Response To Intervention
This program uses a multi-criteria system which identifies students who would benefit from additional instruction from Intervention Specialists (certified teachers) in the areas of mathematics and/or language arts due to skill gaps that cause them to perform below grade level. A broad spectrum of strategies is employed for diagnosing learning areas of strength and specific skills gaps, prescribing specific learning interaction, and monitoring and sustaining student academic performance. Interventions may include planned differentiation by classroom teachers as well as focused direct instruction in push-in/pull-out, small group/individualized instruction.
The goal of the RTI program is to intervene regarding student learning concerns, resolve those concerns, build success, and release the student gradually toward independence. The RTI program does not track students into alternate ability-level groupings; instead, it endeavors to identify and address the specific learning and neuodevelopmental strengths and weaknesses as well as the experiential knowledge gaps in the profiles of individual students. In turn, instruction is scaffolded into guided, independent, and applied practice, and assessment of skill acquisition and content application is ongoing. As such, RTI maximizes student understanding and academic potential.
Note that the High School RTI program does not replace Language and Literature English courses or Mathematics courses; instead, it supplants an elective.
David Matonis
Intervention & Referral Service Coordinator
