Response To Instruction. Where are we now!. MES Mission Statement.
Where are we now!
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
Christine Zimmer - RTI Coordinator
Pam Beck - Reading Specialist
Ali Janowicz – Guidance
Linda Haver – Special Education
Karen Coyle – Grade 2Team Members
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
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.
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.