dr. mary thurman deputy superintendent jeanice kerr swift principal, russell middle school cindy...
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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
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