Response to Instruction & Intervention
Conestoga Valley believes that instruction must be differentiated to meet each child’s need. In order to best meet those needs, the district utilizes the RtII model of tiers to provide additional instruction and support to give all students access to the skills and curriculum set forth by the Common Core Standards.
RtII is a proactive approach to student learning which employs data analysis and tiered instruction to best meet the needs of students. All students take universal assessments which provide data for teachers to analyze. Based on this analysis, students’ needs are determined. In order to ensure maximum success, students receive Tiers I, II, and III as necessary to support their learning in a particular area. All students receive Tier I core instruction and 80-85% of students are successful. However, others may need additional support. Tier II comprises approximately 10-15% of students. Tier III comprises approximately 3-5% of students. Once students have been placed in tiers, they receive the necessary instruction to supplement Tier I instruction. It is important to note that the tiers are fluid, and students may move in and out of them as needed. Ideally, a data team analyzes student progress in all Tiers and makes necessary changes as needed.
Data analysis is a key component of the RtII process for all students. Universal screeners are determined by a data team and must then be administered to assess students’ skill levels. Ideally a screener is administered at the beginning of a school year. The data is analyzed to determine if the student’s needs are best met in only Tier 1 or if additional supports are required. This is a PROACTIVE process and must occur before students experience failure. Recurring data must be analyzed to determine the best course of action and support to meet student’s needs.
RtII requires a professional staff that embraces proactive data analysis and differentiation. Data must be gathered, analyzed and acted upon PRIOR to the student experiencing failure. This proactive, supportive structure is a key element of the RtII philosophy. Another element that is necessary is the embracing of flexible grouping and differentiated instruction. Students must experience grade-level curriculum as well as instructional level work. This requires a blend of whole group and small group instruction using data to actively monitor student progress.
- Laura Gingrich, Brownstown Elementary
- Ashley McDonough, J.E. Fritz Elementary
- Lucinda Schaeffer, Leola Elementary
- Amy Leed, Smoketown Elementary
- Liz Landis, Gerald G. Huesken Middle School
- Rachel Metzinger, CV High School