What is Response to Intervention?
Response to Intervention (RTI) is a model for early identification and intervention for academic concerns. It utilizes a “screening” tool to identify students with potential literacy skill deficiencies, and then provides a structure for interventions to address those deficiencies.
Why is it Called RTI?
Once a student is identified as having potential literacy concerns, that student begins receiving interventions to address those concerns. While receiving these interventions, the student takes short assessments, called probes, on a regular basis (usually once a week for 8 weeks). These probes monitor the progress of the student and tell the teacher if the intervention is working, in other words – checking on the student’s Response to the Intervention.
Why For Only 8 Weeks?
A key component of RTI is that you determine the effectiveness of the intervention as quickly as possible. If the student is showing growth under the intervention, the intervention continues. If the student is not responding to the intervention then a different, more intensive intervention is prescribed.
Is This Special Education?
Great question! NO. All RTI interventions are pre-referral interventions. In fact, RTI was first mentioned in proposed language for the reauthorization of IDEA. It was mentioned as an alternative to the Discrepancy Formula Model for classification. The idea is that if you identify early and intervene early, many students will never need to be classified. Also, should all pre-referral interventions fail, the need for classification becomes much more clear. RTI will actually ensure that only those that truly need to be classified, are classified.
What Are These Interventions?
When a student is initially identified, he or she is placed into Tier 1 interventions. These interventions are the responsibility of the classroom teacher. Such interventions could include:
• Differentiated Instruction
• Small Group Instruction
• Appropriate Learning Centers
• Opportunities for Individual Attention
• Basic Classroom Modifications
• Additional Supportive Home Activities
Should the probes show that the student is not responding to these interventions, the student would be moved to Tier 2 interventions which may include a pullout program with a specially trained interventionist. There are three tiers of interventions.
In What Grades Will This Model Be Used?
Starting in September 2007, RTI will be used in Kindergarten through 3rd grades at all elementary schools.
The students of today are “Digital Natives”. Digital tools are like extensions of the young learner’s brain. We need to provide meaningful learning situations that involve and engage the student with technology.
Technology integration in the classroom…
• Energizes teachers
• Encourages dynamic teaching styles
• Excites and engages students
Again, our approach would be to look for research based technologies with proven track records. Over the next few years, we will be trying to add exciting technology into many classrooms across the district. So far, we have brought TabletPCs, projectors, and online resources to the Middle School Social Studies classrooms and Student Response Systems to all 5th grade classrooms and 6th grade Mathematics classrooms. In addition to these, every 8th grade student is issued a graphing calculator as they would a textbook. 7th grade classrooms also have class sets of graphing calculators. We have also added a Student Information System that tracks attendance, grades, and test scores for every child in addition to printing out report cards and progress reports. Soon, parents will have access to this system from home, allowing them unparalleled access to information on their child progress.
The middle school block schedule evolved from an examination of the traditional schedule and the discovery that instructional time was not being maximized during the school day, time was lost changing classes seven times per day, and time in math class was limited. We began to research best practice in middle school scheduling and block scheduling emerged as the most highly recommended schedule for effective middle schools. Additionally, block schedule is the recommended schedule of the National Middle School Association, the National Association for Secondary School Principals through Breaking Ranks in the Middle, and is a recurring recommendation for New Jersey Middle Schools through CAPA teams. Block scheduling allows middle schools to meet our goals of maximizing instructional time in classes through extended class time as well as to increase student achievement in math class.
The Gloucester Township Middle School block design was created with these goals in mind. Students will receive 84 minutes of math and 84 minutes of language arts literacy instruction daily. This gives us an increase of 180 minutes in math class weekly. Science and social studies classes will also be 84 minutes, but students will have science and social studies on a rotating marking period basis. Therefore, a student who has science first marking period will have social studies second marking period, and the cycle will continue. Physical education and exploratory classes will be 42 minutes each, with one extended 84 minute lab day per week. An additional benefit is the addition of a 20 minute advisory period each day which provides each child in the building with an adult advocate to help address the social-emotional needs of young adolescence.
During the 2006-2007 school year, the Ann A. Mullen Middle School piloted block schedules in one 7th and one 8th grade core. Initial data shows less students ‘failing’ in the block cores, as well as less repeat offenders in disciplinary matters. Students were surveyed in January 2007 where they expressed a better understanding of math concepts as well as feeling less pressure having social studies and science at separate times. Advisory has grown to be an important part of most students’ daily experience in school.
Research on Coaching shows, that when properly implemented, the program has an enormous benefit to the integrity of the implementation of new programs and to the effectiveness of the instruction within classrooms. Coaches are master teachers; thoroughly trained in best practices and dedicated to improving their craft and to assist others around them. They spend their days modeling lessons, co-teaching, observing lessons for discussion, and observing model lessons with building administration to teach them what to look for. They are there to answer teacher questions, research concerns and provide solutions, and give support as teachers try new programs or improvements to old ones. They give workshops after school at the grade level, school level and district level.
In 2006, we created a
Language Arts Literacy Committee to review and make recommendations for changes to our Literacy program at the Elementary level. The committee’s work focuses on research, dialogue, discussion and goal-setting regarding best practices in literacy instruction. We began by identifying the structures that are evident in best practice classrooms – structures that promote student choice and responsibility, support and challenge. Our goal is to provide Gloucester Township’s elementary students with a comprehensive, balanced literacy program structured within a “four-blocks” framework. The four-blocks are Guided Reading, Working with Words, the Reading Block and the Writing Block. While the components within the blocks vary slightly as students progress in grades, the goal of balanced literacy remains constant. The elementary school Literacy committee has outlined a five-year plan to move the district to this end.
A similar review of our
Mathematics program has been underway since 2007. Research has pointed us in a direction of more conceptually based math and less method learning. Over time, this creates students who think mathematically, have strong number sense, and can use mathematical logic to solve everyday problems. Method learning tends to reinforce memorized algorithms which can be repeated on demand, but have little application past the worksheet.
Look for more information on both of these initiatives under the corresponding subject area.
Gloucester Township has great pride in its
Special Education programs. Gloucester Township takes great pride in its Special Education programs. Over the years, we have made a concerted effort to provide effective programming and excellent staff for students with learning challenges. We are in the process of an ongoing initiative to provide more programs in our schools for students with severe disabilities rather than having them attend out-of-district special placements. This does save the district money as tuition costs for special education are extremely high. However, the primary reason for doing this is simply that we provide a better education within our schools than can be provided elsewhere. We have a dedicated staff and research based programs and materials that can provide the best program for our most challenged students. Please look for more information on both of these initiatives under the corresponding subject area.
