RTI

books, pencil, students, sitting

RTI and Parents

Categories: Authors, RTI

Based on Starting a Movement: Building Culture From the Inside Out in Professional Learning Communities.

Response to intervention, or RTI, is a structured, multitiered approach to help identify and support struggling students. It is one of the most research-based, effective practices that schools can employ to ensure all students learn and at high levels.

In the book Starting a Movement: Building Culture From the Inside Out in Professional Learning Communities, Williams and Hierck (2015) talk about this being an effective tool, a part of the “how” phase of being an effective professional learning community (PLC). It only becomes an effective tool, however, when schools have purpose clarity, the “why” stage of being a PLC. Once schools are clear on their purpose and mission, the tools are used by all members of the school community and known by all members of the school community. An important part of that community is the parent body. Read more

The Emergence of Response to Intervention

The Emergence of Response to Intervention

Categories: RTI

During the summer of 2005, I recall helping my sister set up her fifth-grade classroom. A new school year was rapidly approaching in the central Illinois school district. We were discussing my role as an education consultant, now supporting educators in the areas of the professional learning community (PLC) process, assessment, and response to intervention (RTI). Her response: “Don’t talk to me about RTI; it’s a documentation nightmare! Read more

Getting RTI on target

What Does RTI Look Like in the Classroom?

Categories: PLC, RTI

Effective RTI in the classroom can seem overwhelming at times. As a current school leader, practitioner, and associate for Solution Tree, I am afforded the wonderful opportunity to work with educators, schools, and districts around the country. I am continually inspired by the commitment of the educators I work with and their sincere desire to improve. As I’ve visited schools and districts, I’ve noticed a common comment that occasionally arises while intervening in the classroom, which I’d like to refer to as the “if only” dilemma. Read more

Why Should Teachers Differentiate? Five Compelling Reasons

Categories: Instruction, PLC, RTI

Differentiation is neither revolutionary nor something extra. It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility.
David A. Sousa and Carol Ann Tomlinson (Differentiation and the Brain, 2018, p. 10)

Successful educators have been differentiating instruction for centuries. Great teachers design learning experiences that respond to their students’ needs/readiness, interests, and learning preferences. Read more