Response To Instruction Where are we now!

MES 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, reliable assessments. Ongoing evaluation, professional development and leadership will be provided to ensure the success of our students. Revised March 2012

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

New This Year Training and Support from the DOE and NCRTI Scheduling Changes for Tertiary (Tier 3) Before and After School Interventions and Supports Terminology

Supports Site Visitations from DOE, NCRTI Cohort Supports from 6 NH Schools PLC’s held monthly at the DOE Training Modules from the NCRTI Increased Support in Core Instruction: DI, Peer Coaching from the New England Comprehensive Center

Local Support Increased Staffing: We now have in place a full-time RTI Coordinator, .5 HQT, 3 full-time Paraprofessionals. Programs: Mini Mustangs PM Kindergarten for students struggling in math/reading. Before and afterschool supports for students including transportation PD funding at the district level Supplies, Equipment, and technology funding from local budget resources

Terminology Primary (Tier I): This represents the core instructional group. When adequately differentiated instruction is applied 80 - 90% of these students will achieve established benchmarks. Assessments occur 3 times per year. Secondary (Tier II): More intensive services and interventions, usually in small groups and are provided in addition to general instruction. Bi-weekly progress monitoring is suggested and these researched-based interventions last typically 6-10 weeks. Tertiary (Tier III): for students who do not adequately respond to targeted Tier II interventions. Eligibility for special education services under IDEA would be considered. Additional testing may be warranted and students would receive individualized , intensive, interventions targeted to specific skill deficits.

Essential Components

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.

FOCUS Increased Technical Assistance from the DOE and NCRTI Strengthen Core Instruction Incorporate the Behavior Component Increased PD Improve Data Analysis, Progress Monitoring , Reporting Fidelity Monitoring Streamline Data Meetings (Efficiency) Increase Staff and Supports