Response to Intervention. The School must fully implement the State’s Response to Intervention (RtI) Framework known as the Three-Tier Model of Student Interventionxliv. This framework serves as the overarching structure for how K–12 public schools in New Mexico organize instruction to all students, and provides procedures for early assistance and intervention to students who are experiencing academic and/or behavioral challenges, or who need opportunities for advanced learning. The RtI Framework includes the Student Assistance Team process which supplements regular education functions, conducts evaluations and develops accommodation plans under Section 504, develops individual student academic improvement plansxlv, and receives and analyzes evaluation requests for special education and gifted education services.
Response to Intervention. The School must fully implement the State’s Response to Intervention (RtI) Framework. The RtI Framework includes the Student Assistance Team process which supplements regular education functions, conducts evaluations and develops accommodation plans under Section 504, develops individual student academic improvement plans43, and receives and analyzes evaluation requests for special education and gifted education services.
Response to Intervention. Recommendations of the RtI committee which may impact employee working conditions shall be presented to the Union prior to implementation.
Response to Intervention. Teachers who have been designated to be team members of RTI committees with substantial duties outside the regular school day and who have at least one full year’s experience and training in that role will be paid a stipend of $1500.
Response to Intervention. 21 Response to intervention is a multi-tier approach to the early identification and support of students with 22 learning and behavior needs. The RTI process begins with high quality instruction and universal screening of 23 all children in the general education classroom. Therefore, every school in the district will have a plan for RTI 24 that addresses the unique academic and social/emotional needs of students. Details of implementation 25 regarding RTI shall be made by an effective building staff decision making process aligned with the principles 26 of the site-based decision model contained in this agreement. 28 Each school in the district will write and execute a plan for RTI that aligns with their comprehensive school 29 improvement plan. 30 31 At a minimum, RTI shall operate under the following parameters:
33 1. Librarians, and ESAs, including Counselors, Nurses, Audiologists, Occupational Therapists, 34 Physical Therapists, Psychologists, and Speech Language Pathologists shall act as a resource to 35 provide support in their areas of expertise.
37 2. Employees responsible for implementing RTI shall be provided curriculum resources upon request, 38 tied to skill deficiencies identified through assessments (i.e., state, district, school, and/or 39 department)
41 3. Staff assignments related to RTI and enrichment shall be discussed with the Comprehensive School 42 Improvement Planning Team. 43 44 Beginning September 1, 2018, the base contract pay for all employees includes added compensation in 45 recognition of RTI planning, preparation and support. 46 3 Evidence of support, preparation and/or planning related to RTI will be coordinated through the 4 building/program administrator, and may include the following: 6 • Participating in grade level and/or content area team meetings on a regular basis 7 • Establishing student growth goals aligned to identified essential standards 8 • Determining and/or developing common assessments tied to skill deficiencies (i.e., state, district, 9 school, and/or department 10 • Utilizing the intervention block established within the master schedule to provide differentiated 11 instruction
Response to Intervention. 7 Response to intervention is a multi-tier approach to the early identification and support of students with 8 learning and behavior needs. The RTI process begins with high quality instruction and universal screening 9 of all children in the general education classroom. Therefore, every school in the district will have a plan for 10 RTI that addresses the unique academic and social/emotional needs of students. Details of implementation 11 regarding RTI shall be made by an effective building staff decision making process aligned with the 12 principles of the site-based decision model contained in this agreement. 14 Each school in the district will write and execute a plan for RTI that aligns with their comprehensive school 15 improvement plan. 17 At a minimum, RTI shall operate under the following parameters:
Response to Intervention. (RtI) The School must adhere to the provisions of the Florida Department of Education’s Response to Intervention Implementation Plan, containing elements required by the No Child Left Behind (NCLB) and Individuals with Disability Act (IDEA).
Response to Intervention. 1. For students, in cases where the frequency, intensity, and/or duration of student behavior jeopardizes the safety of staff or students, a collaborative approach will be taken to address the situation. The concern will be brought to the school team that meets to discuss student behavior and/or the student’s IEP team, in collaboration with those knowledgeable of the student and staff knowledgeable of the incident(s). They will consider the need for interventions or adjustments to promote a safe environment including a behavior plan if the student does not currently have one. The following people may be invited to attend the meeting: employee(s) knowledgeable about the student, administrator, behavior team member, and parent/guardian.
Response to Intervention. Any terms and conditions of employment that are impacted by the implementation of the district in Response to Intervention (RtI) plan shall be bargained with the Association in accordance with the requirements of the Illinois Educational Labor Relations Act (IELRA).
Response to Intervention. Bursuck and Blanks (2010) refer to Response to Intervention (RTI) as a “multitiered systemic approach to support children who are at risk for reading problems due to factors such as disabilities, socioeconomic disadvantage, or limited English proficiency before they fall behind” (p. 42) and was created to also support overidentifying students for special education services. Bursuck and Blanks go on to state that RTI aimed to reduce the discrepancy between certain groups of students achieving more than other groups of students. Many components of RTI have dated back to the 1960s (Xxxxx, 2023). Researchers Bursuck and Blanks (2010) stated that students have struggled with key pieces of education, such as reading, for numerous years, and were forced to continue to learn while lacking these essential skills. Oftentimes, these students failed before they were referred to special education services, provided in an alternative setting (Xxxxx, 2023). RTI was introduced as a new instructional strategy that was focused on early detection and prevention strategies to help students struggling with reading (Xxxxxxx and Blanks, 2010), along with tiered levels of support, focusing on interventions backed by research (Xxxxx, 2023). Students from special populations such as English Language Learners, students from low socio-economic backgrounds, and students with disabilities tend to struggle with academic concepts, such as reading. Implementing an RTI model was aimed to reduce the overidentification of students needing special education services by providing general education intervention (Xxxxxxx and Blanks, 2010). Additionally, by reducing the overidentification of students requiring special education services, educators could focus more on those students who undoubtedly need special education services (Bursuck and Blanks, 2010). The system helps to support students before they fall below grade level, by placing students into groups, depending on their level of academic comprehension. With the re-authorization of IDEA in the early 2000s, RTI’s practices strengthened the identification of students with possible learning disabilities (Xxxxxx, 2020; Xxxxx, 2023). The RTI model focuses on a three-tiered pyramid, similar to the Positive Behavioral Interventions and Supports pyramid shown in Figure 2.2.
