Dr. Mary ThurmanDr. Mary ThurmanDeputy SuperintendentDeputy Superintendent

Jeanice Kerr SwiftJeanice Kerr SwiftPrincipal, Russell Middle SchoolPrincipal, Russell Middle School

Cindy Shane & Yann Cindy Shane & Yann UlrichUlrichAssistant PrincipalsAssistant Principals

Reta StaffeldReta StaffeldCounseling CoordinatorCounseling Coordinator

Dr. Mary Thurman, Deputy Dr. Mary Thurman, Deputy SuperintendentSuperintendent

Our RMS Our RMS story . . .story . . .

Charles M. Russell Middle SchoolCharles M. Russell Middle School

Of the Performing Arts and ScienceOf the Performing Arts and Science

Response to InterventionResponse to Intervention

A FocusA Focus

on enhancing the on enhancing the performance of performance of allall

students including those students including those with disabilities through with disabilities through

a a common systemcommon system in in which classroom which classroom teachers, special teachers, special

education teachers, & education teachers, & other specialists work other specialists work

togethertogether

Response to InterventionResponse to Intervention

RationaleRationale::

Fletcher (1998) maintains Fletcher (1998) maintains that the current model for that the current model for identification is a identification is a “wait to “wait to fail” fail” approach that often approach that often doesn’t get needed doesn’t get needed education services to education services to students with disabilities students with disabilities proactivelyproactively

Is a structured plan for the Is a structured plan for the provision of appropriate provision of appropriate

interventions in three tiers interventions in three tiers to students performing to students performing

below expectation in core below expectation in core academic and behavioral academic and behavioral

outcomes.outcomes.

RtI ProcessRtI Process::

•screening of screening of allall students students

•assessment (focused) for those who assessment (focused) for those who are not progressingare not progressing

•diagnosis of the problemdiagnosis of the problem

•application of treatmentapplication of treatment

•monitoring of student progressmonitoring of student progress

•adjustment of planadjustment of plan

AllAll

SomeSome

FewFew RTIRTIA Continuum A Continuum of Support for of Support for

AllAll

~ Designing/Improving Tiers of ~ Designing/Improving Tiers of Intervention ~Intervention ~

•Build from school’s strengthsBuild from school’s strengths•Design for a menu/options approachDesign for a menu/options approach•Alternative instructional format is best Alternative instructional format is best •Kid-friendly, age appropriate, Kid-friendly, age appropriate, “elective” feel“elective” feel•Interventions should fly “first class”Interventions should fly “first class”•Schedule students in Schedule students in priorprior to begin of to begin of year, if possibleyear, if possible

Problem AnalysisProblem AnalysisValidating ProblemValidating Problem

Identifying variablesIdentifying variables

Develop & Implement PlanDevelop & Implement PlanProgress MonitorProgress Monitor

Modify as NecessaryModify as Necessary

Defining the ProblemDefining the Problem

EvaluateEvaluateStudent ResponseStudent Response

To InterventionTo InterventionWas it effective?Was it effective?

If we can really understand the If we can really understand the problem, the answer will come out problem, the answer will come out

of it, because the answer is not of it, because the answer is not separate from the problem.separate from the problem.

--KrishnamurtiKrishnamurti

11stst ALL improved over timeALL improved over time

22ndnd Gap is reduced between high-Gap is reduced between high-performing performing and low-performing and low-performing subgroupssubgroups

33rdrd ALL subgroups are improvedALL subgroups are improved

HomeHome Advanced performance is Advanced performance is increasedincreased

Unsatisfactory performance is Unsatisfactory performance is reducedreduced

Capacity-building in your Capacity-building in your systemsystem

Three-Tier Intervention SystemsThree-Tier Intervention Systems

For Closing the Achievement GapFor Closing the Achievement Gap

at at

Middle LevelMiddle Level