Response to Intervention (RTI)

Response to Intervention

The information contained on these pages will serve as a resource manual for the principal, supervisors, teachers, and parents as they work together in conjunction with other school personnel to develop a program to meet the needs of students struggling to learn. We believe that we can work together to ensure every child is successful. Our structured Response to Intervention (RTI) and Intervention and Referral Services (I&RS) framework will help us with this goal.

What is RTI?
RTI is a data- driven, systematic approach to instruction that uses three tiers of research-based strategies and interventions to optimize student growth.

Goals:

  • Support all students to meet their full potential.
  • Gather, analyze, and utilize data to drive instruction.
  • Use research-based materials and instructional practices.
  • Utilize a problem solving model and team approach to enhance student growth.
  • Be proactive instead of reactive.
  • Provide early intervention.
  • Increase the number of students that meet or exceed state standards.

Essential Components of RTI

  • Multilevel Prevention System
    Multi-level prevention system provides access to increasingly intense levels of instruction and interventions. It includes three levels of intensity or prevention, primary, secondary, and tertiary prevention. These levels are sometimes also called Tier I, Tier II, and Tier III.
  • Universal Screening
    Screening is a system for identifying students at risk for poor learning outcomes.
  • Progress Monitoring
    Progress monitoring is a system for monitoring student progress and the effectiveness of the support provided to students.
  • Data-Based Decision Making
    Data-based decision making occurs at all levels of RTI implementation and all levels of instruction.

         

Core Instruction (Tier I)

All students receive Tier I interventions, also known as “Best Practices” during their core instructional time with their classroom teacher(s).  Tier I instruction is typically successful with 80-90% of the population.

Targeted Small Group Instruction (Tier 2)

Based on academic school-wide screening, students who are not meeting grade level benchmarks and for whom Tier I interventions are not supportive enough will receive Tier 2 interventions.  They receive this during a specified RTI period, in addition to the Tier I instruction provided during regular classroom instruction.  Generally Tier II represents 10-15% of the population.

Highly Specific Instructional Intervention (Tier 3)

Students that require additional or more intensive supports than Tier 2 offers will receive Tier 3 intervention.  This may include more frequent, more intensive, and/or one-on-one support during RTI.  Typically Tier 3 represents 1-5% of the population.

In Berkeley Township School District we follow the Response to Intervention Model when providing interventions for students who are struggling with the curriculum.

In Berkeley We use the following High Quality Curricula to introduce ELA and Mathematics instruction:

  • ELA K-2 Superkids Reading Program
  • ELA 3-5 McGraw Hill Reading Wonders Program
  • ELA G-6 Savvas My Perspectives Reading Program

In Berkeley We use the following Universal Screeners:

Fall

  • Grade Kindergarten: ELA - Dibels
  • Grade 1-2 ELA - Dibels, NWEA
  • Grades 3-6 ELA Dibels, NWEA, Link It
  • Grade K-2 - Math - Happy Numbers
  • Grades 3-6 Math - NWEA

Winter

  • Grade K-2 ELA - Dibels, NWEA
  • Grades 3-6 ELA Dibels, NWEA, Link It
  • Grade K-2 - Math - Happy Numbers
  • Grades 3-6 Math - NWEA

Spring

  • Grade K-2 ELA - Dibels, NWEA
  • Grades 3-6 ELA Dibels, NWEA, Link It
  • Grade K-2 - Math - Happy Numbers
  • Grades 3-6 Math - NWEA

Berkeley Township Assessment Cycle

  

Students will be assessed three times per year. If a child requires support, we will progress monitor for approximately 8 weeks. In that time we will use High Quality Instructional Practices to support the student and progress monitor at the end of each cycle. If a child meets our Rate of Improvement (ROI), they may be exited from the program. If the child still struggles with the ROI they will remain or may receive more intensive interventions and support. Monthly Principals will meet with parents, staff, and students to review progress and determine level of support.