Comprehensive Program Design
One shortcoming of RTI is that while its core assumptions include “that the educational system can effectively teach all children,” the approach does not account for gifted education. An inverted pyramid showing analogous increasing interventions for gifted children could be added to the model so that all children are addressed. A framework for such an approach has been developed by the Montana Office of Public Instruction.ix T.H.E. Company Inc.’s Online Program Operations Consulting Group theorized a similar, but more broad reaching approach in the fall of 2009 as a foundational component of the design of Progressive Intervention. This theory provides a relationship between the greater normalized K-12 student population and students well served by online education. This theory postulates the creation of two normalized student populations consisting of the +2? & +3? and -2? & -3? populations respectively. This theory creates a 7 Tier RtI model that accommodates for Dropout Recovery (-3σ ≈ Tiers III to I), Credit Recovery (-2σ ≈Tiers I to 0), three levels of Highly Capable, early college entrance, or advanced student performance in (+2σ and +3σ ≈Tiers -I to -III).
Progressive Intervention Centered Professional Learning Teams
An emerging best practice in the fall of 2011 is the use of Professional Learning Communities (PLC) to create regularly scheduled, data driven, staff meetings centered on assessing individual student’s performance as reflected in the data and anecdotal evidence and agreeing on student tier movements to elicit student performance modification. These efforts are showing early promise, but no conclusive data at this point.