Noted Response-To-Intervention
leader and PCG subject matter expert Dr.
Evan Lefsky has written a blog post that helps get behind the question of
why even some research-based interventions sometimes fail. His answer?
Implementation!
The importance of
implementation is even greater when it comes to the upcoming rollout of CCSS
and the ways it will impact even a solid framework with well-integrated Multi-Tier
System of Supports (MTSS) and Response-to-Intervention components.
Here are a few
highlights from the blog post—take a look at the full post here!
“ In many
cases, the same set of supports produces great results in one school or
district and poor results in another. Many of these supports are often
discontinued when they “fail” without problem-solving to determine “why” they
didn’t achieve the desired result. In my experience, the “implementation” of
those supports is often the distinguishing feature in successful schools and
districts.”
“Before we say
that the instruction, intervention, approach, or teacher failed, it is critical
to ensure through problem-solving that…implementation factors [have] not
undermined our success.”
“The increased
rigor of college and career-ready standards (i.e. CCSS) and the assessments
that measure student success with those standards (i.e. PARCC and SBAC) will
stress even the most sophisticated system of supports. These include supports
to ensure student and teacher success. Will your school and district be ready…?”
Ensuring a smooth transition to Common Core State Standards is especially important for English Language Learners (ELL), who have unique learning needs.
