RTI: Response To Instruction Madison Elementary School 07-11-12

Mission Statement Our vision for RTI is that all students can achieve with the right supports. We will work together as a whole school to create a systematic framework of providing high quality instruction and intervention matched to student needs. We will use scientific-research based programs and valid and reliable assessments. Ongoing professional development and leadership will be provided to ensure the success of our students. July 8, 2009

Defining RTI RTI integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions based on a student’s responsiveness. RTI may be used as part of the determination process for identifying students with specific learning disabilities or other disabilities.

Team Members Christine Zimmer RTI Coordinator Karen Coyle Grade 2 Brian Ernest Administration Linda Haver Special Education Ali Janowicz Guidance Pam Beck Reading Specialist

Universal Screening Purpose: Identify students at risk for poor learning RTI is dependent on progress monitoring and data collection. Focus: All Students Time Frame; Administered more than one time per year (e.g., fall, winter, spring) Madison Elementary: students are screened math and reading three times per year. AIMSweb is used for math and DIBELS NEXT is utilized for reading. www.rtiforsuccess.org

Roles and Responsibilities RTI Coordinator: responsible for the organization and implementation of screening, progress monitoring and interventions. Responsible for the allocation of resources i.e., planning, scheduling and collection of data. Coordination of grade level meetings.

Progress Monitoring Purpose: Monitor Students’ response to primary, secondary or tertiary instruction in order to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction Focus: Students identified through screening as at risk for poor learning outcomes Tools: brief assessments that are valid, reliable, and evidence-based Timeframe: Students are assessed at regular intervals (i.e. monthly, bi-weekly, weekly) www.rtiforsuccess.org

Madison Elementary Math Reading Tier 2 Students are assessed monthly using AIMSweb (Concepts and Applications CAP, Computation COMP, Test of Early Numeracy TEN) Classroom Assessments for all (monthly) Tier 3 students are assessed monthly with AIMSweb, and weekly with Mastery Measures based on the intervention program. Tier 2 Students are assessed bi-weekly using DIBELS NEXT (Oral Reading Fluency, DAZE) Classroom assessments for all (monthly) Tier 3 students are assessed weekly using DIBELS NEXT, and weekly with Mastery Measures based on the intervention program

Logistics Interventions, Universal Screening and Progress Monitoring done by RTI, Title I, Special Education, and Reading Specialist. Core instruction is done by HQT classroom teachers supported by HQT paraprofessionals, Special Educators, Reading Specialist and RTI Coordinator.

Professional Development Core: A focus school-wide on Differentiated Instruction. The “Train the Trainer” model has been implemented with a team of teachers from all three schools in SAU#13. Coursework provided in district through UNH Cooperative Extension. Coaching and modeling through consulting services In district PLC’s to address instructional needs. Training provided for staff who participate in universal screening, progress monitoring, and interventions. Training for before and after school staff in core content areas

Math AIMSweb MES

Math AIMSweb MES

DIBELS K

DIBELS Grade 2

DIBELS All School

Web Links http://www.rtiforsuccess.org http://www.ed.state.nh.us/education/programs/documents/INTERACTIVEGUIDETORTI-NH.pdf