (Fullan, 2016).…”

“…Fullan () estimated that even moderately complex change initiatives may take anywhere between 2 and 4 years to progress through these three phases, with more complex or large‐scale changes requiring between 5 and 10 years. Time to full implementation may be impacted by a number of variables, including the quality of instruction before implementation, stakeholder support, and the extent to which supportive resources are made available at the district and state levels (Sansosti & Noltemeyer, ).…”