What Is Response to Intervention in the Educational Setting?

Thursday, November 29, 2018

What Is Response to Intervention in the Educational Setting?

A former public school system superintendent, Rebecca Lowry currently works for Cumberland Therapies in the greater Dayton, Ohio, region. During her time as an assistant superintendent with Chichester School District, Rebecca Lowry oversaw behavioral and academic-support programs, including Response to Intervention (RTI).

The RTI strategy delivers targeted, intensive academic instruction to students who need help reaching grade-level standards. The process consists of three tiers. In the first RTI tier, a qualified teacher provides high-quality classroom instruction based on data-backed best practices. Students receive regular screening, and those who need extra support receive supplemental instruction in the regular classroom. Students are monitored for progress toward curriculum-based standards over a period of approximately eight weeks. Those who have not sufficiently improved their skills move to Tier 2.

Tier 2 of RTI consists of targeted interventions in a small-group setting in addition to general classroom instruction. Progress monitoring continues, and if students show too little progress, they move to Tier 3, which consists of increased intensive interventions and, if necessary, a more comprehensive educational evaluation to determine whether a student needs special-education services.
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About Me

A former school district superintendent with nearly 15 years of educational administration experience, Rebecca Lowry holds a master’s degree in school psychology from Radford University as well as a doctor of education in educational leadership from Virginia Polytechnic Institute. Rebecca Lowry worked as a special needs educator early in her career before gaining leadership experience within the Cleveland Municipal School District (CMSD) that would prepare her for the position of superintendent.

In 2001, Dr. Lowry was hired by CMSD as executive director of secondary and post-secondary education and helped improve student enrollment in early college education programs. She later served as deputy chief of post-secondary education and chief academic officer, before accepting a leadership position with Dayton Public Schools. From 2009 to 2011, she worked as assistant superintendent with Pennsylvania's Chichester School District. It was here that she instituted educational audits which enabled schools to meet federal and state requirements under the No Child Left Behind Act.

She most recently completed a four-year period as superintendent of Virginia's Westmoreland County Public Schools, where she managed a school system of nearly 2,000 students as well as an annual budget of $18 million. She left the post in 2015 and relocated to Ohio, where she continues to offer her expertise in school psychology and educational leadership to a local school district.