Tuesday, March 19, 2013

Response To Intervention Framework Video

In my experience with school districts it continues to amaze me the fact that in every school I visit, I find myself constantly assisting teachers and administrators in understanding some basic RTI concepts.

Some schools struggle with the limited resources they have to identify and support students before they fail. Other schools have trouble implementing a unique RTI vision. While some others, spend plenty of time manually manipulating student data. In many opportunities, by the time they find out the student's needs or the impact of the interventions, valuable time has passed.

Implementing an RTI process requires an understanding of many aspects as the district culture, the students and faculty demographics, social economic aspects, and so forth. With so many approaches, it is really difficult to have a common vision of how should and RTI process should look like. When it comes to educational issues, there is not a silver bullet; however, I wanted to take some time to put together in a video my view of how to implement an RTI process to support these schools.

In this video I explain what an RTI process is (and what is not), the main challenges school districts have, and comprehensive solution to some of the problems I frequently find in the field. It is sad to see our students failing when we have plenty of tools to help them, but such a short time to implement those tools.


  


At the end of the day, is necessary to create that synergy from all participants (faculty and administrators) to get in the same page and work for a common vision to help our students reach their academic potential.

How is your school or district RTI implementation compared to this framework?


Download a copy of the this presentation: Response to Intervention Framework.pdf

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1 comment:

  1. I enjoyed your presentation. A professor showed it in class about a year ago. Now I am revisiting it because I may focus my research topic around the 4 most challenging factors.

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