Superintendent Vision and Goals Contact Resources
Compliance Fiscal Nursing Operations School Support Services Support Unit East
Administrator Instructional Video Library Counseling K12 Educational Technology Elementary Literacy English Language Development Mathematics Response to Instruction & Intervention Secondary Literacy Social Studies
LD 4 Schools Map of Schools Zone of Choice
Parent Reps Parent Unit
Local District 4 Linked Learning Initiative Work-Based Learning Video Library PBL
Multilingualism Biliteracy Awards White Paper
Home Page Logo

Response to Instruction & Intervention Locker

PPT, Word, Excel Viewers [Go]
Acrobat Reader [Go]

Cohort News and Information

Response to Instruction and Intervention in Local District 4

The 85 RtI2 cohort schools that we are training and supporting in Local District 4 are in varying stages of implementation. Our Reading First schools were already familiar with and using the RtI process long before we started our first cohort in 2009-2010. Elementary and secondary schools with literacy or math coaches were trained in data-based decision making using a variety of inquiry cycles, many similar to the Problem Solving Process. Good first teaching and differentiation, as well as strategies to provide access and equity such as SDAIE and SIOP, were focuses of our literacy trainings for a decade, and were supported in classrooms by coaches. Although teachers and administrators were working hard to effect change, their efforts were not always successful. The elements needed for successful systems change (consensus, infrastructure, and implementation)  were not always in place, and the reforms were neither systemic nor universally sustained.

Applying what they learned in their cohort trainings, our schools are building consensus with their staffs and creating the infrastructure needed for successful implementation of the process. Instead of identifying a problem and immediately moving toward a solution, these schools are engaging in a thorough analysis of  the problem before making instructional decisions. They are beginning to shift their thinking about the role of intervention and are focusing on providing high-quality first instruction for all students in their core classrooms. Intervention services are available, of course, for students who continue to struggle even after receiving support in their core classrooms. In a multi-tiered system of service delivery, students are able to move flexibly between the levels of service based on need, with the goal being to close learning gaps for struggling students and to provide appropriate challenges for students who have achieved mastery of the content.

Cohort Schools