Shared Beliefs
Florida’s stakeholders involved in a collaboration to scale-up
statewide implementation of Response to Intervention share the following
set of beliefs about what creates the ideal conditions to promote
student achievement. Using these beliefs to guide our efforts is
one way to ensure consistent movement toward maximizing student achievement.
Maximum benefits to students occur if:
Scientific, research-based instruction is delivered by highly qualified personnel
- Curriculum
and instructional approaches must have a high probability of
success for most students
- Differentiate instruction to meet
individual learning needs
Reliable, valid, and instructionally relevant assessments are used
- Screening: Collecting data for
the purpose of assessing effectiveness of core instruction and
identifying students needing more intensive interventions and
support
- Formative: On-going progress monitoring to guide instruction
and monitor student progress and intervention effectiveness
- Diagnostic:
Gathering information from multiple sources to determine why
students are not benefiting from instruction and what specific
areas of need must be addressed
Problem-solving method is used to make decisions based on a continuum of student needs
- Provide
strong core curriculum, instruction, and assessment
- Provide
increasing levels of support based on increasing levels of student
needs
- Use school-based (and district-level) problem-solving
teams
- Apply to systems (district, school, grade, class, group)
and individual students
Data are used to guide instructional decisions
- To align curriculum and instruction to assessment
data
- To allocate resources
- To drive professional development decisions
- To create student
growth trajectories to target and develop interventions
Professional development and follow-up modeling and coaching are provided to ensure effective instruction at all levels
- Provide ongoing
training and support for all personnel delivering
instruction and interventions to students
- Anticipate and be willing
to meet the newly emerging needs of instructional personnel based
on student performance
- Provide regular times for educators
to interact and collaborate to improve instruction and intervention
efforts
- Provide tools for communicating with parents and educators
using graphic displays of student achievement and rates of growth
in academic, behavioral, and social skills development
Leadership is vital
- Strong administrative support to ensure commitment
and resources
- Strong teacher support to share in the common
goal of improving instruction
- Leadership team to build staff
support, internal capacity, and sustainability over time
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