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PTHS Continues to Promote Academic Achievement Through Response to Intervention (RtI)

January 6, 2012 08:45 AM
Forest Park, IL...In the new year and at the start of second semester, Proviso Township High Schools District 209 is continuing to work for the success of each student through Response to Intervention (RtI). RtI is designed to help meet individual student needs and offer specific learning support in order to improve learning outcomes.

RtI was originally introduced in the District 2009. It continues to be an important tool as students enter into second semester. RtI is a method of academic intervention used to provide early, systematic assistance to students who are having difficulty learning. It seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for students who continue to have difficulty. PTHS officials says RtI helps to ensure that each student stays on track and up to-speed according to their grade level.

"At Proviso Township High Schools District 209, we believe in providing the highest quality of education for every student," said PTHS 209 Director of Special Programs, Marianne Fidishin. "To meet this goal, RtI has been used to identify and provide early intervention to students who are having difficulty in the classroom.  Each tier of RtI provides additional support beyond the core curriculum. Students needing supplemental instruction or intervention are monitored frequently to ensure that they meet grade level expectations."

RtI also allows for early intervention by providing academic and behavioral supports rather than waiting for a student to fail before offering help. District 209 implements RtI by administering universal screening, monitoring student progress, and then implementing scientific, research-based instruction to meet student needs.

"RtI is an educational approach that has the potential to help all students reach their full potential," said PTHS 209 Superintendent, Dr. Nettie Collins-Hart. "It also supports our students in successfully meeting state grade level standards. We know that all students do not learn the same way. The core benefit of an RtI approach is that our students are assessed regularly so that we get a greater understanding of what they are learning, how they are learning, and whether or not they need additional support."

With RtI, students continue to participate in the core curriculum even if they need the support of tier two or tier three interventions.  In tier one, teachers use different strategies within the core curriculum to address student needs.  Students who are not progressing at a rate to meet end of year benchmarks in tier one are provided interventions matched to their needs.  These tier two interventions take place in a small group for 60 minutes per week.

An instructional support team tracks students’ progress with the intervention plan weekly. Interventions occur for a minimum of six weeks, but they may continue as needed to ensure student success in the core program.  The instructional support team may make adjustments in the intervention plan based on a student’s progress.  Depending on student need and progress, the team may change the intervention or increase the frequency, time, or intensity of the intervention.  This more intense level is considered tier three.  Students provided with tier three interventions are placed in smaller groups than tier two, and the numbers of minutes increase to at least 120 minutes per week.  Monitoring students’ progress continues on a weekly basis.

The continued use of RtI is expected to give teachers crucial data that can help accelerate student achievement. For students, it offers a blue print of their learning progress, goals, and outcomes.

To learn more about RtI, please click here.


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