Tier Movement
As students are screened, they are placed in tiers. All students start at Tier 1 and as universal screening shows a need for further interventions, those students are moved to Tier 2. Tier 1 will contain approx. 80% of our students.
Tier 2 students receive an additional 30-60 minutes of instruction based on screening data. Tier 2 will contain approx. 10%—15% of our students. Progress monitoring will take place on a monthly basis.
Students who do not respond to interventions tried at Tier 2 will then receive an additional 30-60 minutes at Tier 3. This level will contain approx. 5% of our students. Progress monitoring will take place on a weekly basis.
For more information:
http://www.ecac-parentcenter.org/education/documents/Parents_Guide_to_RTI_000.pdf
http://www.nasponline.org/resources/factsheets/rtiprimer.aspx
http://www.parentinformationcenter.org/images/PRINT%20COPY-%20FINAL%20RTI%20Guide.pdf
Who to contact at Swatara for more information:
939-9363
Dr. Michael Jordan– Principal x76306
Mr. Deron Doi– Asst. Principal x76306
Shauntae Iachini- Counselor M-Z x76333
Meggan Smith- Counselor A-L x76332
Mary Jo Tyson– School Psychologist
657-3204 x324
Response to Intervention: A Parent’s Guide
A multi-step approach to provide early academic and behavioral supports to struggling students rather than waiting for a child to fail before offering help.
Central Dauphin School District
Be Respectful
Be Ready
Be Responsible
Be Safe
Why RtI?
RtI is a three-tier approach to early identification and intervention provided in general education. The learning of ALL students is assessed early and often. RtI uses standards-aligned curriculum (what students must know and be able to do) and research based interventions (what has been proven to work) to support ALL students who struggle with reading and math to help them achieve state standards. Students who do not respond to the interventions provided can be referred for special education evaluation and data from the RtI process can be used in the eligibility determination.
RtI is not a “pre-referral system, an individual teacher, classroom, special education program, an added period of reading instruction, or a separate stand-alone initiative”. RtI is not preferential seating, shortened assignments, classroom observations, suspension, or retention. Finally, “RtI is not a one shot attempt at remediation”
Key Features
· Universal screening of all students to determine the level of intervention needed. This is done at the beginning, middle and end of the year.
· Standards aligned curriculum.
· Data-based decision making– the very essence of RtI. The movement of students though the tiers is based on collected data.
· Benchmark and Outcome assessment: Student progress is assessed periodically throughout the year, and at the end of the year against grade level benchmarks and standards.
· Tiered interventions: Students receive increasingly intense levels of targeted, scientifically research-based interventions based on student needs.
· Progress monitoring: Continuous progress monitoring of student performance and use of progress monitoring data to determine intervention effectiveness, and drive instructional adjustments, and to identify/measure progress toward instructional and grade level goals.
· Flexible grouping: Students move among flexible instructional groups based on need and skill mastery.
"What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child."
--George Bernard Shaw