To successfully meet the individual needs of all students at High Peaks Elementary, we utilize a Response to Intervention (RtI) Model:

 

Response to Intervention (RtI) is a problem-solving model which involves working with a school-based team to consider student performance data to identify and define student learning needs; to develop interventions to address those needs; and to evaluate the effects of the interventions on the defined needs.  RtI uses a tiered system of assessments that increase in frequency and intensity as greater needs are revealed. Timely, reliable assessments indicate which students are falling behind in critical skills or which students need their learning accelerated, as well as allow teachers to design instruction that responds to the learning needs. By regularly assessing students’ progress in learning and behavior, teachers can identify which students need more help; which are likely to make good progress without extra help; and which students need their learning accelerated. 

The classroom teacher uses available data and/or pre-assesses students and specifically targets instruction for those students who demonstrate mastery of the learning goal(s).  These universal or Tier I interventions are available to all students in the classroom as indicated by ongoing assessments.  Tier I interventions may include:

•  Strategy based reading groups
•  Literature circles
•  Differentiated spelling lists
• Extended writing assignments
• Core Knowledge projects and/or menus
• Math menus or projects
• “e”project box in every classroom
•  web based activities available online http://www.bvsd.org/schools/hp/teachers/tag/Pages/Eprojects.aspx
• Spelling Bee (4^th and 5^th)
• Geography Bee (4^th and 5^th)
• Science Fair (K-5^th)
• After school enrichment opportunities sponsored by TAG Advisor or Challenge Committee.

When progress monitoring indicates that a student needs additional interventions or challenge opportunities in order to remain engaged in school and make yearly progress, he/she is referred for Tier II. Tier II interventions may include:

• 5^th grade math differentiated class co-taught by 5^th grade teacher and TAG advisor
• Literature Circles and Book Clubs 1^st – 5^th  -literacy push in/pull out book studies and writer’s workshops led by TAG advisor
• Parent volunteer led math groups -  TAG advisor and/or classroom teacher provides math enrichment materials for these groups
• Primary Education Thinking Skills Program (PETS) (K-2^nd)
• Math Olympiad (4^th and 5^th)
• TAG Advisor designed research projects (2^nd – 5^th)
• Passion Projects (1^st -5^th)
• Affective Needs Support (K-5^th)
• Intervention Block small group projects, activities, and extensions

Through ongoing progress monitoring, students may demonstrate the need for even more intense, Tier III intervention.   Tier III is for students whose needs are so exceptional that they require substantially different programming.  Tier III students participate in pull out programs along with Tier II students and also work on independent investigations with TAG Educational Advisor. These students may meet with the TAG advisor weekly for instruction and guidance on independent investigations or passion projects with the goal of becoming an autonomous lifelong learner.  Most Tier III work is completed in the classroom or TAG resource room, however some homework may be assigned. 

Tier III interventions may include:

• Subject acceleration
• Mentoring
• Online investigations including WebQuests
• Independent investigations
• Curriculum compacting and individualized contracts
• Students may be recommended for Talent Search opportunities