Response to Intervention (RtI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RtI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

Members serving on the Harrison RtI Team are: Matt Deeds, Aimee Hagg, Melissa Landwerlen, Deb Johnson, Rachel Sudhoff

As part of a school guidance program, a complete student record is maintained beginning in kindergarten and continuing through high school. All grades, test scores, health records, personal data, and the like are included in this confidential record. All students are given nationally standardized tests. The objective evaluations of each student’s achievement assist the school in making decisions, which will help provide a more adequate program of instruction.

In order to best prepare students for the rigor of each grade, Harrison Elementary School supports student academic achievement. Contact your child’s teacher for more information.

Academic supports include:

• Mapping out curriculum using Indiana Academic Standards;

• Implementing data driven instruction from results of students work;

• Utilizing both large and small group instruction;

• Teachers and students setting academic goals;

• Progress monitoring of objectives and goals.