Response to Intervention (RtI) integrates assessment and instructional multi-level interventions within a school as a way to achieve better outcomes for students. It is a multi-step approach to providing services and interventions to students who struggle with learning, with the progress students make at each stage of intervention being closely monitored.
Under the RtI framework, our teachers and administrators will be identifying students within our buildings who are at risk academically. Being able to identify these students will allow teachers to intervene and provide support prior to a student suffering from more serious academic deficiency. If initial interventions are not successful, the staff will be able to move along the spectrum to more intensive interventions as needed.
The use of an RtI framework as part of our procedure for monitoring and addressing students’ learning needs can provide critical information about the instructional needs of students more quickly, thus reducing the time it takes to create an effective educational intervention and the time a student waits before receiving additional academic interventions. It also reduces the overall number of students referred for special education services and increases the number of students who succeed within the general education setting.
The Íæż½ã½ã School Íæż½ã½ã will be utilizing the i-Ready Diagnostic screener to identify student learning needs. For grades K-8, screening will take place two-three times per academic year. For grades 9-12, interventions will be based on teacher recommendations.
Other assessments and/or short-term progress monitoring will be used to confirm the student’s specific academic needs within the subject area.
In the coming months, buildings will be implementing teams of teachers to analyze the data, identify students who will receive academic intervention services, monitor progress and decide if further evaluation is needed.