A Systemic View of the Roles and Responsibilities in the RTI Framework

Abstract

General classroom instruction should be sufficient for 80% of students toexperience success. The needs of the students unsuccessful with the core instruction oftenpossess needs far greater than one teacher alone can address. To meet the vast needs ofthese students, schools have implemented the RTI framework to development systemicapproaches to support the learning of all students. The purpose of this study was toinvestigate the perceived roles and responsibilities of teachers, interventionists andadministrators in the RTI process in order to gain a systemic view of the RTI framework.Two of the three schools in this study used the RTI framework to implement math andreading interventions. One school implemented reading interventions only through RTI.This qualitative study utilized a phenomenological design. Data analysis revealedparticipants perceived providing quality instruction and tiered instruction as a part of theroles of teachers and interventionists in the RTI process. Data analysis also revealedparticipants perceived using assessment and data and collaborating with others as theresponsibilities of teachers and interventionists in the RTI process. Data analysis revealedadministrators also hold roles and responsibilities in the RTI process includingestablishing a positive school climate and culture that supports the RTI framework andbuilding a systemic structure for collaboration. The results of this study were closelyaligned to previous literature on the RTI framework. This study also addressedmisconceptions on RTI found among the participants. Implications for action areprovided.