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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