Education and cognitive development theories confirm that students learn at differing speeds. Some students grasp what they are taught faster than others. In the contemporary world, terms such as fast-learners, average-learners, and slow-learners have been used to distinguish the different pools of students based on their learning abilities. Consequently, it is the responsibility of instructors to identify the different learning abilities of their students and implement effective curricula approaches to address the intellectual needs of each student.
This proposal presents the key attributes of a school-wide curriculum Pyramid of Intervention that can be used to meet the varying learning abilities of students. The proposal describes the different types of school data required to evaluate learning needs and assign tiered intervention support to learners. Moreover, it describes the broad steps that can be taken in the implementation of the program, how the program aligns with district curricula, its goals and how it aligns with the school’s mission and vision.
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"Benchmark – School-Wide Curricular Pyramid of Intervention Program".
The Types of School-Based Data Required
Different types of data are needed to direct the identification of the students’ learning needs and the subsequent allocation of tiered intervention support. Several studies such as the ones conducted by Wayman (2005) and Wohlstetter, Datnow, and Park (2008) prove that using data for instructional modifications results in improved student performance. According to these studies, the use of data illustrating the learners’ abilities and inabilities assists the teachers in developing customized instructional techniques that address the needs of each student. In practice, it is impossible to identify the capabilities or weaknesses of students without assessing precise performance indicators. Consequently, the data required to evaluate the learning needs of the students and direct the allocation of tiered intervention support includes classroom performance data, district and school assessment data. Importantly, it is vital to review the demographic data of the students since learning complications can emanate from poor communication skills.
Broad Steps in the implementation of the Program
The effectiveness of an intervention is defined by how it is implemented and supported by the school’s principal. As a result, the first step that I will take as the school’s principal is to implement the program to involve all the teachers in the entire process. The instructors are the ones who will actualize the various directives of the program. In this respect, it is vital to engage them comprehensively in the implementation process. Additionally, I will ensure that all resources required for the implementation of the program are available. Finally, I will develop a precise procedure for monitoring and assessing the effective implementation of the program in the classrooms.
How the Program Aligns to District Curriculum
The goal of the district education curricula is to ensure that all students acquire specific fundamental competencies such as reading to enable them to progress through the general learning curriculum. Moreover, the curriculum aims at developing critical thinking and application competencies in learners as well as meeting their emotional and social needs. In agreement with these goals, the program tries to strengthen the critical thinking and application skills of learners through evidence-based instructional strategies in addition to personalized instructional interventions. Besides, the program also addresses the social needs of the learners through the utilization of group discussions. The purpose of this program is to guarantee that all students irrespective of their comprehension skills can attain the stipulated curricula goals at the end of every learning cycle.
Program Goals
The fundamental goal of this program is to ensure that learners are not left behind in the learning process. As follows, the program offers a student-centered instructional approach that bridges the varying coping and comprehension abilities of the students. Secondly, the goal of this framework is to improve the overall performance of the school through the utilization of student-centered instructional methods. Consequently, the overall changes in the performance of the students will be the evaluative data source to ascertain if these goals are attained. The number of students moving from one tier to another will also be a vital evaluation tool for confirming the efficiency of the project.
The rationale for the Program
Students possess and exhibit varying learning abilities. As a result, it is wrong to assume that learners comprehend what they are taught at the same rate. In this way, the program offers a student-centered and data-based approach to ensure that the different learning attributes of students in a classroom setting are harmonized. As maintained by Robertson and Pfeiffer (2016), Response to Intervention (RtI) such as the one suggested in the proposal enables instructors to modify their instructional strategies based on the students’ learning abilities. It ensures that instructional tactics and time allocation by the teacher are determined by the cognitive and learning abilities of the students. On the word of Robertson and Pfeiffer (2016), several studies have proved that Response to Intervention (RtI) influence students’ academic performance positively. These interventions result in enhanced academic performance particularly, by the students who used to perform poorly.
How the Proposal Supports the School’s Vision and Mission
The mission and vision of the school are to produce learners with exceptional analytical and problem-solving skills. This proposal centers on developing these two crucial abilities in each student through a student-centered teaching approach. By guiding the students based on their capabilities, this proposal guarantees that students who experience this program will be more analytical and intellectually nourished than those who will not experience it.
- Robertson, S., & Pfeiffer, S. (2016). Development of a procedural guide to implement Response to Intervention (RtI) with high-ability learners. Roeper Review, 38(1), 9-23.
- Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of education for students placed at risk, 10(3), 295-308.
- Wohlstetter, P., Datnow, A., & Park, V. (2008). Creating a system for data-driven decision-making: Applying the principal-agent framework. School effectiveness and school improvement, 19(3), 239-259.
