Typically, when households and families discuss education, conversations often rely on their own educational experiences from decades ago. Please pardon my generalisation, but the point I wish to make is that educational research has moved at a breakneck pace over the past two decades. Schools have moved significantly beyond the curriculum delivery by way of ‘chalk and talk,’ to a curriculum that teaches thinking.  

The evidence-based recommendations for educators have shifted into the scientific realm. Today’s education is ‘forward thinking’, coining the words of Dr Nathaniel Swain, founder at Think Forward, whose research includes the ‘science of reading’ and the ‘science of learning’. His predecessors, Hattie, and Marzano, et al. have all predicated their research on the science of teaching and learning. 

Evidence-based educational pedagogy and the specifics of its delivery in classrooms underpin what we do at St Catherine’s School. However, I want to dive deeply into the science behind Learning Plus at St Catherine’s School.  

At the foundation of its delivery, Learning Plus relies on the evidence-based, Response to Intervention (RTI) model. It is a multi-tiered strategy for identifying and assisting students with learning disabilities.  

This evidence-based framework aims to provide targeted instruction and interventions to meet the diverse requirements of our learners, including twice exceptional (2e) students who are highly able but also have a learning disability. This article will examine the science behind RTI and how it can support students with learning difficulties and 2e students.  

RTI is predicated on the premise that all students can learn, albeit at different rates and through various strategies. It is intended to prevent academic failure by providing early intervention and assistance to students having trouble in their learning. The framework consists of three tiers of support that give increasingly intensive interventions based on the needs of the students.  

Tier 1 incorporates expert, explicit instruction in the classroom designed to meet the needs of all students but prioritised for students with specific or imputed learning difficulties (NCCD).  

Teachers use evidence-based practices and differentiated instruction at this level to provide a learning foundation that most students can access. Tier 2 may be referred to if a pupil requires a response to this level of education.  

Tier 2 consists of interventions that target specific areas of difficulty. Tier 2 interventions are provided in small groups, typically outside the classroom, and are more intensive than Tier 1 instruction. Tier 2 aims to provide adequate small group support to enable students to access the classroom curriculum. If students continue to require Tier 2 interventions, they may be referred to Tier 3 interventions.  

Tier 3 interventions are intensive, individualised and tailored to a particular student’s learning needs. These interventions are usually carried out by specialists such as Occupational Therapists, Speech Therapists and Educational Psychologists. Their sessions are highly structured and explicit. Tier 3 aims to provide 1:1 assistance to help students achieve academic success.  

RTIs rely on the use of data to inform learning plans and learning interventions. Teachers and other school personnel use various assessment instruments. These instruments include universal screening measures, administered to all students to identify those who require additional support, and progress monitoring measures, used to assess students’ progress over time.  

Allied Health providers use data gleaned from instruments such as the WISC, WIATT, The Dash, C-TOPP, Connors, to identify students at risk of academic failure, but more significantly provide strategies for educators to implement in the classroom at Tier 1.  

Firstly, RTI can be particularly helpful for students with learning difficulties, including 2e students with exceptional aptitude. Further information is available on the Learning Plus page on mystcatherines here. 

Students with cognitive disabilities may have trouble accessing grade-level curricula and require additional academic support to achieve academic success. RTI provides a systematic approach to identifying and resolving these challenges, which can prevent educational failure and promote academic success.  

RTI can also benefit students who find learning challenging yet have remarkable academic abilities. Due to their learning difficulties, these students may have difficulty accessing the curriculum, but they may also require differentiated instruction tailored to their exceptional abilities. RTI can provide a framework for identifying and supporting these students, ensuring they are appropriately challenged and supported in their academic pursuits.  

Secondly, learning interventions based on scientific research can be especially beneficial for students with learning difficulties and gifted 2e students. These students may require interventions explicitly designed to meet their unique requirements, and using evidence-based programs such as the Writing Revolution and Sounds Write, in addition to the inclusion of assistive technologies can ensure the effectiveness of these interventions. Evidence-based interventions also include explicit instruction, which breaks down complex skills into smaller, more manageable components, and scaffolding, which facilitates students acquiring new skills.  

Thirdly, the use of a multi-tiered system of support can be especially advantageous for students with learning difficulties and 2e students with exceptional aptitude. This system enables individualised, targeted support for each student. For instance, a pupil with reading difficulties may receive Tier 2 interventions emphasising phonics instruction. In contrast, students who are highly able in mathematical aptitude may receive Tier 2 interventions highlighting challenging, enriched mathematics content.  

In addition, we should acknowledge that RTI is not a one-size-fits-all solution. Students with learning disabilities and 2e students with exceptional ability have unique requirements that require individualised support. RTI can provide a framework for meeting these needs, but interventions must be tailored to each student’s requirements.  

Lastly, using RTI can promote a positive school ethos that values and supports all students. RTI can prevent academic failure and promote educational success for all students by providing interventions tailored to their specific needs. Students feeling nurtured and supported in their academic endeavours can positively affect the school environment.  

RTI provides a multi-tiered system of support that enables interventions tailored to the student’s specific requirements. RTI can assist in preventing academic failure and promoting educational success for all students by utilising practices and interventions based on empirical evidence.  

However, implementing RTI requires a holistic approach. To be effective in our interventions, input from allied health professions, students, teachers, and parents. Fundamental to any educational delivery is the importance of teamwork and consultation. We know that if students are nurtured and feel confident about their abilities, they are happy and primed to reach their potential.