Above you will find an introduction to how we employ Response to Intervention (RTI) at our school. Response to Intervention is a multi-tier approach to the early identification and support of students with learning and behavior needs.
The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists.
Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
Below is a diagram of how we employ RTI in our school. Tier 1 is done in the regular classroom, all students receive this high-quality instruction and it is adequate for the majority of our students. Moving to the left into Tier 2 is our first level of intervention for struggling students. Tier 2 can often be completed in the regular classroom with the teacher or specialist targeting small groups where needed; it is also sometimes completed in a pull-out setting. Moving again to the left, Tier 3 is more intensive remediation where the struggling student, who does not respond to tier 2, is given additional assistance.
Our Gifted and Talented or Honors program also follows this model. All students receive the high-quality instruction in Tier 1. Moving right into Tier 2 we have students who are identified as high-ability. Here they are given work designed to encourage higher level thinking and to challenge their abilities. Moving right again into Tier 3, we have students who need additional support to challenge their learning; these needs are met on an individual basis.
Each core class is designed to address each of the needs of students who fall in tier 1 and both the tier 2's. We also have additional support for students who fall in either of the tier 3's. Please contact us or your child's teacher regarding the requirements for entrance into the honors program or if you feel your child requires additional support.
The counselors are an integral part of this model and we support our students in this model in several direct and indirect ways. We coordinate the master schedule so that each student is placed onto a Team. This team consists of each student's Language Arts teacher, Math teacher, Science teacher, (for 7th graders) a CTE teacher, an administrator, a counselor, and a special education teacher. These teams meet weekly throughout the year.
Team members bring data regarding student performance (grades, recent test scores, etc) and other needs to the meetings. In these meetings the counselors act as an advocate for the student and offer input as appropriate. As a team we come up with an intervention plan for each student with any of the needs listed above. At the next team meeting the interventions are assessed and new interventions made if needed.
Some of these interventions include an interview with a counselor, a student & team meeting, or a student, parent & team meeting. Other examples of direct counselor interventions may include: a referral to our group counseling, an invitation to SSA, supplying of school supplies/clothes/other needs, parent contact, etc.