Response to Intervention

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Response to Intervention

• Milltowns RtI model

The Office of Curriculum and Instruction Rigorousl
y Preparing our Students for a Successful Tomorrow
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Regulatory Requirements Response to Intervention
(RtI)

• US Department of Education, Office of Special
  Education Programs
• No Child Left Behind (NCLB)
• The Individuals with Disabilities Education Act
  (IDEA)
• Federal regulations at 34 CFR 300.307-309
  require that state agencies must adopt criteria
  for determining whether a child has an LD and the
  criteria adopted must permit the use of RtI

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Response to Intervention (RtI) Goals

• Prevention of academic/behavior problems
• Attend to skill gaps early
• Provide interventions/instruction early
• Close skill gaps to prevent failure
• Determination of eligibility as a student with a
  specific learning disability
• Pattern of inadequate response to interventions
  may result in referral to special education
• Student intervention response data are considered
  for SLD eligibility

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What isResponse to Intervention (RtI) ?

• RtI is the practice of providing high-quality
• Instruction and intervention matched
• to student needs
• and
• using performance data
• to
• inform educational decisions

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Milltowns Approach to RtI

• Establish a Professional Learning Community at
  both schools
• Develop a 3-Tier intervention plan
• Maintain an active Intervention and Referral
  Services (IRS) team

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Professional Learning CommunitiesProfessional
Learning Communities at Work Best Practices for
Enhancing Student Achievement, Dufour and Eaker,
1998

• Teacher collaboration is embedded in the school
  day (QSAC)
• Teams pursue measurable student achievement goals
  (QSAC)
• Common formative assessment is frequent (QSAC)
• Analysis of data drives instruction
• Differentiation is built into instructional plan

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3-Tier Intervention Plan

• Tiers include increasing levels of intensity of
  interventions
• Primary Instruction -- differentiated curriculum
  and instruction for all students
• Secondary Interventions -- Targeted
  interventions for students at risk
• Tertiary Interventions -- Strategic/Intense
  interventions for students with intensive needs

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MATH TIERED INSTRUCTION

• Grades 1-4
• homeroom class
• 1 Differentiated Instruction Regular math class
  assigned based on homeroom teacher
• 2 Flexible Grouping
• RtI group assigned based on end-of-unit teacher
  made tests
• RtI teacher may or may not be regular homeroom
  teacher
• 3 After-school Tutoring
• Additional assistance for students not meeting
  proficiency on RtI retest

• Grades 5-8
• departmentalized course
• 1 Differentiated Instruction
• Regular math class assigned based on Terra Nova,
  NJ ASK, and teacher recommendation
• 2 Flexible Grouping
• Additional guided instruction based on grade
  level mastery indicators as assessed using
  Learnia
• 3 After-school Tutoring
• Students enrolled in RtI group based on common
  assessment proficiency score

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Intervention and Referral Services(IRS)
MISSION STATEMENT To ascertain the challenges of
individual students and provide appropriate,
tiered interventions to promote student success
at school IRS Team Members IRS
Coordinator Administrator Referring Teacher Child
Study Team (CST) Member Support Teacher
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Advantages of RtI Approach

• Provides instructional assistance in a timely
  fashion (e.g., NOT a wait-to-fail model)
• Helps ensure a students poor academic
  performance is not due to poor instruction or
  inappropriate curriculum
• Informs teacher and improves instruction because
  assessment data is collected and closely linked
  to interventions

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Increasing student achievement by meeting the
needs of each learner is our 1 priority

• Thank you for coming.

The Office of Curriculum and Instruction Rigorousl
y Preparing our Students for a Successful Tomorrow