Pyramids of Intervention/Response to Intervention

Professional Learning Communities (PLCs) address some basic questions about student learning. These questions are:

1. What do we want students to learn?,
2. How will we know when they have learned it?, and
3. How will we respond when some students don’t learn? 

The answer to this third question can’t be resolved effectively if each individual teacher is left to resolve this question on his/her own.  The solution is found in a systemic process of intervention so that students receive additional time and support for learning according to a school-wide plan which includes:

• a process that ensures students receive intervention in a timely fashion – at the first indication they are experiencing difficulty,
• a process that is direct rather than by invitation to students so they devote the extra time and take advantage of additional support until they experience success,
• a guarantee that students receive the time and support regardless of who their teacher might be, and
• a provision that the system is operated within the school day.

This systemic process of intervention can be illustrated through a pyramid of interventions or a response to intervention approach.  At the bottom of the pyramid might be a consistent program in every classroom where each student in ensured FIRST “best instruction.”  This might include, for example:

• a master schedule modified to address needs of students who need intervention and incentive programs for non-intervention students
• use of appropriate screening assessments such as DIBELS or RESULTS
• fidelity to core instruction (i.e. SB 472) including core program interventions
• administration of common classroom assessments every 3 -6 weeks in all classrooms/subjects/grades
• progress reports every 3-6 weeks based upon formative benchmark assessments
• intervention provided as part of the core program, appropriate accommodations, tutoring, parent conferences, etc.

Each level above the bottom foundational level includes a more intentional system of interventions which address students who are at the strategic and intensive levels of achievement.  These levels might be characterized by:

• convening a Student Study Team (SST)
• the development of an intentional plan of intervention
• mandatory intervention based upon formative assessment results
• use of curriculum-based interventions when applicable within classrooms or in intervention tutoring progams
• possible assignment to Intensive Intervention programs

Services available at SCOE:

The Curriculum and Instruction Department is able to consult with administrators regarding possible professional development for PoI/RtI.

Contact Mike DeRoss at 842-8404 for more information.