• College Heights ECLC program recognizes children’s development will vary greatly and is committed to supporting those who are identified as “at-risk” in language, pre-academic, physical, and social-emotional development.  Staff effort to assist these children may range from informal collaboration to formal group interventions. When varied and repeated efforts to support children are not successful, teachers may begin the Response to Intervention/Multi Tiered Support System (RTI)/MTSS process by meeting with the instructional coach to begin planning, identifying areas of need, and developing new strategies for the classroom teacher to implement. 

     

    Joint Instructional Planning:  Teachers meet on a weekly basis to plan instruction, review children’s work, and discuss data.  The purpose of these meetings is to share children’s work and assist teachers in planning instruction for all children, especially children experiencing pre-academic, language, social/behavior, physical, or health-related issues or to plan strategies to enhance and challenge others.

     

    RTI/MTSS Referral Meeting:  Teachers may request an RTI/MTSS referral meeting with the Director and Instructional Coach.  During this meeting, the teacher presents the child’s strengths and area of concerns and share data and work samples as evidence of areas of concern.   The RTI Coordinator will schedule a follow-up RTI team meeting.

     

    RTI/MTSS Team Meetings:  After the child is referred and the teacher is in consultation with parents, the RTI/MTSS team will meet to discuss child’s performance in the classroom.  As part of the process, goals will be identified and implemented to assist child in meeting CHECLC expectation for proficiency. The plan shall identify the desired levels of performance in the child’s specific areas of weakness and the teacher will provide frequent monitoring of child’s progress. 

     

    School staff efforts to differentiate instruction at the Tier I level and provide different and/or more intensive interventions at the Tier II and Tier III level will be documented in Infinite Campus, along with supporting data.  All Response to Intervention functions and data will also be documented in Infinite Campus.


Essential RtI Vocabulary

  • AIP: The Academic Improvement Plan (AIP) shall identify the desired levels of performance in the student's specific areas of weakness, and the instructional and support services to be provided to meet the desired levels of performance.

    Data-Driven Decision Making: The process of planning for student success both academic and behavioral) through the use of ongoing progress monitoring and analysis of data.

    Family-School Partnerships: Families and staff partnering in the RtI process, including designing interventions for school and home.

    Focused Assessment: Formal and informal assessment targeted to specifically plan program service delivery and/or appropriate interventions for student success.

    Problem-Solving/RTI Team: The school-based team may appear under different names in different buildings, but all examine children that are identified due to their performance on at-risk determinants. The primary function of RtI teams is to identify and solve problems.

    Progress Monitoring: Collecting and analyzing data about student progress to make instructional decisions.

     

    Research-based intervention: Instruction that has been shown, through research studies or consistent data collection, to have resulted in adequate student progress on a particular skill.  

    RTI Support Process: A collaborative team process based on the multi-tiered model which includes prescribing, monitoring, and evaluating interventions based on data

    Universal Screening:  Assessments given to all students at regularly scheduled times during the school year to determine which students are having difficulty and may need additional supports in order to meet expected growth targets.