In two years of systematic implementation several benefits of have emerged for 6-12 online programs consistently using Progressive Intervention models:
- Program staff has been empowered to an increased frequency of monitoring student and program performance.
- Identification of commonly defined and shared Key Performance Indicators drive program staff to define a large portion of student behavior with concrete data reducing reliance on regularly inconsistent anecdotal data.
- The use of common KPI’s support the creation of student performance milestones. These milestones drive tier movements and thus interventions that are scalable and support more effective diversification of labor by program staff.
- Shared KPI’s allow for program staff and other stakeholders to “speak the same language” regarding student performance, resulting in increased communication clarity and effective collaboration centered on student performance.
- Interventions are applied to Tiers systematically, allowing for scalability of intervention; balancing scalability and individual support
- Program customized KPI’s allow for diversity of programs, allow for granular analysis of effectiveness of interventions for each tier both in a program and across groups of programs.
- Programs using a data-driven Progressive Intervention model are seeing more successful students, both in individual classes and long-term academic performance.
- Due to increased student monitoring frequency and effectiveness, combined with the rapid application of tiered interventions programs have seen a reduced churn rate and more satisfied students and stakeholders.
Additionally, the scalability of implementing reliable in process assessments in a traditional RtI Program is a common concern with RtI. Due to the to large volume of data tied to student behavioral and academic performance in online programs and the common KPI’s created in a standard Progressive Intervention process, PI overcomes this concern.
Compelling evidence shows that Response to Intervention is our best hope as educators for giving every student the additional time and support needed to learn at high levels. [vii] Like RTI, Progressive Intervention integrates assessment and intervention with a multi-level prevention program as already described previously in this article. Progressive Intervention contradicts common misconception that RtI only applies to special education. Clements and Sabella explicitly state, “RTI is not a special education pre-referral system.”[viii] Response to intervention can apply to the classroom teacher, the school counselor, the para-educator, and the administration. Simply stated, RTI can help identify students that are at-risk, make adjustments, monitor student progress, and then make other recommendations if necessary. The objective is though that with minor adjustments or simple interventions, students may respond and achieve at higher levels.