WORKING TOGETHER TO HELP CHILDREN SUCCEED

RtI is the Practice of… *providing high-quality instruction/intervention matched to individual student needs *systematically assessing children to ensure academic progress is made *an intervention-based program used to help make important educational decisions

Core Principles of RtI All children can learn and we will effectively teach them all, utilizing scientifically research based instruction We will intervene early – be proactive rather than reactive We will use a multi-tier model – Intervention must be differentiated in nature and intensity We will use a problem-solving model based on data to make decisions within a multi-tier model Is there a problem and what is it? (Identification) Why is it happening? (Analysis) What are we going to do about it? (Plan) Did our intervention work? (Review and Revise) NASDE, 2005

Why is assessment such an important piece of RtI? We must use assessment for three purposes: (1)Universal screening of children to identify those who are not making progress at expected rates (2) Diagnostics to determine what children can and cannot do (3) Progress monitoring to determine if interventions are producing desired effects

What Universal Screenings are we using at Holland? Second Grade Students in the area of Reading: Our initial assessment has been broken down into three separate parts: DIBELS, Developmental Reading Assessment (DRA), and Teacher Input. The overall “Risk level” is taken from these three areas, the child is then placed into a Tier. First and Second Grade Students in the area of Mathematics: Our initial screening is based from our Curriculum Based Assessment

Tier I – Universal or Core Language Arts instruction for all students, with flexible small group instruction– Meets the needs of 80% of learners Tier II – Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) – needed by 15% of the students Tier III – Intensive Supplemental Interventions provided – needed by 5% of the students Adapted from NASDSE, 2005 Three Tier Model

What to expect when a child moves through a tiered intervention… (1) Interventions take place in addition to the general Language Arts and Mathematics curriculums. Students will not miss any of their core Language Arts or Mathematics due to interventions. (2)Progress monitoring will occur more frequently to ensure student progress is being made. (Tier II: Bi-weekly, Tier III: Weekly) (3)Intervention periods are held for a duration of approximately ten weeks. (4)Once students meet with success in Tiers 2 and 3, they progressively return to Tier 1 instruction.

Key Players in Holland’s RtI Team… Mr. Sanko, Principal Second Grade Team - Mrs. Post, Mrs. Eisemann, Mrs. Chominski and Mrs. Caraccio Dr. Moore, School Psychologist Mrs. Gittleman, Literacy Specialist Mrs. Eastburn, Math Specialist Mrs. Pacitti, Instructional Support Teacher Ms. McGrath, Learning Support Teacher Mrs. Rothrock, School Counselor The following staff members work hand-in-hand with your child’s teacher to determine the best possible course of action to help your child meet with success…

What RtI Looks Like at Holland Elementary: Language Arts A student moves to Tier II if he/she is : -is at “At Risk” in one or more assessment areas (all students who came up “At Risk” came up at “Some Risk in the other one or two assessment criteria ) Power Hour: -All students receiving Tier II interventions will receive “Power Hour” five times a week -Power Hour will be conducted daily from 2:45-3:35 for 10 weeks - After 10 weeks, a student either moves back into Tier I or moves on to Tier III for more intensive interventions. Tier II Langauge Arts Programs: - Wilson - Read Naturally -Earobics I -Fountas/Pinnell Tier III Langauge ArtsPrograms: -Fundations (pre-Wilson) -Earobics II -Read Naturally

What RtI Looks Like at Holland Elementary: Mathematics Peer Assisted Learning Strategies (PALS) - Sage volunteers will facilitate the program under the direction of the Math Specialist - Students work in pairs, so that partners work simultaneously and productively on different activities that address the problems they are experiencing. - Pairs are changed regularly, and over a period of time as students work on a variety of skills, all students have the opportunity to be "coaches" and "players."