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Response to Intervention Milltown’s RtI model The Office of Curriculum and Instruction Rigorously 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 is Response 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 inform educational decisions
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Milltown’s Approach to RtI Establish a Professional Learning Community at both schools Establish a Professional Learning Community at both schools Establish a Professional Learning Community at both schools Develop a 3-Tier intervention plan Develop a 3-Tier intervention plan Develop a 3-Tier intervention plan Maintain an active Intervention and Referral Services (I&RS) team Maintain an active Intervention and Referral Services (I&RS) team Maintain an active Intervention and Referral Services (I&RS) team
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Professional Learning Communities Professional 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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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 MATH TIERED INSTRUCTION
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Intervention and Referral Services (I&RS) MISSION STATEMENT To ascertain the challenges of individual students and provide appropriate, tiered interventions to promote student success at school I&RS Team Members I&RS 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 student’s 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 Rigorously Preparing our Students for a Successful Tomorrow
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