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RESPONSE TO INTERVENTION

Holly Academy has been educating children in grades K-8 in Genesee and Oakland Counties since 1999. The school’s mission is to “achieve individual academic success for all students through a positive family, school, and community partnership.” Holly Academy supports the mindset that the school “family” should celebrate all students and their unique, individual achievements. Holly Academy produces strong academic results through a comprehensive academic curriculum that is integrated into a supportive school that encourages high levels of family and community involvement.
 
Holly Academy has been awarded federal dissemination grant funds over a two-year period to conduct research and evaluation of the Response to Intervention (RtI) pyramid model. Through collaboration in PLCs, RtI translates legal mandates of NCLB into a clear picture of how to create three tiered pyramid interventions to close gaps in student learning and resolve behavioral problems.

Research & Results

Holly Academy has five sets of questions that will be evaluated through the research program design - 

  1. How effective is the RtI model as instituted at Holly Academy? Do students subjected to RtI intervention strategies retain the gains they have made once they are no longer receiving the intensive intervention instruction of Tier II or Tier III?
  2. What is the average length of time that students remain in Tier II of the program? What is the average length of time students remain in Tier III of the program? How long will it take students to achieve accelerated progress?  At what point should students be transitioned out of the Intervention tiers?
  3. Which specific intervention activities and teaching strategies are most effective at producing long-term learner success?
  4. Which baseline measures are most effective at identifying students who will benefit from the Tier II and Tier III interventions?
  5. Is the RtI model more effective with some learner groups than with others? E.g., does this model work better with students from more affluent backgrounds than with students coming from less affluent homes?
 

Michigan Department of Education