Response to Instruction (RTI)

To learn more about next year's RTI plans, click here

We know that every child learns differently and at his or her own pace. The District is building time into the instructional day so that teachers can provide students with extra academic support or challenge. This block of time, called Response to Instruction (RTI), is in place at all elementary schools and middle schools.

RTI benefits students because its data-driven instruction and regular progress-monitoring help tailor instruction to what students need. RTI is not extension of core curriculum; rather exposure to different formats to increase or enhance student understanding.

Fact sheets

RTI Fact Sheet download  Click here for the RTI Fact Sheet in Espanol


Click her for the RTI video
RTI video thumbnail

What RTI looks like at each school in 2018-19:

With input from teachers, and various other members of the school communities, each school developed its own RTI program to meet the needs of the students at their sites, based on District guidelines.

RTI at Bubb means targeted instruction in language arts through Second Chance Teaching. Towards the end of each 3-5 week unit, students are assessed for their level of understanding. Based on the assessment, students are placed into a Second Chance Teaching group--either to receive additional instruction so that they can master that unit's standards, or additional instruction and enrichment so that they can delve deeper into the unit's standards. Two new full-time science teachers provide two periods of hands-on Science while the classroom teacher provides two periods of Second Chance Teaching with their classroom each week, for both enrichment and intervention for students. By the end of each week, each Bubb student will have participated in daily first initial teaching in language arts and two periods of Second Chance Teaching with their classroom teacher, and two periods of science. We used this Second Chance Teaching model with our K-3 students last year and found many positive benefits: we noticed that more students in the lower grades were meeting standards on foundational literacy skills than in the past years, students were developing a more positive academic mindset, and teachers were able to get to know all their students at a deeper level.

RTI at Castro allows time for the support and enrichment needs of every student K-5 through a scheduled time to support literacy four times a week. This time is above and beyond core ELA instruction. The regular classroom teachers plus the two support teachers form a collaborative team serve all the students in the grade level for this 45 minute W.I.N. (What I Need) Time. On the fifth day of the week during WIN time, the focus is extra Math and Science instruction.

RTI at Huff has a project based learning (PBL) focus this year. Twice a week (40-50 min each), while a PBL teacher works with the majority of the class on a Social Studies or Science project, a classroom teacher will pull small groups to work on an aspect of that project that strategically matches key literacy skills. Projects will be Science- and Social Studies-based, and will also incorporate key Language Arts standards. Students, grouped by assessments, may change groups for each project (approximately every 2-4 weeks) or they can stay in the same RTI group over two or more projects. Huff will use grade-level assessments after each group is taught for the first time to identify students who need more help or more challenge.

Landels will continue its RTI focus on literacy (reading and writing) with a RTI rotation for all students. The primary grades will have rotations four times a week and the upper grades will have rotations three times a week. Students will be placed in flexible groups initially based on their District reading assessment results, which are planned to rotate twice a trimester. Landels has two credentialed intervention teachers to teach small groups of students or team teach in the classrooms during RTI time. They can also administer assessments, analyze data, help create groups, and support the classroom teachers.

All students in grades K-5 participate in Giro Quetzal’s literacy focus. At grades K-2 Giro Quetzal is in Spanish, and in grades 3-5 in both Spanish and English. The targeted skills and materials include phonemic awareness, phonics, vocabulary or reading comprehension, depending on the need of the students at each grade level. Teachers deliver lessons that differentiate instruction in literacy to maximize student achievement. Four times a week, for 30-40 minutes, students are regrouped across their grade level and go to classes that are designed to meet their specific learning needs, as determined by assessment data. Each teacher from that particular grade level and an RTI teacher oversee a different cluster of kids, delivering literacy lessons that are tailored to support both intervention and enrichment for all students.

Monta Loma
Monta Loma's RTI focuses on literacy. We call it WIN Time ("What I Need"). Students are placed into WIN groups based on their reading assessments, which include decoding, fluency, and comprehension skills. Groups change every 3 to 6 weeks based on student growth and natural breaking points for units of study. WIN groups meet three (3rd-5th grade) or four (K-2nd grade) times per week for 45 minutes. They are taught by grade-level teachers and our two new RTI teachers. Students who need the most support with literacy will have a lower student to teacher ratio, and students who exceed standards will have strategically-focused WIN time.

Stevenson’s classrooms through the RTI program will rotate twice a week, in small groups, to see the new Science Technology Engineering Art and Math (STEAM) teachers. While one group of students is with one of the new STEAM teachers, another small group will stay with their classroom teacher to receive extensions in their learning or help with topics the students did not understand. The rotations will be 30min to 50min long based on the grade level. The grouping of students will be done by the classroom teacher based on the student’s ability level in target areas and will change every six weeks. Every student will see his/her classroom teacher and a STEAM teacher twice a week during their RTI rotations.

Theuerkauf will continue to provide RTI to support and enrich our students in reading and writing. After assessments, all students are assigned to flexible groups based on their needs for intervention or extension/enrichment. The RTI block is four days a week, with 45-minute lessons (Kindergarten is 4 days a week with 30 minute lessons). Two additional RTI teachers help provide a more strategic focus for each of the RTI groups. This year, we added a teacher to provide weekly science lessons for grades K-5.and provide time for additional support in math. While students from one class are engaged in STEAM projects, the classroom teacher will be joining another class in their grade level to provide support to students in mathematics.

Crittenden and Graham Middle schools
Response to Instruction (RTI) is time during the day to be used to differentiate instruction. Selected students will receive either extra support or challenge in a core subject (language arts or math), depending on what they need.

Not all middle school students will have an RTI class. Students will be assigned to an RTI period based on data, including CAASPP tests and District assessments. Students, based on need, may get a language arts or math RTI class. These classes often are called Math RTI and Language Arts RTI.

In 2019-20

The District is working to implement in 2019-20 a new model for elementary science instruction that aligns with the Next Generation Science Standards (NGSS). The NGSS are inquiry-based, with hands-on learning components and scientific thinking practices. These standards place a greater emphasis on helping students understand the content of science, as well as the processes and practices used to apply new scientific knowledge. 

In the 2-3 years of its implementation, the District has seen much success with its Response to Instruction (RTI) program. RTI is a great structure to use to meet both our goal of NGSS-based, hands-on, high-quality science education for every student and provide small-group enrichment and intervention in literacy for every student.

Each elementary structures its RTI program a little differently. Next year, your elementary school’s RTI teacher will focus on hands-on K-5 science during RTI time, while your classroom or grade level teacher provides small-group support and enrichment. Huff, Bubb and Stevenson already are using this model successfully. While all elementary schools will move to a science model, each school will have the flexibility to structure its intervention and enrichment activities to meet the needs of its students.

All students will still get the small-group enrichment and intervention that they need from either their classroom teacher or another teacher in their grade level. This basic tenet of RTI will remain unchanged.

The move to the science emphasis is advantageous for several reasons:

* It meets the Strategic Plan goal providing an elementary science curriculum that supports inquiry-based and NGSS, as well as the Board of Trustees’ goal of increasing the science and technology offerings at all schools.
* It ensures the District will be providing consistent science instruction across all schools.
* It allows RTI teachers to be trained as NGSS, science-content experts.

The Board of Trustees approved this recommendation on March 21. To view the RTI presentation, click here. Principals will be providing more information as planning continues this spring. 

Website by SchoolMessenger Presence. © 2019 West Corporation. All rights reserved.