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Welcome to the BMS Academic Response to Intervention Webpage!
Q: What is Response to Intervention? (RtI)
A: RtI is a process that emphasizes how well a student responds to a change in instruction.
Q: What is the goal of RtI?
A: The goal of RtI is to prevent and reduce moderate to significant academic gaps that students may display, specifically in the areas of reading and mathematics.
RtI’s primary principals are:
A: The goal of RtI is to prevent and reduce moderate to significant academic gaps that students may display, specifically in the areas of reading and mathematics.
RtI’s primary principals are:
- Provision of scientific, research-based instruction and interventions in general education.
- Measuring student progress in response to instruction /interventions.
- Collaborative problem solving approach to develop, implement, and monitor the intervention process.
- Data-based decision making to shape instruction and make educational decisions.
Q: How does it work?
A: Each year all middle school students participate in district-wide academic assessments that measure reading and math academic skills (MAP and AIMSweb assessments). Typically most students will participate in district level testing at least twice a year (Fall and Spring). This data is collected and used to help identify students in need of additional academic support. Once identified, the RtI team will discuss what level and types of support are needed and make plans to adjust the student’s program accordingly. Information regarding a student’s academic scores and placement decisions will be sent home prior to making changes. Teachers providing the additional academic support will continue to measure the student’s growth and make changes as needed. The goal is to help students catch up and return to regular educational programming as soon as possible.
A: Each year all middle school students participate in district-wide academic assessments that measure reading and math academic skills (MAP and AIMSweb assessments). Typically most students will participate in district level testing at least twice a year (Fall and Spring). This data is collected and used to help identify students in need of additional academic support. Once identified, the RtI team will discuss what level and types of support are needed and make plans to adjust the student’s program accordingly. Information regarding a student’s academic scores and placement decisions will be sent home prior to making changes. Teachers providing the additional academic support will continue to measure the student’s growth and make changes as needed. The goal is to help students catch up and return to regular educational programming as soon as possible.
Q: What Does Intervention Look Like?
A:
Tier 2 Intervention:
Students who display mild to moderate delays in reading and math will be recommended for an additional 42 minutes of instruction in a Tier 2 class. This class replaces their current rotation class for the time they are enrolled. At the Tier 2 level, all students will receive group based intervention instruction and curriculum.
Tier 2 Intervention:
Students who display mild to moderate delays in reading and math will be recommended for an additional 42 minutes of instruction in a Tier 2 class. This class replaces their current rotation class for the time they are enrolled. At the Tier 2 level, all students will receive group based intervention instruction and curriculum.
Tier 3 Intervention:
Students who display moderate to significant delays in reading and math will be recommended for both a 42 minute Tier 2 class, and an additional 42 minute Tier 3 class. Tier 3 instruction replaces the fine arts class. This means students who qualify for Tier 2 and Tier 3 intervention services will be receiving 126 minutes of math or language arts instruction a day. Tier 3 intervention is tailored to the needs of the individual student. Instruction and curriculum may vary from student to student, and there are more opportunities for 1 on 1 instruction.
*Students that show both math and reading intervention needs may receive Tier 2 instruction during the Tier 3 time slot.
Students who display moderate to significant delays in reading and math will be recommended for both a 42 minute Tier 2 class, and an additional 42 minute Tier 3 class. Tier 3 instruction replaces the fine arts class. This means students who qualify for Tier 2 and Tier 3 intervention services will be receiving 126 minutes of math or language arts instruction a day. Tier 3 intervention is tailored to the needs of the individual student. Instruction and curriculum may vary from student to student, and there are more opportunities for 1 on 1 instruction.
*Students that show both math and reading intervention needs may receive Tier 2 instruction during the Tier 3 time slot.
Q: What qualifies as a mild to moderate delay?
A: To determine if a student’s skills are behind his or her grade level peers, the RtI team looks at where a student’s standardized academic scores fall when compared to national grade level norms. Students who obtain scores that fall between the 18th and the 30th percentile for national grade level norms are considered to be mild to moderately delayed. A poor classroom grade on its own does not indicate that a student is mildly to moderately below in his or her math or reading skills, but low grades (D’s and F’s) in a math or language arts/reading class over a prolonged period of time, can sometimes be used in addition to other scores to recommend intervention placement.
A: To determine if a student’s skills are behind his or her grade level peers, the RtI team looks at where a student’s standardized academic scores fall when compared to national grade level norms. Students who obtain scores that fall between the 18th and the 30th percentile for national grade level norms are considered to be mild to moderately delayed. A poor classroom grade on its own does not indicate that a student is mildly to moderately below in his or her math or reading skills, but low grades (D’s and F’s) in a math or language arts/reading class over a prolonged period of time, can sometimes be used in addition to other scores to recommend intervention placement.
Q: What qualifies as a moderate to significant delay?
A: To determine if a student’s skills are behind his or her grade level peers, the RtI team looks at where a student’s standardized academic scores fall when compared to national grade level norms. Students who obtain scores that fall at the 17th percentile or below for national grade level norms are considered to be moderately to significantly delayed. A poor classroom grade on its own does not indicate that a student is moderately below in his or her math or reading skills, but very low grades (F’s) in a math or language arts/reading class over a prolonged period of time, can sometimes be used in addition to other scores to recommend intervention placement.
A: To determine if a student’s skills are behind his or her grade level peers, the RtI team looks at where a student’s standardized academic scores fall when compared to national grade level norms. Students who obtain scores that fall at the 17th percentile or below for national grade level norms are considered to be moderately to significantly delayed. A poor classroom grade on its own does not indicate that a student is moderately below in his or her math or reading skills, but very low grades (F’s) in a math or language arts/reading class over a prolonged period of time, can sometimes be used in addition to other scores to recommend intervention placement.
