Response to Intervention

Book a free call and learn more

Response to Intervention

Book a free call and learn more

Connect Instructional Strategies and Intervention Supports.
 

Commonly defined as a prevention oriented approach, both MTSS and RTI focus specifically on linking together standards, curriculum, instruction, and assessment through a data-inquiry process that helps educators make decisions about how best to improve outcomes for their students. MTSS is the new methodology replacing RTI.
 

Teachers will be able to use the results from universal screeners, diagnostic, formative and summative assessments in their classrooms to choose an intervention that will address the root cause of their students’ weaknesses. Too often, students are provided with services that only address symptoms not the root cause. A strong assessment plan helps educators identify the weaknesses that are making school hard for a student, and help prescribe instruction that strengthens those areas.
 

CSAS MTSS PROFESSIONAL DEVELOPMENT AND COACHING WILL HELP TEACHERS TO:

  • Identify when and how to use universal screeners, diagnostic assessments, formative and summative assessments in the classroom to design instruction and intervention plans to meet the needs of individual students

  • Adjust pacing guides and lesson plans as needed to align to state assessments to ensure students are achieving grade level standards in reading and math

  • Increase student active engagement in instructional activities in all tiers

  • Coordinate available resources for maximum impact on student achievement

  • Leverage assessment results to ensure students are provided with their just right instruction to continue to make adequate progress

A ‘one size fits all’ approach is flawed, there are many contributing factors that lead to gaps in learning. We will help you by effectively using your students’ assessment results to determine why and then you will select appropriate instruction and intervention supports to address your students’ unique needs and monitor their progress overtime.

Dr. Williams has consistently demonstrated her outstanding state level executive educational leadership abilities with leading by example and setting a national standard by creating one of the most impressive and comprehensive statewide professional development plans to address closing the achievement gap for all students.

Her reputation as a distinguished educational leader is well deserved because she is extremely knowledgeable about educational policies, implications, practice and reform initiatives that have led to impressive results. Based on the DC CAS state standardized test several schools identified as pilot model school sites had impressive student proficiency gains of 30% or more in reading and math.

William Knudsen, Former Deputy Assistant Secretary of Education

Office of Special Education and Rehabilitative Services United States Department of Education

Chandra has a deep and directed passion for closing the achievement gap and raising achievement levels for all students. As a result of her vision and leadership, the teachers and principals of the DC public schools have been provided with the highest quality professional development focused directly on student learning. She’s extremely gifted and talented with supporting, encouraging, mentoring, and coaching leaders and teachers which enables her to move mountains.

Elaine K. McEwan

Author of Creating Highly Effective Schools

Chandra left a legacy of turning around underperforming schools and awakening staff and students to their potential. As a teacher, I witnessed, participated in, and benefitted from her drive to do best by students and the school community. The lessons Chandra’s efforts taught still carry me forth in my life today.

Matthew Aaron Goodman, Former Teacher

NYC Department of Education – STEPS 8+ Program

Robert Pasternack, Ph.D.

FORMER ASSISTANT SECRETARY, US DEPARTMENT OF EDUCATION, OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES

I want to make a quick distinction between research-based and research-validated because it’s an important distinction.  It’s easier to be research-based because research-based simply means you read the research and you embed that research in what you are developing.

 

What is more challenging is to be what is called research-validated, which means you want to see programs that have evidence of effectiveness.  You want to know that the stuff works.