Response to Intervention

1. Response to Intervention Milltown’s RtI model The Office of Curriculum and Instruction Rigorously Preparing our Students for a Successful Tomorrow

2. 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

3. 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

4. What isResponse 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

5. Milltown’s Approach to RtI • Establish a Professional Learning Community at both schools • Develop a 3-Tier intervention plan • Maintain an active Intervention and Referral Services (I&RS) team

6. Professional Learning CommunitiesProfessional 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

7. 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

9. 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

10. 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

11. 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

12. 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