Implementation Considerations

Why four implementation considerations?

RTI CTRL is the product of a collaborative project undertaken by the Center on Instruction’s Special Education Strand, 7 of the 16 Regional Comprehensive Centers (RCCs), and 8 of the states to which these RCCs provide technical assistance in implementing RTI. View a list of all project participants. During a project meeting in March 2008, the project states and RCCs discussed challenges, successes, and lessons learned from their own RTI implementation experiences. They used this information to decide on key areas of RTI implementation, viewed as factors that must be taken into consideration when implementing RTI on a large scale. The four implementation considerations they agreed on were used to organize RTI CTRL: Definition of RTI and Alignment With Existing Initiatives, Leadership, Implementation Capacity, and Instructional Aspects of Implementation. For more information, see our report.

Implementation considerations defined

Definition of RTI and Alignment With Existing Initiatives — this consideration encompasses decisions and issues surrounding the state’s vision and goals for RTI implementation, including developing guidance for districts and schools, defining the relationship between RTI and other statewide educational goals and initiatives, and exploring the potential role of RTI in identifying students with learning disabilities and/or eligibility for special education services.

Leadership — this consideration encompasses decisions and issues surrounding comprehensive representation of all stakeholders on the state-level RTI implementation team, team meetings and procedures, the monitoring and/or evaluation of implementation successes and challenges, needs assessments, and fidelity of implementation.

Implementation Capacity — this consideration encompasses decisions and issues surrounding roles and responsibilities for implementation, consensus building, resource allocation, technical assistance, scaling up from initial to full implementation, pilot/demonstration/model sites (if any), and professional development at all levels, from state to school personnel, preservice teacher education, and others.

Instructional Aspects of Implementation — this consideration encompasses decisions and issues surrounding the instructional components of RTI found at the school level (such as core instruction, interventions, screening and progress-monitoring assessments, data-based decision making, data management, and reporting systems), and the identification of trainers, coaches, and implementation sites (which are not necessarily the same as model/pilot/demonstration sites, but are any districts and schools that wish to or are already implementing RTI).