Response to Intervention
Response to Intervention (RTI) is a process used to identity students who may need additional reading support to develop the skills necessary for long range reading achievement. RTI provides an improved process and structure for school teams in designing, implementing, and evaluating educational interventions.
Universal Screening is a step taken by school personnel early in the school year to determine which students are "at risk" for not meeting grade level standards. Universal screening can be accomplished by reviewing recent results of state tests, or by administering an academic screening test to all children in a given grade level. Those students whose test scores fall below a certain cut-off are identified as needing more specialized academic interventions.
Student Progress Monitoring is a scientifically based practice that is used to frequently assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring procedures can be used with individual students or an entire class.
Scientific, Research-Based Instruction refers to specific curriculum and educational interventions that have been proven to be effective –that is, the research has been reported in scientific, peer-reviewed journals.
We know that early intervention is effective. Providing high quality, scientifically-based instruction and interventions, and holding schools accountable for the progress of all students in terms of meeting grade level standards helps insure that all students receive the help they need to become proficient learners.
In most cases there are varying degrees of additional assistance required. At each grade level, various teachers are delivering this assistance including, regular education teachers, intervention specialists, and learning support teachers. Depending on the level of intervention, students may miss some or all of their content instruction (Social Studies/Science). While we certainly believe that Science and Social Studies are important subjects, reading is the foundation that will allow students to succeed in those subjects in the future. Throughout the year we will monitor student’s progress to assist us as we make instructional decisions.
Response To Intervention is broken into tiers of support.
Targeted Tier I: This group includes students that need additional assistance and receive that assistance in the regular classroom. Students may work with their homeroom teacher or another teacher at the same grade level at some time during the regular reading instructional time.
Tier II/III: This group of students continue to receive all the reading instruction in the regular classroom and additional instruction in deficit areas outside of the allotted reading block four to five times weekly for 30 minutes.
Membership in these intervention groups is flexible meaning that student progress is monitored and changes in group placement may be made during the school year. As students move into or out of any tiered instruction you will receive written notice of the changes.
If you have any questions, please feel free to contact your child’s teacher, the guidance department or the administration.