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Response to Intervention (RtI) Team

Classroom teachers meet weekly with colleagues and lead a discussion of areas of strength and growth for an individual student at a time. In a very intentional manner, two adults serve in each classroom during morning math intervention and during small-group reading. Classroom teachers have the capacity to decide how they use their time and group their students in order to provide core instruction as well as additional targeted intervention for those who need it. Students who are referred to RtI have already received two rounds of Tier II support and their progress has been documented (typically, these are students whose progress is stagnant because they are either missing foundational skills, because there is something more significant going on, or both). Then, looking at the rich and varied assessment data available, the RtI team makes recommendations for an impactful course of action. Team members take active roles such as facilitator, timekeeper, liaison and notetaker in order to streamline meetings and value the time of the presenting teacher. Currently, all students who were at the Tier III level at the end of last year are being serviced.

Multi-Tiered System of Supports (MTSS) Team
MTSS (Multi-Tiered System of Supports) is a way at looking at school-wide data in order to make decisions as to how resources are allocated (staff, space, time, supplies, etc.). Based on an initial look at our September baseline data and knowing that we are implementing three new literacy curricula, the MTSS team determined that our focus for this school year would be reading. Our Ella Risk MTSS team is very strong, with representation from teachers/support professionals from each area of our school community.

Social Supports Team
Our school psychologist, social worker, guidance counselor and restorative specialist meet weekly with the principal for a check-in on students who may need Tiers II and III emotional/behavioral support. Strategies and interventions are discussed for both individual students as well as whole classrooms. Action steps and the staff responsible for implementation of these steps are identified and documented. Based on particular situations, the team will invite classroom teachers and/or parents/guardians to these meetings to ensure a consistent communication and a comprehensive approach to whatever issue or issues are presenting.