The Leadership Team and Intervention Team - Who are They? What do they do?

The Leadership Team and Intervention Team: Who Are They? What Do They Do?

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Based on Best Practices at Tier 3, Elementary

“Can you help us? We have been to a lot of training sessions, and we think we know what needs to be done to implement RTI, but we’re not sure what the leadership and the intervention teams are supposed to do and who should be on these teams. Are they sounding boards, or do they actually make decisions?” Read more

Buy-In or Commitment: Where Is Your Staff?

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This entry by W. Richard Smith and Paula Rogers is the first of a two-part series exploring collective staff responsibility, commitments in team work, and the organizational structures of leadership and intervention teams.

In writing our recently published book, Best Practices at Tier 3, Elementary, we explored and worked to provide practical steps in the implementation of Tier 3 of response to intervention (RTI) at the elementary level. 

As we conducted our research and began to formulate the book, we repeatedly saw the absolute need for school staff to move from “buy-in” to establishing collective commitments. Commitment from a staff was evidenced over and over as a critical element to the successful implementation and sustaining of both a professional learning community (PLC) and all tiers of RTI. Read more

Effective Grading Practices - Pandemic Response and Educational Practices (PREP)

What Schools Can Do Right Now to Ensure Effective Grading Practices

Categories: Assessment, Technology

This entry is the ninth in a blog series called Pandemic Response and Educational Practices (PREP), which aims to highlight and further the important work educators are doing amid the worldwide COVID-19 crisis.

Based on FAST Grading: A Guide to Implementing Best Practices

With almost all schools in the United States and Canada closed, and countless more around the world, leaders and policymakers share a legitimate concern about educational equity in grading. While some students have been able to continue their lessons with online learning, many others cannot. Some families lack computers and internet connectivity. Other families have a computer and internet service, but with parents and siblings all competing for the same computer and bandwidth, it is almost impossible for any individual child to have continuous access to online learning.  Read more

Word cloud surrounding the word "Inclusion". Part of the Pandemic Response and Educational Practices (PREP) blog series.

Inclusion Strategies and Interventions: Then, Now, and Later

Categories: Pandemic Response and Educational Practices

This entry is the eighth in a blog series called Pandemic Response and Educational Practices (PREP), which aims to highlight and further the important work educators are doing amid the worldwide COVID-19 crisis.

Based on Inclusion Strategies and Interventions

During the first two weeks of March, I attended a Broadway show, presented at educational conferences, offered on-site inclusion coaching, received a massage, and whispered “namaste” in a yoga class.  Read more

Two Ways to Avoid Falling into the RTI Rebranding Trap

Two Ways to Avoid Falling into the RTI Rebranding Trap

Categories: RTI

Based on Behavior Solutions: Teaching Academic and Social Skills Through RTI at Work™

First came RTI, then RTI², and now there’s MTSS

What’s different? What changed? 

As we support schools across the country, we are faced with many districts, even state departments of education who treat RTI as a bad word, rather than taking an honest look at the understanding, misconceptions, and implementation errors.  Read more