(February 27, 2009) Schools across the country are examining how they will implement the Response to Intervention (RTI) frame that is intended to provide early assistance to children who are having difficulty learning. While RTI holds much promise, IDRA and others have pointed to its civil rights implications cautioning school leaders to protect children who, for example, may be misplaced into special education programs simply because they are minority or linguistically different.
Bradley Scott , Ph.D., director of the IDRA South Central Collaborative for Equity, describes 11 equity conditions the national network of equity assistance centers believe must be in place for RTI to be successful. Bradley is interviewed by Rogelio López del Bosque, Ed.D., an senior education associate. Send comments to
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Cultural and Linguistic Diversity
Resources in this category provide information about RTI and students from culturally and linguistically diverse backgrounds; reduction of inappropriate referrals to special education.
Center on Response to Intervention
* Bradley outlines the differences between the three tiers of Response to Intervention (RTI) and explains the potential risks for public schools that implement these tiers improperly.
* Bradley identifies the four main challenges for teachers and administrators when implementing RTI.
Recognizing that a child may need additional support in the classroom;
Identifying which specific academic areas the child is falling short in;
Finding the right intervention that would strengthen the child's capacity in his/her areas of need; and
Having a general education teacher or other appropriate person available who has the necessary skills to provide the appropriate intervention for the child.
* Bradley discusses the 11 equity conditions that the national network of equity assistance centers believes must be in place for RTI to be successful. He highlights the importance of embracing an "equity context" for implementing RTI.
* Bradley outlines the five questions that schools must answer when considering the equity context:
How does this impact all learners?
What might create a negative or adverse impact?
How might that impact be avoided?
What precautions should schools take as they move forward?
How do schools monitor their work and the outcomes?
* Bradley explains why the federal law around evidenced-based activities for RTI implementation doesn't take into effect the impact on English language learners.
* Bradley addresses the importance of bringing parents into the decision-making process of RTI.
* Bradley offers some final words of advice for school principals who are looking to implement RTI properly.
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