Daphne High School

Daphne, Alabama | 2012 National Blue Ribbon School

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The main focus of the RtI PST work at Daphne High School thus far has been establishing a system for identifying students at risk of having an unsuccessful high school experience and/or not graduating on time and matching them to supports and resources within the school community.

   To this end, the team has been analyzing student achievement, attendance, and behavioral data and staff members have been meeting with students and families to devise and implement support plans targeted to each student's needs. Some of the supports available to students this year have included RtI Parthenon, staff mentoring, in-class Interventions, and the Parthenon Tutoring Center, lead by our Daphne High School teachers.

   Another key component of the RtI/MTSS model, progress monitoring, has been put in place to increase accountability and ensure students find success with the supports provided. When students are successful with the intervention, it is either continued or faded based on need. When progress is not as consistent or rapid as is necessary, the support plan is adjusted.

 
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What is Response to Instruction (RtI)?

Response to Instruction (RtI) also referred to as Response to Intervention is a process designed to help schools focus on high-quality instruction that is matched to student needs and is monitored on a frequent basis.  School personnel use research and data to adapt instruction and to make educational program decisions for students.  This enables us to promote continuing academic and behavioral success at Daphne High School for ALL students.

What are the essential components of RtI?

  • Students receive high-quality, research-based  instruction in their general education setting.
  • General education instructors and staff assume an active role in students' assessment in that curriculum.
  • School staff conduct universal screening of academics and behavior to determine which students need extension opportunities and which students need additional interventions and monitoring. 
  • Multiple tiers of increasingly intense, research-based instruction and interventions are matched to student need.
  • Use of a collaborative team for development, implementation, and monitoring of the instruction and interventions at each tier
  • Continuous monitoring of student progress during instruction and interventions, using formative progress monitoring data to determine if students are meeting goals
  • Follow-up measures to ensure instructions and interventions are implemented as intended and with consistency.
  • Documentation of parent involvement throughout the process.
 
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