Teach Effectively!

Everyone’s talking about it, but not everyone’s convinced that response to intervention will prove as helpful as we hope. In “‘Response to Intervention’ Sparks Interest, Questions: Critics say approach depends on too many complex factors,” Christina A. Samuels of Ed Week presents some of these concerns. In a news piece that is unusual in its balance (Ed Week does better with balance in education issues than its popular siblings, in my view), Ms. Samuels starts with the usual anecdote—the Tigard-Tualatin (OR, US) local education agency has a program that has attracted many visitors—and quickly goes to the controversy.

As educators in Tigard-Tualatin and elsewhere are learning, a lot of people want to see what they are doing. Response to intervention—an educational framework that promises to raise achievement through modification of lesson plans based on frequent “progress monitoring”—is one of the most-discussed education topics today.

Continue reading ‘RTI in Ed Week’