Response to Intervention

Response to Intervention is a framework for improving the achievement of all students by emphasizing the importance of quality teaching, early intervention and progress monitoring through effective instruction. It is a multi-tiered model that promotes success for all learners, not just those who struggle. Consisting of three tiers, the level of supports and resources for students increase with level of need from universal to more targeted and then intensive levels of instruction and intervention.

Embedded in the organizational framework of RTI are professional learning communities. Professional learning communities provide the framework for engaging teachers in authentic assessment and the instruction cycle of continuous improvement of teaching and learning. Within the RTI model, classroom teachers and student services teams share responsibility for student learning by problem-solving to address complex issues to respond to student needs. They use evidence-based practices for literacy and numeracy and engage in co-teaching, universal design, and class reviews to meet the needs of their diverse student population.

Assessment is the life-blood of Response to Intervention. Universal screening facilitates early intervention and identifies students who require further intervention. Teachers and school teams analyze student performance data and review students' strengths and needs in order to understand where students are and where they need to be. This data drives instruction and intervention for all students.

In order to build a common vision, language and process for the implementation of Response to Intervention a Divisional Steering Committee developed a PATH (strategic plan). The recommendations/goals will be implemented during the 2011-12 school year.

Student Learning

"...learning must be done by the student."





  by  USM MS photos 

Working Inside the Black Box; Black et al (2004)

If this is true, how can we give more ownership of the learning and of the classroom to our students?

In your classroom who is doing more work - you or your students?

The emphasis has to be on making thinking public

  by  dkuropatwa 

"The emphasis has to be on students’ thinking and making that thinking public."
Working Inside The Black Box; Black et al. (2004)

If learning is seen as a competition then students are aware that there will be losers as well as winners...

  by  frozi

  

"If a learning exercise is seen as a competition, then everyone is aware that there will be losers as well as winners, and those who have a track record as losers will see little point in trying."

Working Inside the Black Box; Black et al (2004) 

• Teachers need to be mindful of the design of their learning activities.  
• It is not about competition or sorting of students based on ability, but rather about improved learning for all students.  
• Learning opportunities need to be designed in a way that will support all learners in achieving the intended learning outcomes.   
• All students have the ability to learn and it is our duty to create the conditions that will facilitate the learning process. 
• How can we engage all students to want to learn?

Effective questioning is also an important aspect of impromtu interventions teachers conduct once the students are engaged in an activity.

Korny Kreations by mindfrieze, on Flickr" title="Korny Kreations by mindfrieze, on Flickr" border="0">
by mindfrieze

This quote and picture exemplifies what a teacher's effective questioning does to keep a class engaged, confident and enthused.

Do you ask questions that use recall or understanding?

"The students have to change from behaving as passive recipients of the knowledge offered by the teacher to becoming active learners"

by Susan NYC


"The students have to change from behaving as passive recipients of the knowledge offered by the teacher to becoming active learners who can take responsibility for and manage their own learning" Working Inside the Black Box, Black et al. (2004)

This picture evokes images of teaching at the front of the class, either talking, or putting something on the bored. Often, teachers may as well just ask students to ignore the information because they are bored, may not find it relevent, and thus do not take responsibility for the learning. Maybe, teachers just have not given students the opportunity to take responsibility.

As teachers I believe that we must switch our practice from being the deliverers of information to the facilitators of knowledge. Students will be able to engage in a much higher level of learning only if we as teachers make it possible and encourage students to become more responsible.

Far too often students become passive learners, and are disengaged with classroom activities, but can we blame them? Do we allow students to have enough responsibility? Enough power? Are teachers afraid to engage in this shift?

Students will invest effort in a task only if they BELIEVE that they can achieve something.

They may not be able to perform the task YET, but they BELIEVE they can and they will. Do you make them believe?
by Locator