I love response to intervention (RtI). I do. I think anything that helps students achieve success is a good thing. I love the idea of teachers working collaboratively to better serve the needs of all students, not just the ones officially in special education.
In theory, RtI is fabulous. As I pursue a certificate in Curriculum Adaptation as part of my master’s program, I am constantly learning new, fabulous ways to keep students in the general education classroom. I am excited to talk to other teachers and share ideas; I am a big adaptation nerd.
But my response to intervention is one of confusion. I’m someone who likes clear outlines. I’ve decided I want a rubric for RtI. I want to know exactly what a great RtI team looks like and what interventions are the most successful. I want to know when I’m supposed to step in and when I’m crossing the line.
I am new to special education; I am still learning the ropes of being a teacher in a self-contained classroom. Just as I’m getting the hang of my district’s curriculum and what’s expected of me, I feel like my job is changing because of RtI.
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