The New Jersey Tiered Systems of Supports (NJTSS) is a framework of supports and interventions to improve student achievement, based on the core components of Multi-Tiered Systems of Support and the three-tier prevention logic of Response to Intervention (RTI). With a foundation of strong district and school leadership, a positive school culture and climate and family and community engagement, NJTSS builds on Intervention and Referral Services (I&RS) and gives schools structure to meet the academic, behavioral, health, enrichment and social/emotional needs of all students. The underlying premise of Response to Intervention (RTI) is that our schools should not wait until students’ academic skills decline to the degree that they qualify for special education to obtain the support they need to be successful learners. It is the schools’ responsibility to provide targeted, systematic research-based interventions to all students as soon as they demonstrate the need. RTI is a multi-tier approach to the early identification and support of students with academic needs. The RTI process begins with high-quality core instruction and universal screening of all children in the general education classroom. Struggling students receive interventions at increasing levels of intensity to accelerate their rate of learning and close the achievement gap. These services are provided by a variety of certified staff. 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.
All students enrolled in kindergarten through second grade are assessed with the Acadience Reading/DIBELS assessment. At risk students in third and fourth grades are monitored by the RTI teachers using the Acadience Reading/DIBELS assessment. Students in kindergarten through third grade are assessed using the Fountas & Pinnell Benchmark Assessment System (BAS). Students in first through eighth grades are assessed using the Renaissance STAR 360 assessment. Eligibility for RTI is based on the results of district assessments and teacher recommendations.
Tier 1: At the elementary level, all students in Tier 1 receive high-quality, scientifically based instruction delivered by the general education classroom teacher. Core curriculum instruction is based on the New Jersey Student Learning Standards (NJSLS). Differentiated instruction meets students’ learning needs. General education classroom teachers monitor student progress to identify struggling learners who need additional support.
Tier 2: Students who are not making adequate progress in the core curriculum receive increasingly intensive Tier 2 instruction delivered by classroom teachers during the Intervention and Enrichment Period.
Tier 3: Students are given more intensive, individualized intervention delivered by RTI teachers. Orton Gillingham methods are used to focus on foundational skills for reading and spelling, with an emphasis on phonemic awareness, phonics-word study, high frequency word study, fluency, vocabulary, handwriting, and spelling. Additionally, the Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a research-based, intensive, small-group supplementary literacy intervention proven to improve literacy achievement of struggling readers with fast-paced systematically designed lessons. The goal of LLI is to lift students' literacy achievement to grade-level expectations.
RTI in the middle school occurs during specialized lab periods. Tier 1 is delivered in the classroom. For students needing more support Tier 2 is delivered through a specialized lab period directly instructed by their ELA or Math Teacher. Achieve3000 is utilized to develop fluency in math and increase comprehension. Tier 3 is the highest level of support and is delivered during lab period. This instruction utilizes Rewards Reading Program for ELA and small group skill-based instruction for Math. Semester decisions regarding the level of intervention is made by both teachers, the building principal, and the Director of Curriculum.
New Jersey Administrative Code 6A:16-8.1(a) requires all school districts have an Intervention and Referral Services Committee. The purpose of the committee is to identify and monitor students’ academic, behavior, and health concerns in general education. The committee develops, implements, and monitors action plans as well as provide support, guidance, and interventions to maximize student success. Please click on the link for more information.
Title I Coordinator- Mrs. Laura Hoffman
IMS I&RSC Coordinator- Mrs. Stacey Boyle-Weller
IMMS I&RSC Coordinator-Mr. Ryan Vaux