Shanahan, T. (2008)

This chapter addresses the nature of reading professionals and the diverse roles within reading professionals. It offers advice on professional development and reading interventions.

You can access this article by searching:
Shanahan, T. (2008). Implications of RTI for the Reading Teacher. In D. Fuchs, L.S. Fuchs, & S. Vaughn (Eds.), Response to Intervention (pp. 105-122). Newark, DE: International Reading Association.

Klotz, M., Canter, A. (2007)

This article provides background information involving key components, terminology, potential benefits, and implementation approaches to Response to Intervention. A subsection of this article discusses how parents can become involved in the RtI process and lists questions to ask their school district about RtI.

http://www.nasponline.org/resources/handouts/revisedPDFs/rtiprimer.pdf

Cummings, K. D., Atkins, T., Allison, R. & Cole, C. (2008)

The role of a special educator has evolved over time and will continue to evolve as a result of RtI. This article describes the impact legislative acts such as IDEA 2004 and NCLB 2001 have had an impact on education. Presented in the article is a chart comparing the historical role of the special education with their within a RtI model.

You can access this article by searching:
Cummings, K. D., Atkins, T., Allison, R. & Cole, C. (2008). Response to Intervention: Investigating the New Role of Special Educators. Council for Exceptional Children, Mar/Apr, pp. 24-31

Reschly, A.

This article addresses the family-school partnership within the RtI model. It supports the notion that families should have a working relationship with schools to enhance student outcomes.

http://www.rtinetwork.org/Essential/Family/ar/Schools-Familes-and-Response-to-Intervention

Hoover, J. J., & Patton, J. R. (2008)

This article focuses on the role of the special education within an RtI model. It identifies five main roles and a variety of specific sub skills that, at minimal, special educators must possess. It presents a brief description of the structure within a multilevel instructional program and an historical overview of the evolving role of special educators.

You can access this article by searching:
Hoover, J. J., & Patton, J. R. (2008). The Role of Special Educators in a Multitiered Instructional System. Intervention in School and Clinic, Vol. 43, No. 4, pp. 195-202

Wright, C., Rudebusch, J., & Barbee, L.

Provides a descriptive look at RtI starting with the challenges and eligibility guidelines to balanced workloads and collaboration between personnel. It discusses the role of SLP’s and describes what their role would look like within the RtI model.

http://www.txsha.org/_pdf/Legislative_Information/TSHA Annual Convention Presentation - RtI - Role of the SLP March 2007.pdf

Engeln, J., Ehrn, B., & Kelly, T.

In this presentation for the 2009 NASSP Convention, there is a section on the changing roles of professionals. Each major role is outlined with brief descriptions on what responsibilities that person would have within the RtI model. The presentation also depicts why there needs to be a balance rather than an over reliance in roles.

http://www.rtinetwork.org/Professional/Webinars
scroll down and click on “NASSP Convention Handout”

Collaboration pieces

Based on a collaborative project, this resource contains a collection of papers from various professional organizations that provides descriptions of the roles and responsibilities members of their organizations will assume within the RtI process. Organizational members include: general and special education teachers, social workers, parents, school psychologist, reading (intervention) specialists, and speech-language pathologists.

http://www.nasponline.org/advocacy/New Roles in RTI.pdf

http://ldaamerica.org/news/role-parents.asp