As we look at the RtI model and the tiered interventions, it becomes apparent that meeting the requirements of students in receiving interventions and tracking the progress toward such interventions is going to be very labor intensive and time consuming. While technology is not the magic bullet, it can definitely should some of the responsibility and increase collaboration between the classroom teacher(s) and the specialist providers (Reading Interventionists, Special Education Teachers, etc.)
As we looked at the tiered intervention strategies and began pairing technology tools with interventions and tracking, it became clear that consistency would be the issue. Nobody can keep track of all that differentiated instruction with research-based interventions and assessments. The teacher responsible for shouldering the responsibilty needed a clone. My wife and I found that providing a learning environment that supported a great deal of differentiation was the answer.
Join us at the upcoming seminar series in the following cities: