East Bernstadt Independent (Response to Intervention) R.T.I. District Team Vicki Jones Superintendent Instructional Andrea Kesler Supervisor Director of Special Susan Young Education Principal Teresa Smith Teacher Amy Jervis Teacher Monica Jones Teacher Pam Rookard Teacher Richard Boothe Teacher Penny Bailey Teacher Melanie Philpot Teacher Connie Floyd Teacher Daryl Feltner SECTION 1: Introduction to Response to Intervention (RTI) WHY RTI? It is estimated that 16 percent of the national student body can be identified as "at-risk" for not completing their elementary and secondary education for either academic or behavioral reasons (Reschly 2004). In rural and poverty areas, this percentage can be higher. The current model of education is not designed to render success for all students. Presently, approximately 80% - 90% of a school's student population should meet instructional goals by using high quality, research-based teaching strategies. An additional 5% - 10% of students will require supplemental instruction that is based upon the student's weakness. The remaining 1% - 5% will require intensive, individualized instruction that is designed to meet very specific learning goals (McCook 2006). RTI is usually thought of as a multi-tiered model. In Tier 1, all students receive high-quality scientifically based, developmentally appropriate academic and behavior instruction within the general education classroom or the core instruction. All students are screened periodically during the school year to identify those who need instructional and behavioral support through interventions. General education staff conducts academic and behavior screenings. If screening results indicate students are not meeting standards, those students receive appropriate interventions in the classroom differentiated to meet their needs.
East Bernstadt Independent (Response to Intervention) R.T.I. District Team Vicki Jones Andrea Kesler Susan Young Teresa Smith Amy Jervis Monica Jones Pam Rookard Richard Boothe Penny Bailey Melanie Philpot Connie Floyd Daryl Feltner Superintendent Instructional Supervisor Director of Special Education Principal Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher SECTION 1: Introduction to Response to Intervention (RTI) WHY RTI? It is estimated that 16 percent of the national student body can be identified as "at-risk" for not completing their elementary and secondary education for either academic or behavioral reasons (Reschly 2004). In rural and poverty areas, this percentage can be higher. The current model of education is not designed to render success for all students. Presently, approximately 80% - 90% of a school's student population should meet instructional goals by using high quality, research-based teaching strategies. An additional 5% - 10% of students will require supplemental instruction that is based upon the student's weakness. The remaining 1% - 5% will require intensive, individualized instruction that is designed to meet very specific learning goals (McCook 2006). RTI is usually thought of as a multi-tiered model. In Tier 1, all students receive high-quality scientifically based, developmentally appropriate academic and behavior instruction within the general education classroom or the core instruction. All students are screened periodically during the school year to identify those who need instructional and behavioral support through interventions. General education staff conducts academic and behavior screenings. If screening results indicate students are not meeting standards, those students receive appropriate interventions in the classroom differentiated to meet their needs.
East%20Bernstadt%20Independent%20Response%20to%20Intervention%20Implementation%20Manual.docx