Learning Enrichment & Support

RESPONSE TO INTERVENTION (RTI)

AIM: To reduce the number of students with learning difficulties.

WHAT IS RTI?

• Response To Intervention (RTI) is a framework for achieving the ongoing improvement of student outcomes based on a three-tiered approach.
• Tier 1 is focused on providing high quality and inclusive instruction to all students.
• Tiers 2 and 3 focus on providing additional support and intervention to those individuals who do not respond to Tier 1 instruction.
• The RTI model can be applied to non-academic behaviours as well.

Tier 1 - Core Support - 80% of students

Engaging, differentiated instruction is provided to all students within the general educational setting. Data on student progress is collected, monitored and analysed across the curriculum. Standards driven, well defined Tier 1 provides the basis for RTI and will ensure more students have the opportunity to learn successfully during classroom instruction. High quality core instruction is important because, without it, there will be a regular stream of children requiring intervention simply because they were improperly taught.

Tier 1 - Core Support at St Joseph’s

• Daily Writing
• Signpost Mathematics
• Maths Mastery
• Handwriting - K-6
• Jolly Phonics Reading Mastery
• Write
• Second Step Lessons - K-6 Daily Implementation

Differentiation

‘Differentiation is a targeted process that involves forward planning, programming and instruction. It involves the use of teaching, learning and assessment strategies that are fair and flexible, provide an appropriate level of challenge, and engage students in learning in meaningful ways.’

‘The K–10 syllabuses are inclusive of the learning needs of all students. Particular advice about supporting students with disability, gifted and talented students, and students learning English as an additional language or dialect is included in the syllabus elements of each syllabus.’

Tier 2 -  More Support - 20% of students

Decisions to intervene with Tier 2 -  More Support are based on evidence of a student’s response to focused core instruction. This stage of intervention is aimed at boosting literacy and / or numeracy achievement levels. Students at this level do not necessarily have a learning disability, but their reading, writing and / or mathematics levels are below average. It is expected that students who receive the additional group support at this level will ‘catch up’ with their peers.

Tier 2 - More Support provides additional time and access to alternative strategies for more students to master more core priorities at deeper levels. This small group time-limited intervention is delivered by members of the school’s support team. (Teacher Assistants)

Adjustments provided in Tier 2 - More Support should be evidenced based, where the frequency, intensity and duration of the adjustments have been researched and peer reviewed to provide the best outcomes for students.

Tier 2 -  More Support at St Joseph’s School

• Intervention - Writing - Tier Two - Thursday 10:30-11am (PLC)
• Spelling Mastery Tier Two - Daily 11:30 - 12pm
• Stars & Cars - Tier Two - Daily / two days per week
• Jolly Grammar - Years 1 – 6
• Year Six Girls - Emotional / Wellbeing - Social Skills / Self Esteem Program - School Counsellor

Tier 3 - Specialised Support - 5% of students

Students at this level require a more in-depth assessment of their literacy and/or numeracy skills in order to identify specific areas of need. They often require an Individual Education Plan (based on analysis of errors from assessment) which involves regular assessments and monitoring of progress. These students also require individualised, intensive, explicit and sustained intervention using professionally produced, carefully developed, and evidence-based programs and resources, and may receive small group support at Tier 2 level.

Tier 3 - Specialised Support

The following tasks will guide educators through the process of providing these supports:

• Determine students who require intensive supports due to significant deficits in foundational skills
• Diagnose specific needs
• Specify targeted supports that match diagnosed needs
• Identify who will provide the intensive support and when these supports will be provided
• Establish goals
• Prepare to monitor progress
• Coordinate and communicate

Tier 3 - Specialised Support at St Joseph’s School

• Multilit - Years 1-6 = Literacy / Numeracy aide/ K/1/2 Aide and CASAP Aide = each day or every second day
• K/1/2 reading instruction = Integration aide = Fluency
• Quicksmart - Numeracy Aide - 3 days per week - 4 students Year 6
• OT development - CASAP Aide

• 1:1 support - Support Teacher - Mathematics - K-4 on support days

• 1:1 Support - Mathematics - Integration Aide - Year 3 student
• Speech Therapy - Support Teacher daily
• System in place for referral to Tier 3 using data from Dibels / SA Spelling/ Reading standardised testing / observations and external assessments (speech)
• Individualised Behaviour Modification Programs

• Fluency Development - Year 3 - 6 - students not completing Multilit

RTI Model and Behaviour

Effective RTI models apply the same guiding principles, use the same system of supports and answer the same critical questions of learning behaviours as for academics. It is important to proactively prepare and equip students to succeed in all aspects of schooling and this should include fully and explicitly explaining the expectations of their behaviour. A school’s core instruction in behaviour should result in at least 80% of students being able to articulate what is expected of them, because these behaviours have been taught, actively supervised, practised and acknowledged.