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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.

Implementation

Step 1: Select program coordinators who will assist with the establishment of school wide consensus on the need to improve reading and/or math achievement for all students through a three-tier framework.

Step 2: Build Consensus – School leadership and program coordinators work together to identify system wide student learning achievement gaps, as well as understand the RtI pyramid as it fits into the school’s unique culture.

Step 3: Establish Framework to identify the intervention leadership team/interventionists and their respective roles and train teaching staff on best practice strategies for using Tier II interventionists and supporting Tier III interventionists.

Step 4: Begin Implementation by exploring forms of data being used in the school to identify student need for intervention services, and categorize assessments as universal screening, diagnostic, and progress monitoring.

Step 5: Assessment - determine the entry level assessment score for each tier in pyramid (based on the school’s threshold for determining intervention services);  identify the benchmarks for each assessment to determine student need/progress; and establish the frequency of each assessment

Step 6: Scheduling - create intervention schedule based on the least restrictive impact on the core subjects in the master schedule and establish a yearlong timeline including coordinator/interventionist meetings, biweekly team meetings, student add/drop meetings, data analysis checkpoints, and RtI facilitator/implementer meetings

Step 7: Continue ongoing professional development by training interventionists in data analysis, goal settings (align interventions with student needs), reporting, and best practice strategies as prescribed by the Professional Learning Community model and identify the professional development needed to support the school’s action plan

Step 8: Disseminate progress by establishing a reporting process for informing stakeholders.

 

Michigan Department of Education