Response to InterventionAssistant Superintendent Brian A. Porter
E-mail:
[email protected]75 South Street, Suite 2, Gorham ME 04038
Phone: (207) 222-1025
FAX: (207) 839-5001
Through our Response to Intervention (RTI) process, we are using our existing resources to diagnostically assess student needs, provide interventions, monitor progress, and make decisions based on data.
Our goals are:
- To intervene early, when students are not meeting standards
- To monitor student response to intervention and use the data to determine the next steps
- To deliver focused, explicit, research-based intervention to “close the gap” in a timely way
- To advance the district goal of meeting the standards in literacy and numeracy
We have a three-tiered process to guide our work...
RESPONSE TO INTERVENTION PROCESS
Gorham School Department
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Tier One
Core curriculum instruction is provided by the classroom teacher.
Universal screening 2-3 times per year.
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Tier Two
4-6 weeks duration
Classroom teacher or parent identifies academic, social, emotional, and/or behavioral concerns for students who are not meeting the standard(s).
The classroom teacher reviews the file and seeks resource personnel to help determine classroom intervention(s):
- Other Teachers
- Team Leaders
- School Counselor
- Instructional Strategist
- School Psychologists
- Literacy/Math Specialist
- Social Worker
- Special Educators
- Administrator
The classroom teacher works with students, monitors progress, and communicates with parents. The teacher documents progress using the Tier Two Intervention Log. This form is given to the Instructional Strategist and placed in the cumulative folder. If the intervention(s) are not successful, a referral is made to the RTI team.
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Tier Three
8-12 weeks duration
The RTI Team convenes to determine student needs and next steps. The referring teacher brings data on strategies implemented and student progress to the team
meeting. For example:
• Progress Reports
• Student Work Samples
• Parent Communication
• Report Card
• Attendance Data
• Discipline Data
• Assessment Data
Team members include the referring teacher, an administrator, an instructional strategist, a lead math/literacy teacher, a social-emotional provider, and other support staff as needed.
If needed, the team will
develop a Personal Learning Plan to address the identified needs and monitor progress. The team will review data and progress every 8-12 weeks to determine the next steps. This may mean a change in frequency or intensity, a change in programming, or if at least two interventions have been attempted, a possible referral to Special Education. Parents will receive copies of paperwork and progress.
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