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“Challenging Individuals to Achieve Excellence”
is the mission statement of the Jefferson County Schools. It is our goal
for all students to have the resources and instruction necessary to reach
their full potential while receiving a free and appropriate public
education.
The intent of Response to Intervention (RtI) is
that all children receive excellent classroom instruction first and that
low- performing children are offered increasingly intense, individualized
academic interventions. Student progress is monitored to see if response to
this intervention yields adequate academic growth. (Reading Today,
VOL. 27, NO. 1, August/ September 2009)
Response to Intervention (RtI) is part of the 2004
reauthorization of the Individuals with Disabilities Education Act (IDEA)
and aims to prevent unnecessary assignment to special education. IDEA 2004
allows the use of an alternate process to identify students with a specific
learning disability (SLD). RtI is a tiered framework for instructional
delivery that is systematic and data based for identifying and resolving
students’ reading difficulties through implementation of scientifically
based instructional practices appropriate to the individual learner’s needs.
The RtI framework provides for high-quality instruction
and intervention matched to the student’s needs. It includes increasingly
intensified levels, or tiers, of scientifically based reading
interventions. Frequent progress monitoring is administered to make
informed decisions about changes in the strategic reading interventions
being provided. A School Intervention Team is in place to make decisions
regarding tier-to-tier placements and to provide oversight of procedures and
fidelity of implementation. The Jefferson County Schools embrace the
Response to Intervention model, now part of educational law, as a system of
service delivery.
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