Response To Intervention - Pierrepont School
MR. STAVROS SISKAS - RTI CHAIRPERSON
Please note as The Chairperson of The RTI Program at Pierrepont School, Mr. Siskas does not identify students for program participation. The Identification Process is a collaborative decision made by the child's fellow classroom teacher for that specific content area as well as the RTI Teacher for that grade level/ discipline. Should you have further questions in regards to your child being recommended to receive RTI Class Support, Mr. Siskas is happy to answer any questions.
RTI Class Support in Math & ELA
ABOUT RTI CLASS SUPPORT -Response to Intervention teachers provide small group skill instruction in or out of the classroom. For example, if a few students have still not mastered a tested skill, the RTI teacher may meet with the students for a few sessions just to reteach or reinforce concepts. The goal is to master the learning objectives. It is imperative students master the concept before the new learning can take place. The RTI model is a general education initiative to make sure we have utilized all resources available before additional testing is warranted. The goal is to ensure that all of students are mastering grade level concepts and are achieving academic success.
RTI Action Plan Support for Academics or Behavior
ABOUT RTI ACTION PLAN SUPPORT -
Response to intervention (RTI) is a school process used to determine if a student is responding to classroom instruction and progressing as expected. RTI ACTION PLANS are developed when a student who is struggling in a specific content area and will receive additional instructional support by matching instruction to a student’s individual needs through a multi-tiered instructional model. Each tier provides instruction with increased intensity. RTI focuses on the early prevention of academic difficulty, particularly in the areas of reading and math, by ensuring appropriate instruction for all students, monitoring students’ progress, and providing additional levels of instructional assistance (intervention) for students who require support. RTI ACTION PLANS ARE MANAGED BY MR. SISKAS. Classroom Teachers serve as the role of initiating the action plan into motion. Parents must meet and authorize permission/ acceptance in order for the child to begin receiving support.
UNDERSTANDING THE TIERS OF RTI
Academic screening is conducted for all students. This is a quick assessment that measures a student’s skills expected for his or her grade level. Screenings may be conducted once a year or as many as three times per year. Screening results are used to identify students who are considered at-risk of not learning the necessary skills expected for the student’s age or grade level. Based on screening results, a school may recommend that a student be provided additional support to address the student’s needs. It is not required that a school notify all parents of his/her child’s screening results. However, if the school recommends that a student receive instructional support beyond what is provided to all students in the class, the parent must be notified.
An RTI process begins with providing appropriate instruction to all students by the classroom teacher in the general education class (Tier 1). Since students learn in different ways, a teacher uses a variety of effective methods and materials to meet the needs of all students in his/her class. Students identified through screening as needing additional instructional support receive assistance designed to meet their needs.
Tier 2 intervention is in addition to the students’ regular classroom instruction and may be provided within the classroom or in a separate room. Tier 2 intervention may mean that a student is taught in a small group, receives additional instruction time and/or is taught using various instructional methods such as more opportunities for practice and more intensive instruction on difficult concepts.
For students who are still not progressing with Tier 2 intervention, Tier 3 intervention may be provided. Instruction may be more frequent, in smaller groups and/or for a longer period of time than provided in Tiers 1 or 2. Tier 3 may utilize materials or programs which focus specifically on skills with which the student may be having difficulty. If a student is identified as needing instructional support, a team may meet to review information from that student’s classroom work, screenings, and state and district-wide assessments. The team will also decide on how often the student’s progress will be monitored to determine if he/she is responding to instructional support.
RTI Behavior Action Plans
The goals of a behavioral RTI intervention plan are geared towards behavior and social emotional needs. The interventions seek to improve academic performance by improving student behavior, which directly correlates with academic success. This is done by effectively meeting the needs of the students who exhibit the most challenging behaviors. Positive behavioral supports are put in place through proactive collaboration with educators and support staff.