Response to Intervention RtI

  • Parent Involvement Policy

    The Response to Intervention Plan includes pertinent information with regard to policies for parental notification when services are offered to students at risk for learning. The policies and procedures for students who are identified for these services will also apply to our Title I students.  

    In addition, parents of students who have been identified for Title I programs have been notified with requests for testing and a description of testing results. When a child is identified for services, a letter of information is mailed to each parent with confirmation of the dates of initiation of services. Similarly, a letter with regard to discontinuation of services is distributed when a child attains exiting requirements.  Quarterly reports are distributed to inform parents about student progress. Parents are invited to a fall “Open House” wherein program description and responsibilities are explained. Meetings occur at alternate times. Parent conferences are held quarterly and occur along with classroom teachers in order to assure that instruction is collaborative in nature. Monthly parent meetings are held with written reminders and letters of acknowledgement.

    The Shared-Decision Making Team of the Grand Island Central School District has identified the roles and responsibilities of all of the key players in our educational milieu. The following identifies the parental roles and should be viewed as the District School-Parent Compact: 



    RtI Parent Involvement Policy- Kaegebein Elementary



    Goals

    1.  To highlight parents’ awareness of the importance of their role in their children’s educational success.
    2.  To stress the importance of using a child’s native or primary language in literacy and critical thinking.
    3.  To facilitate awareness of the distinction between basic interpersonal communication skills and cognitive academic language proficiency, which is necessary for academic success.
    4.  To stress the critical importance of the connection between home literacy and academic literacy.
    5.  To establish and maintain a positive relationship between parents and educators.
    6.  To provide information, materials, strategies and techniques to support parents’ home instruction and to ensure consistency between home and school.

    Components of a Balanced Literacy Program

    Reading Aloud: Teacher/parent reads selection aloud to children

        • Provides an adult model of fluent, expressive reading
        • Develops a sense of story
        • Develops vocabulary
        • Encourages prediction
        • Develops active listening skills

    Shared Reading: Teacher/parent and children read text together

        • Demonstrates an awareness of text
        • Develops a sense of story or content
        • Promotes reading strategies
        • Develops fluency and phrasing
        • Increases comprehension
        • Encourages politeness and respect
        • Encourages discussion, which promotes speaking skills and vocabulary
           development

    Guided Reading: Teacher introduces a selection at the students’ instructional level

        • Promotes reading strategies
        • Increases comprehension
        • Encourages and develops listening and speaking skills
        • Encourages independent reading
        • Increases students’ self esteem and confidence regarding reading success

    Independent Reading: Students read independently

        • Encourages strategic reading
        • Increases comprehension
        • Supports writing development
        • Extends experiences with a variety of written texts
        • Promotes reading for enjoyment and information
        • Develops fluency
        • Fosters self-confidence by reading familiar and new texts
        • Provides experiences to use mistakes as learning opportunities

    Phonics/Word Study: Teacher/parent and students explore phonics patterns in words

        • Develops sound-letter correspondence
        • Increases knowledge of consonant and vowel patterns in words
        • Increases knowledge of syllables, prefixes, suffixes, inflectional endings
        • Supports reading and writing development

    Modeled/Shared Writing: Teacher/parent and students collaborate to write text; adult acts as a scribe

        • Develops concepts of print
        • Develops writing strategies
        • Supports reading development
        • Provides a model for a variety of writing styles
        • Models the connection between sounds, letters, and words
        • Produces texts that students can read independently
        • Promotes communicating in a clear and specific manner

    Interactive Writing: Teacher/parent and students compose together using a “Shared pen” technique in which students do some of the writing

        • Provides opportunities to plan and construct texts
        • Increases spelling knowledge
        • Produces written language resources in the classroom/ or at home
        • Creates opportunities to apply what has been learned

    Independent Writing: Student writes independently

        • Strengthens text sequence
        • Develops an understanding of the multiple uses of writing
        • Supports reading development
        • Develops writing strategies
        • Develops active independence


    Research

    • Parents are a child’s first and most important teacher.
    • Parents’ roles as educators are critical to their child’s academic success.
    • Students’ ability to be academically successful is dependent upon parental involvement and communication with professional educators.



    Goals Will be Addressed in the Following Ways:

    • Monthly meetings focusing on the following topics:
            Parents as Partners: Overview of the Language/Literacy Connection
            Student and Parent Rights and Responsibilities
            Preparing for Parent/Teacher Conferences
            Reading Techniques: Early Literacy, Primary, Elementary Children
            Standardized Testing
            Reading Comprehension Strategies
            Reading/Math Connection
            Summer Reading Program
    • Newsletters from teachers
    • Report Cards
    • Parent/Teacher Conferences
    • Parent Information Center
    • Open House
    • Various Reading Programs promoted throughout the school year




    Reference:

    Components of a Balanced Literacy Program. http://instech.tusd.k12.az.us/BL/blcomp.htm

    Link Disclaimer: The links in this area will let you leave the Grand Island Central School District site. The appearance of these links does not constitute endorsement by the Grand Island Central School District of the linked web sites, or the information, products or services contained therein. Grand Island Central School District does not exercise any control over the information you may find at these locations. Grand Island Central School District cannot attest to the accuracy or appropriateness of information available at any linked sites. The Grand Island Central School District is not responsible for contents of any linked pages or any link contained in a linked site or any changes or updates to such sites.