Customer Reviews

Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don't Learn

5 star:		(9)
4 star:		(0)
3 star:		(0)
2 star:		(0)
1 star:		(1)

 

 

Good introduction for eduacators or administrators beginning the RTI (Response to Intervention) approach or using mutiliple tiers of interventions. What would have been beneficial is to see more sample schedules/more "nuts and bolts" of how it words as opposed to narrative story examples.

If you are wondering whether you should become a teacher, then I recommend reading this book.

It will convince you to get that advanced degree in physics, mathematics, or business and STEER CLEAR of the public school system.

Could you imagine, for one minute, working for this guy?

It would send shivers up the spine of any SANE PERSON.

Reading this book as a faculty book study helped us change our school culture from one where the default practice was to look outside the classroom for solutions when individual students experienced difficulty in learning to a culture where teams of teachers now collaborate to find ways to provide more time and support for struggling learners within the regular education classroom. With the new knowledge acquired through our book study, teacher teams came up with innovative ways to help struggling students using our current resources. I highly recommend this book for all schools seeking ideas of how to restructure your current resources to better meet the needs of students who do not learn a concept the first time around.

I love books that both read well, and provide me the guidance and tools to ACT! This is what Pyramid Response to Intervention does. When experiencing challenges in real time, educators are looking for resources that provide them with the background and foundation for learning, and the tools and resources to ACT. Mattos, Weber, and Buffum help schools move from addressing the learning needs of students 'in pockets,' to addressing the issue in a systematic and comprehensive way.

Kenneth C. Williams
Author, Speaker, Consultant

This book represents a structure that will intervene before learning problems occur. The three authors have provided a hands-on book for persons wanting to achieve sustainable high levels of performance. They also clarify the term RTI and draw relationship to the work of Richard DuFour, Becky DuFour and Robert Eaker. It is very practical for educators during this accountability era.

This is a must read for all teachers/teams trying to make a difference for their students. It gets you started with great ideas and practical solutions.

If you are planning on building a response to intervention program, do yourself a huge favor and read this book BEFORE you start. You'll not only enjoy the read but you'll save yourself a ton of time cleaning up mistakes from unwise execution and poor starts. The authors write from a perspective of having "been there and done that!" Each author has created powerful intervention pyramids at their respective schools or districts and the sustained results that are nothing short of amazing.

I read this book on a plane from DC to Denver and couldn't put it down. It is a highly practical, readable look at how the RTI model and the Professional Learning Community Pyramid of Interventions mesh and compliment one another. This book clears up a lot of misconceptions about both RTI and the PLC pyramid of interventions. I would recomment it to teachers and to school administrators who oversee these processes.

This book and the accompanying website resources are fantastic tools for use in your school. This book would be a great choice for a book study to help clarify RTI and the need to build teacher community in order to be the most successful professionals possible.

This book offers the best insights into how the Response to Intervention (RTI) initiative can be used to change the culture of schooling in ways that impact learning for students and adults. The authors decry the tendency of schools to see RTI as a program to be purchased as an add-on to the traditional school culture. They recognize that RTI can be a powerful catalyst for improving schools, but only if it occurs in the context of a commitment to ensure all students learn, a collaborative culture, and a collective effort. They describe a continuous improvement process that uses evidence of student learning not only to respond to students who struggle but also to inform and improve instructional practice.

The book goes beyond making a case for RTI. It is filled with concrete examples of missteps to avoid and the specific strategies necessary to develop interventions that are timely, precise, directive and systematic. The authors speak with the authority that only comes from a deep understanding of the culture of schools, and their ideas will resonate with educators at all levels.

Dr. Richard DuFour, educational author and consultant