Response to Intervention (RtI) is a multi-tiered approach to meeting the needs of struggling learners using scientifically based research practices, and systematic monitoring of student progress. RtI offers a promising alternative approach to the diagnosis of Learning Disabilities.
RtI is a significant undertaking for districts and schools, and RtI implementation should be based on a strategic analysis of district and school readiness and capacity to implement all components. Lacking this information could lead to poor implementation that will be difficult and costly to address at a later stage.
PCG Education offers an RtI Implementation Review that provides a systematic analysis of district and school readiness and capacity to implement the RtI multi-tiered approach to reading intervention.
The RtI Implementation Review results in an RtI Action Plan with specific recommendations for district-wide implementation. The Review also provides a targeted RtI Professional Development Plan focused on multi-tiered intervention and progress monitoring.
PCG Education's RtI Implementation Review is based on a set of indicators that address the key elements that must be in place to effectively implement a multi-tiered approach to reading intervention. Key elements include District Support Structures, Schoolwide Support Structures, and Intervention Capacity.
RtI offers a multi-tiered prevention and intervention approach that provides scientifically based interventions to students at risk of failure, combined with continuous progress monitoring.
RtI is based on research that shows early identification and support for struggling learners will increase the likelihood of their success within the general education environment.
One of the great benefits of RtI is the ability to catch struggling learners early and monitor their response to instruction and intervention– well before special education placements are considered.PCG Education’s™ EdPlan™ has a number of key features that help educators manage RtI, including
The RtI Review and subsequent implementation of EdPlan can pay for themselves in as little as one year by facilitating an effective intervention process. School districts realize immediate financial benefits for each student who improves his or her performance through RtI rather than being referred to special education. EdPlan also reduces paperwork, saving teachers time and allowing them to focus more on service delivery.
Cheryl Liebling is Director of Literacy Services. She serves on PCG's Education Content Consulting management team, supervises literacy staff members, and leads initiatives including K-12 district literacy program reviews and action planning, implementation of the Common Core State Standards, and consultation on literacy curriculum, instruction, and assessment.
Julie Meltzer is Senior Advisor for Strategy, Research and Design at PCG Education. As Director of the Adolescent Literacy Project at the LAB at Brown University, Dr. Meltzer developed the Adolescent Literacy Support Framework, and authored Adolescent Literacy Resources: Linking Research and Practice (2002) and other research-based professional development and technical assistance resources.
Steve Kutno is responsible for management of the firm's Literacy and Learning service lines, with an emphasis on the areas of adolescent literacy, Response to Intervention (RtI), and 21st century teaching and learning. His recent project work has included district literacy action planning across several districts, 21st century strategic planning in Missoula, Montana, RtI consulting in Monterey, California and in Weston, Massachusetts, and support of PCG Education's EdPlan™ student success planning platform across several clients.
A senior associate with PCG Education, Dr. Lefsky works jointly with the firm's northeast and southeast offices on EdPlan™ student success planning projects. He also works with the NJ SMART growth model project. He has more than 17 years of experience working and teaching in the education field at both the K-12 and college levels.
Walt Turner serves as an educational and special education consultant for various PCG Education projects. He previously served as the project manager for Virginia EasyIEP™ and Fee for Service and continues to consult on Virginia projects. He has worked and continues to work with school divisions in Virginia, as well as other areas, such as Providence, Rhode Island and Washington D. C., to set up and configure their special education management systems.
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For more information about PCG Education's Response to Intervention (RtI) services please contact us at email@example.com or 1-800-210-6113.