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RTI, MTSS, and PBIS are Common Sense in Action. Intervention Compass and Mr. Elmer empower educators to make the common sense more common.

The common sense benefits of RTI, MTSS, and PBIS can be relatively easy to realize with the right tool and technology. You don’t have to be an expert. Intervention Compass minimizes the labor, streamlines the processes, and removes the confusions that teachers and administrators sometimes have when attempting to implement systems of supports.

All you have to do is log in to Intervention Compass and serve students.

What follows are common questions for which there are common sense responses; Intervention Compass guides educators in delivering on the common sense.

How can schools deliver on their mission statements?

RTI, MTSS, and PBIS operationalize a schools’ mission statement: “We believe that all students can learn and we’ll do whatever it takes to make that happen.” Designing structures that ensure that all students receive the supports that they need is a moral imperative. Intervention Compass is designed around the structures of systems of supports.

We understand that student needs ought to be predictable; how do we proactively prepare for these needs?

We can predict the types of supports that students will need: Some students will require differentiation and scaffolds to access learning opportunities, to optimally succeed and grow within core environments (what is commonly known as Tier 1); some students will need additional time and alternative supports at the completion of units of instruction, as revealed by evidence, to master core priorities and others will be ready for greater levels of complexity and will greatly benefit from opportunities to delve into priorities at greater levels of depth (what is commonly known as Tier 2); some students will be in desperate need of immediate, intensive, and targeted supports to ameliorate significant deficits in foundational skills and other students will benefit from opportunities to dive deep into a passion – highly specialized supports to meet students’ at, and nudge them from, their zones of proximal development (what is commonly known as Tier 3). The tiers of support represent proactive preparation for predictable needs. Within Intervention Compass, educators are prompted to take action when needs emerge.

When is the right time to initiate supports for a student who is experiencing difficulty?

Students need not fail within core environments for six weeks and then receive core and more supports (Tier 1 + Tier 2) for six more weeks before they received intensive and targeted supports; students at great risk for experiencing failure and frustration immediately receive highly specialized (Tier 3) supports. When we identify a student with a significant deficit in foundational skills, must act with a sense of urgency and provide immediate intervention. Students can also be provided with highly specialized supports if core and more are proven insufficient; if students are not adequately responding to a combination of core and more supports, then we should strive to diagnose a likely cause and provide a targeted, intensive intervention. Student study teams should become involved earlier; they should not be the gatekeepers to a formal evaluation. These expert teams should collaboratively inform highly specialized supports. Students should not need to rely upon a specific teacher to advocate for their success. We have all the data that we need to identify students who are at grave risk of failure. We must act. And, documentation, or lack thereof, should never be the gatekeeper to a child receiving support. Intervention Compass empowers teams, streamlines data and documentation, and guides educators to meet student needs in a timely manner.

How do we efficiently and effectively monitor the progress of students, whether in response to core instruction or intervention?

There is no RTI if we cannot measure the extent to which students are responding to instruction and intervention. We must proactively plan for efficient and effective checks to fulfill the following evidence-gathering need: To what extent are students responding to supplemental supports? We call this progress monitoring and use various methods to gather feedback.

We must measure the efficacy of our efforts on behalf of students. Intervention Compass reminds educators when to monitor progress and automatically plots progress and illustrates growth on Data Walls.

We have a decent handle on academics; how do we effectively meet students’ behavioral needs?

Behaviors are as critical as academics. We have not encountered many students with significant deficits in foundational academic skills for whom years of academic failure and frustration have not led to significant behavioral needs. We have not encountered many students with significant deficits in behavioral skills whose behavioral challenges have not contributed to academic difficulties. And for all students, the behaviors, habits, and attributes known as 21st century skills, self-regulation, or executive functioning are as critical to success in college, career, and life as academics.

Intervention Compass has behavioral and social-emotional learning skills programmed into its DNA. No matter the student need, Intervention Compass will do the backend work and allow educators to serve students.

Intervention Compass by Mr. Elmer is designed to take care of the logistics of RTI, MTSS, and PBIS so that educators can focus on serving the needs of the students in their classrooms and schools. By automating, prompting, and guiding teams and teachers through the principles of systems of supports, Intervention Compass helps ensure that RTI, MTSS, and PBIS deliver on their research-based promise.

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