Typically, schools have been using a discrepancy model to determine whether a child would receive additional time and support, special education or additional learning support.  The discrepancy model measures the difference between a child’s potential and actual achievement to determine whether the child has a learning disability.  The problem with this system is that no action can take place until there is a discrepancy – until the child has already failed.  Response to Intervention is a movement that shifts responsibility for helping ALL students become successful from the learning support teachers and curriculum to the entire staff!  In this unified system, assessment (universal, ongoing and formative) assumes an increasingly important role in classrooms and schools. 

- Pyramid Response to Intervention (2010, Buffum, Mattos, Weber)

Put Simply…

Response to Intervention (RTI) is a problem-solving process which includes the provision of systematic, research-based instruction and interventions to struggling learners.  It assumes that the instruction/interventions are matched to student needs and that the monitoring of progress is continuous.  RTI is an early intervention framework to prevent long-term academic failure.

This Institute will outline how your Professional Learning Teams can use RTI as a systemic approach to implement programs with fidelity – the way it is intended and designed!  Dr Austin Buffum simplifies school’s response to intervention to make it timely, directive, systemic and flexible support for ALL students!


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Moorabbin VIC 3189

P: +61 3 8558 2456
F: +61 3 8558 2400


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