1. WORKING TOGETHER TO HELP CHILDREN SUCCEED RESPONSE to Instruction & Intervention

2. RtII 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

3. Core Principles of RtII  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

4. Why is assessment such an important piece of RtII? 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

5. What Universal Screenings are we using at Rolling Hills? Kindergarten, First, Second, and Third Grade Students in the area of Reading: Our initial assessment has been broken down into three separate parts: 1) DIBELS; 2) CR English/Language Arts (ELA) Assessment - Kindergarten, Developmental Reading Assessment (DRA) – First and Second Grades, and Scholastic Reading Inventory (SRI) – Third Grade; and 3) Teacher Input. The overall “Risk level” is taken from these three areas, the child is then placed into a Tier.

6. 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

7. What to expect when a child moves through a tiered intervention… (1) Interventions take place in addition to the general Language Arts and curriculum. Students will not miss any of their core Language Arts 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)Tier II Intervention periods are held for a duration of approximately ten weeks with at least 24 teaching sessions. (4)Tier III Intervention periods are held for a duration of approximately ten weeks with at least 40 teaching sessions. (5)Once students meet with success in Tiers II and III, they progressively return to Tier 1 instruction.

8. Key Players in Rolling Hills’ RtII Team… Principal Grade Level Teams School Psychologist Literacy Specialist Instructional Support Teacher Learning Support Teacher School Counselor The following 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…