Response to Intervention (RtI) & Effective Schools

  • Mission 

    Our mission is to align and connect our work in Effective Schools and Response to Intervention (RtI) to the strategic plan, using current best practices to set the conditions so each school and every student can learn and succeed at high levels, both academically and behaviorally.

    We will accomplish this by implementing a district wide process to provide prevention, early intervention and instructional programming to ensure academic and behavioral progress and success for each and every student. This district wide process will include frequent and repeated assessment of student performance, data based decision making, and the use of multi-tiered, research based interventions.


    Belief Statement

    For Effective Schools and Response to Intervention to work well, the following essential components must be implemented with fidelity and in a rigorous manner:


    • High Quality Instruction 
      All students receive high-quality, research-based instruction in the general education classroom.

    • Ongoing Student Assessment 
      Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.

    • Tiered Instruction 
      A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.

    • Collaboration 
      Teaching and learning is most successful when built on the foundation of an effective Professional Learning Community.

    • Parent Involvement
      Parents have timely information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child. In the early years parents are supported in their role as the primary educator of their child.

    • Building-wide Integration of the Effective Schools Model 
      The Effective Schools Model is based on the conviction that all children can and will learn the required curriculum. This model includes seven correlates that state:

      • Clearly stated and focused mission
        The effective school has a clearly articulated mission. The staff shares and understanding and commitment to the mission and instructional goals, priorities, and assessment procedures it projects. The staff accepts responsibility and accountability for promoting and achieving the mission of Learning for all: Whatever it takes!

      • Instructional leadership by all administrators and staff members
        The effective school practices that the principal is the "leader of leaders" not the "leaders of followers". A principal cannot be the only leaders in a complex organization like a school. The leadership function becomes one of creating a "community of shared values". The principal and all staff members must take an active role in instructional leadership.

      • A safe and orderly environment for learning
        The effective school has a positive, purposeful, business-like environment, which is free from the threat of physical and emotional harm. Desirable student behaviors are consistently articulated and expectations are clear. Students and teachers help each other and want what is best for all. This environment nurtures interaction between administrators, teachers, and students that is collaborative, cooperative, and learner-centered.

      • Climate of high expectations for success
        The effective school holds high expectations for all: students, parents, teachers, staff, and administrators. In order to meet these high expectations, a school is restructured to be an institution designed for "learning" not "instruction". Learning for all opens the door to the continued learning of the educators, as well as the students.

      • Frequent monitoring of student progress
        The effective school frequently measures academic student progress through a variety of assessment procedures. The monitoring of student learning will emphasize more authentic assessments of curriculum mastery. Assessment results are used to improve individual student performance and also improve instructional delivery. Assessment results will show that alignment must exist between the intended, taught, and tested curriculum.

      • Opportunity to learn and student time on task
        The effective school allocates and protects a significant amount of time for instruction of the essential curricular areas. The instruction must take place in an integrated, interdisciplinary curriculum. Effective instruction time must focus on skills and curriculum content that are considered essential, that are assessed, and most valued.

      • Positive home - school relations
        The relationship between parents and the school must be an authentic partnership between the school and the home. The effective school must build enough trust and communication to realize that teachers and parents have the same goal-and effective school and home for all children.