RTI and the Pyramid Model
What are the similarities between RTI and the Pyramid Model? What are the differences?
What is the purpose of a RTI and Pyramid models? What are examples of data analysis that teachers engage in to make good decisions about which students would benefit from a tiered approach?
How does having educators work as a team benefit everyone involved? How does collaboration help shed light on designing a tiered program and monitoring a child's progress throughout the year?
Do you have experience using RTI or Pyramid model intervention strategies with the children in your programs? Discuss your experience or if none, do you see benefit in implementing these evidence based strategies?
The main purpose of RTI is to provide instruction tailored to meet the individual needs of students who may be struggling academically or behaviorally based on data collected through universal screening tools. RTI also includes a three-tiered system with increasing levels of support provided each tier. Tier I supports include high quality classroom instruction; Tier II supports involve additional instruction within small groups; and Tier III involves more intensive intervention outside of regular classes (NCLD, 2021). The goal of RTI is for teachers to identify areas where interventions need to be made before a child begins showing signs of difficulty or failing grades.
On the other hand, the Pyramid Model focuses on understanding and responding appropriately to all types of behaviors among children up through age 8. This model looks holistically at both positive and challenging behavior with an emphasis on promoting social emotional competence, while also eliminating any potential underlying causes that could lead a child towards challenging behaviors (Mental Health America, 2021). The tiers in this model include providing preventive practices such as positive relationships with adults, teaching social skills through direct instruction and modeling, problem solving when necessary, creating supportive environments for learning, addressing mental health concerns when needed—all leading into identifying cases where further tiered supports might be necessary as well.
Data analysis plays an important part in determining which students would benefit from either RTI or the Pyramid Model by helping teachers assess progress over time using outcome-based measurements like test scores or classroom observations. Educators can then use this information to better inform decisions about which strategies should be implemented at each tier level and how often they should occur throughout the year.
Having educators work together helps ensure all involved have similar goals when designing an effective tiered program so that everyone’s efforts are focused on achieving success for every student regardless of ability level or background. Collaboration also allows teachers different perspectives which can shed light onto possible issues that may not have been considered previously while ensuring those responsible are clear about what they will do next in order to implement any changes necessary.
Overall though having experience implementing these strategies is key if one wishes to effectively utilize them going forward. However even without prior experience but with proper training one can still learn how best integrate either approach into their current programming since each has its own strengths depending upon application context–which makes them invaluable resources in today’s educational landscape