WORKING TOGETHER TO HELP CHILDREN SUCCEED

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WORKING TOGETHER TO HELP CHILDREN SUCCEED
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RtI is the Practice of

• providing high-quality instruction/interventi
  on 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

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Core Principles of RtI ?? 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
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• Why is assessment such an important piece of RtI?
• We must use assessment for three purposes
• 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

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What Universal Screenings are we using at
Holland?

• Second Grade Students in the area of
  Reading
• Our initial assessment has been broken down into
  three separate parts DIBELS, Developmental
  Reading Assessment (DRA), and Teacher Input. The
  overall Risk level is taken from these three
  areas, the child is then placed into a Tier.
• First and Second Grade Students in the area
  of Mathematics
• Our initial screening is based from our
  Curriculum Based Assessment

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Three Tier Model
?? 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
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What to expect when a child moves through a
tiered intervention

• (1) Interventions take place in addition to
  the general Language Arts and Mathematics
  curriculums. Students will not miss any of their
  core Language Arts or Mathematics due to
  interventions.
• Progress monitoring will occur more frequently to
  ensure student progress is being made. (Tier II
  Bi-weekly, Tier III Weekly)
• Intervention periods are held for a duration of
  approximately ten weeks.
• Once students meet with success in Tiers 2 and 3,
  they progressively return to Tier 1 instruction.

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Key Players in Hollands RtI Team
The following staff members work hand-in-hand
with your childs teacher to determine the best
possible course of action to help your child
meet with success

• Mr. Sanko, Principal
• Second Grade Team
• -Mrs. Post, Mrs. Eisemann, Mrs. Chominski
  and Mrs. Caraccio
• Dr. Moore, School Psychologist
• Mrs. Gittleman, Literacy Specialist
• Mrs. Eastburn, Math Specialist
• Mrs. Pacitti, Instructional Support Teacher
• Ms. McGrath, Learning Support Teacher
• Mrs. Rothrock, School Counselor

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What RtI Looks Like at Holland Elementary Languag
e Arts A student moves to Tier II if he/she is
-is at At Risk in one or more assessment
areas (all students who came up At Risk came
up at Some Risk in the other one or two
assessment criteria )Power Hour-All students
receiving Tier II interventions will receive
Power Hour five times a week -Power Hour will
be conducted daily from 245-335 for 10 weeks-
After 10 weeks, a student either moves back into
Tier I or moves on to Tier III for more intensive
interventions. Tier II Langauge Arts
Programs - Wilson - Read Naturally -Earobics
I -Fountas/Pinnell Tier III Langauge
ArtsPrograms -Fundations (pre-Wilson) -Earobic
s II -Read Naturally
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What RtI Looks Like at Holland ElementaryMathema
tics

• Peer Assisted Learning Strategies (PALS)
• - Sage volunteers will facilitate the program
  under the direction of the Math Specialist
• - Students work in pairs, so that partners work
  simultaneously and productively on different
  activities that address the problems they are
  experiencing.
• - Pairs are changed regularly, and over a period
  of time as students work on a variety of skills,
  all students have the opportunity to be "coaches"
  and "players."

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Working Together Success