All students must be taught with researched-based instruction. Students are given assessments throughout the school year to monitor their progress. A data team, (for example: principal, teachers and Title-I/RTI-II teachers) will meet and discuss the progress of all students with focus on literacy and math. This data is shared with parents at conferences and through reports.

Tier I

If a student is not making the expected progress, teachers provide extra instruction that is directed toward standards that are not being achieved. This is called RTI-I or Response to Intervention Tier-I. Teachers make written plans with the most recent data, goals, planned intervention time and frequency, and progress monitoring. After 6 weeks of tier I instruction, the team reviews the progress and determines if the child has met the goals or needs continued instruction and perhaps change of interventions. This continues every 6 weeks. After two 6-week cycles of instruction, the team may decide to refer the student to the the SIT (Student Intervention Team) to discuss if more intensive instruction is needed, which may result in RTI-II.

Tier II

In K-5 of RSU#13, Tier II of RTI involves the Title I teacher and possibly the Title I ed. tech. The Title-I teacher does further investigation into what the student needs. The Title-I teacher makes a plan with the most recent data, goals, planned intervention time and frequency, and progress monitoring. The student is likely to go to a separate room to receive more interventions in a small group or 1:1 setting, but this may be done right in the classroom if it works best that way. Parents are notified in writing about their child receiving RTI-II services (also known as Title-1 in K-5 of our district). Parents are asked to participate in helping their child make the needed progress and keep communication open with the teachers. This may include practicing a specific reading or math skill with the child.

After every 6-12 week cycle, the team determines dismissal, continued need, or sometimes a referral for further evaluation. If there is continued need, the goals and interventions are considered and it is decided if there needs to be adjustments to the plan. Ideally a student would make progress and no longer need RTI-II. Some students have RTI-II for as short as 6 weeks (this is rare), while others may need many months or even years of RTI-II instruction. After a great deal of consideration and instructional interventions if the child has not made the expected progress, the team may decide to refer a student for further evaluation; if this happens parents are notified.

Parents are given a RTI-II (Title-I) progress reports every time that a report card is sent home. Parents are encouraged to meet with the Title-I/RTI-II teacher at parent conferences. I often go to the conference with the classroom teacher, but if you'd like a separate time with me please let me know.