School Psychologists and RTI: Analysis of Training and Professional Development Needs

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The implementation of a response-to-intervention (RTI) model requires a substantive shift away from the traditional roles that many school psychologists have held, as well as adoption of new and expanded functions within the profession. The responsibility of ensuring that professionals can fulfill these complex roles falls to preparation programs and the individual practitioners themselves. This article describes a self-review process of internal, organizational, and practice initiatives within a school psychology program designed to foster inclusive, responsive practices by newly licensed practitioners. Course content and requirements were critically analyzed in the context of how school psychological practice will be affected as RTI principles are translated into school-based applications.