Friday, January 23, 2015

Response to Intervention (RTI) @ NSE

Response to intervention in SC is part of the No Child Left Behind Act and is based on the National Center on Response to Intervention.  Richland School District Two and North Springs Elementary (NSE) use the response to intervention model to identify students who need support in the regular classroom or in a pull-out situation.

North Springs Elementary provides intervention services for students who are struggling with reading in the regular classroom.  Intervention begins in the regular classroom with the regular education teacher as a tier I intervention. If a student is not successful with these interventions, the student may be referred to our Response to Intervention (RTI) program or our Intervention Assistance Team (IAT).  Our response to intervention team consists of Dr. LaTasha Harris, who is a district RTI specialist, Mrs. Regina Williams, who is our certified school intervention coordinator, and Mrs. Linette Palmer and Mrs. Myra Sass who assist Mrs. Williams with implementing tier II intervention services.  Mrs. Williams works with students who need a more intense tier III intervention.

Students who are not successful with the tier III program may be referred to our IAT.  Our IAT consists of school administration, guidance counselor, school psychologist, nurse, social worker, regular education teachers, special education teachers, school intervention coordinator, and our speech pathologist.  The members of this team serve as case managers for individual students needing more intense interventions in or out of the classroom.  Case managers will meet with the teacher, parent, and student to come up with a plan to help the student be successful academically, socially, or emotionally at school.  Once interventions have been in place and documented for at least six weeks, the team will reconvene to determine if new interventions need to be put in place or if more information is need through a comprehensive evaluation.

At NSE, planning, interventions, and data collection are the key to finding out what it takes to help a struggling student be successful.  The regular classroom is the ideal place for a student to be successful academically, socially, and emotionally.  Interacting with his or her age appropriate and on level peers is the best place for the student.  However, if the data shows that the student is still not successful or significantly behind, the IAT (including the parent or guardian) can make the decision to intervene or request additional evaluation.


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