Case  Study – Response to Intervention Issues

Maintaining academically challenged students in the regular classroom can be rewarding, but it can also pose some difficulties. The following is an example of how one teacher–leader handled a problem for a colleague.
Mr. Rusk, a new sixth-grade teacher, meets with one of the teacher–leaders, Susan Thomas.
Shortly after entering Thomas’ classroom, Rusk nervously walks around a few desks and appears to be very frustrated and down. “I want to visit with you about a student in my classroom,” he says quietly.
“Well, I’m glad you came to me,” shares Thomas smiling, hoping to ease the tension.
“So what can we do about these kids who are really struggling in math?” Rusk asks, wanting an answer but not expecting much. “I have a student who is just not getting fractions.”
“Well, that’s a tough situation,” shares Susan, showing concern. “We just started using an RTI program here at school. Maybe this kid would qualify. What do you think?”
“Gosh, hadn’t thought of that,” notes Rusk, now embarrassed he hadn’t thought about RTI.
Thomas smiles and reaches for her scheduler buried deep in her purse. “Let me get things started. I’ll schedule him in for testing right away. Also, let me check around and see who is already doing some RTI interventions. Maybe they can help.”
“Sounds like a plan!” Rusk says, breaking into a big grin and pleased to have Thomas as a friend.

The Challenge

Making sure the school addresses the needs of all students and follows federal guidelines is a critical component of any curriculum across the country. How can programs like RTI be helpful in addressing student academic needs?

Key Issues or Questions

1. What are your impressions of Susan Thomas and how she dealt with the issue of RTI? Did the teacher–leader adequately address Mr. Rusk’s concerns? Why or why not?
2. What are your beliefs about RTI? How much in-service should schools provide regarding RTI guidelines?
3. If a principal meets with a teacher about RTI, what should be discussed? When should the teacher be first involved in the discussion?
4. What are your feelings on state or federal mandated programs? Do you feel that RTI is a viable option for academically challenged students?
5. What are some innovative approaches that principals and teacher–leaders might use to address RTI concerns? Identify specific strategies and explain why you think they might be effective.