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TIER 1 |
Saturday, August 23, 2008 10:03 PM |
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TIER I ~ Primary
Intervention
All students receive scientifically researched based classroom instruction
using validated practices including a minimum of 90 minutes with the
language arts Four Blocks Model. Tier I begins with the core,
research-based, reading program implemented in the uninterrupted, 90 minute
reading block with the teacher using multi-tiered differentiated
instruction.
Secondly, students identified in the lowest 10% per grade level and/or
referred to the School Intervention Team for RTI receive 30 minutes three
times per week of general educational instruction in small groups by the
classroom teacher for interventions based on the needs identified by the
Team. This targeted research-based intervention is implemented by the
classroom teacher and monitored for fidelity and effectiveness by the School
Intervention Team. Student progress is monitored weekly by the teacher with
the data collected and considered when the School Intervention Team meets.
After approximately nine weeks of interventions at Tier I, the School
Intervention Team meets to review progress with the parent. If progress has
been made, the team may consider continuing Tier I interventions until
adequate gains are made and the student no longer needs interventions. If
there has been no progress or limited progress, the School Intervention Team
and parent consider the child for more intensive Tier II interventions. The
team may also consider the need for other support staff and services such as
screenings and request assistance as appropriate
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| What
is Response to Intervention? |
Definition |
| RTI is a tiered
framework for service delivery that is systematic and databased for
identifying and resolving students’ academic or behavioral difficulties
through implementation of scientifically based instructional practices based
on the individual learner’s needs. |
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framework provides: |
Guidelines |
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High-quality instruction and intervention matched to
the student’s needs
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Frequent progress monitoring to make decisions about
change in instructional strategies and goals
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Child response data applied to educational decisions
including special education eligibility determination for students
suspected of having learning disabilities
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