Q: Who teaches intervention?
A: Tier 2 reading intervention is currently taught by the grade level language arts teachers. 6th grade is Mrs. Crabel, 7th grade is Mrs. Bukoski, 8th grade is Mrs. Powers. Tier 2 math intervention and all Tier 3 classes are taught by Mrs. Hedlund.
A: Tier 2 reading intervention is currently taught by the grade level language arts teachers. 6th grade is Mrs. Crabel, 7th grade is Mrs. Bukoski, 8th grade is Mrs. Powers. Tier 2 math intervention and all Tier 3 classes are taught by Mrs. Hedlund.
Q: How will I know if my student is in intervention or requires support?
A: You will receive a letter home notifying you of your student’s need for intervention. Forms look like this:
You will also be able to tell if your student is in intervention by looking at their schedule on Skyward.
A: You will receive a letter home notifying you of your student’s need for intervention. Forms look like this:
You will also be able to tell if your student is in intervention by looking at their schedule on Skyward.
Q: Will my student receive a grade for intervention classes?
A: While your student is attending intervention classes, he or she will receive a passing (P) or failing (F) grade based on behavior and participation. Students who arrive to class prepared and on time, that give their best effort, complete work within the expected time frame, and follow basic school and classroom rules will be able to earn a passing grade even if they are continuing to show skill deficits in reading or math. Students who repeatedly do not abide by these expectations will receive a failing grade, and may be recommended for additional or different intervention.
A: While your student is attending intervention classes, he or she will receive a passing (P) or failing (F) grade based on behavior and participation. Students who arrive to class prepared and on time, that give their best effort, complete work within the expected time frame, and follow basic school and classroom rules will be able to earn a passing grade even if they are continuing to show skill deficits in reading or math. Students who repeatedly do not abide by these expectations will receive a failing grade, and may be recommended for additional or different intervention.
Q: How long will my student be in intervention?
A: Length of time in intervention varies by student. Student performance and skill growth will be measured weekly. Students who overall display that they are on track in the classroom, in intervention, and on progress monitoring measures at the end of a 6 week period of intervention will be recommended to temporarily return to the fine arts/rotation class while continuing to be monitored once a week. Students who maintain growth/on level performance at the end of the temporary 4 week exit, will be able to remain in their fine arts/rotation class until benchmark data indicates that they have declined and may need intervention services again. Students who aren’t able to display on track performance in the classroom, in intervention, and on progress monitoring measures at the end of the 6 week period will be recommended to remain in current intervention programming until the next round of benchmarking data is collected (fall, winter, spring) and indicates that a student is displaying on track skills in most areas assessed. Student’s whose data shows little to no growth may be recommended for additional intervention, or alternative intervention depending on where primary concerns are identified. Some students may need to continue on in Tier 2 intervention for a prolonged amount of time, in order to maintain on level skill performance. Students who don’t respond to Tier 2 or Tier 3 after a prolonged amount of time may be recommended for additional assessment.
A: Length of time in intervention varies by student. Student performance and skill growth will be measured weekly. Students who overall display that they are on track in the classroom, in intervention, and on progress monitoring measures at the end of a 6 week period of intervention will be recommended to temporarily return to the fine arts/rotation class while continuing to be monitored once a week. Students who maintain growth/on level performance at the end of the temporary 4 week exit, will be able to remain in their fine arts/rotation class until benchmark data indicates that they have declined and may need intervention services again. Students who aren’t able to display on track performance in the classroom, in intervention, and on progress monitoring measures at the end of the 6 week period will be recommended to remain in current intervention programming until the next round of benchmarking data is collected (fall, winter, spring) and indicates that a student is displaying on track skills in most areas assessed. Student’s whose data shows little to no growth may be recommended for additional intervention, or alternative intervention depending on where primary concerns are identified. Some students may need to continue on in Tier 2 intervention for a prolonged amount of time, in order to maintain on level skill performance. Students who don’t respond to Tier 2 or Tier 3 after a prolonged amount of time may be recommended for additional assessment.
Q: I still have questions and concerns. Who should I contact?
A: Call or email the intervention teacher using the school website or Skyward, or contact Joan Darnell, School Psychologist/RtI coordinator.
Brenda Crabel 6th Grade Reading Tier II
Amy Bukoski 7th Grade Reading Tier II
Annette Powers 8th Grade Reading Tier II
Sue Hedlund All Grades Reading Tier III, All Grades Math Tiers II & III
Joan Darnell RtI Coordinator
A: Call or email the intervention teacher using the school website or Skyward, or contact Joan Darnell, School Psychologist/RtI coordinator.
Brenda Crabel 6th Grade Reading Tier II
Amy Bukoski 7th Grade Reading Tier II
Annette Powers 8th Grade Reading Tier II
Sue Hedlund All Grades Reading Tier III, All Grades Math Tiers II & III
Joan Darnell RtI Coordinator
Q: I have not received a letter but I have concerns? Who should I contact?
A: The best place to start is with the student’s teacher. Most teachers are available before school or after school to provide additional help, and the middle school has an after school program from 3:20-4:00 Monday through Thursday that can provide students with a quiet place to work, with adult staff to provide supervision and answer questions when asked.
A: The best place to start is with the student’s teacher. Most teachers are available before school or after school to provide additional help, and the middle school has an after school program from 3:20-4:00 Monday through Thursday that can provide students with a quiet place to work, with adult staff to provide supervision and answer questions when asked.