Mill Street Elementary, Norridgewock
We hire three subs and rotate teachers in and out of RTI meetings to review data wall, etc., to decide on courses of action. One of our Sp Ed Teachers manages all the meetings which takes two solid days each time.
Fort Kent Elementary School, Fort Kent
Attached, you will find three schedules that we use to ensure teaching time in language arts and math and additional instruction for students who need additional skills based instruction. You will find a block that says I/E. I stands for intervention and E stands for enrichment. Students who need Intervention are pulled out in small groups during IE time while students who are not pulled out are receiving enrichment or follow up instruction.
We do not schedule allied arts by the trimester.
Edgecomb Eddy School, Edgecomb
Regarding RtI, we have split the school into two groups: K-3 and gr. 4-6. We (the teaching and support staff) meet in these groups every 5 weeks to discuss RtI needs and, from there, build a schedule based on student needs and staff availability. We have two 30-minute periods per week scheduled for RtI for gr. 4-6 and this works quite well. It’s not as long as we would like, but it’s all we seem to be able to do right now; however, we also offer homework help/RtI support/1:1 study time each morning for 30 minutes before school. During this time students typically put themselves in there, but there are times when a teacher asks for us to work 1:1 or 1: small group for targeted needs. RtI time for grades 4-6 also includes enrichment groups for those identified as G/T students.
For grades K-3, we’ve tried the same format but because of limited staff availability, we identify the needs and then work them into the daily schedule, either through the homework help time, Ed Tech support, or Title I programming.
With regularly-scheduled time to discuss RtI, as well as frequent conversations about student needs, we’ve been happy with how this is working.
Kennebunk Elementary School, Kennebunk
At KES we have developed an extremely effective RTI model that has now been adopted by several other districts in southern Maine. We have a dedicated RTI block for each grade level four days each week, and it includes nine different Intervention groups, three Enrichment groups, and RTI for Behavior.
James H. Bean School, Sidney
We have trimesters but students have art, music, PE, library, and computer every week for 40 minutes.
As to our RtI, we have had a decline in our PK population leaving me with a 1/2 day teacher. She has taken on the RtI piece offering a variety of interventions PK-4 four afternoons a week. She has also trained a retiree to assist in order to provide more intervention time for students.
Harriet Beecher Stowe Elementary, Brunswick
We are on trimesters, but our kiddos have DA classes weekly. We have RTI blocks built into the day for Math. Literacy is more flexible with their scheduling. (Click on the name of the school to see a copy of their schedule.)
Conners-Emerson School, Bar Harbor
We rotate specials for grades 5 and 6 by trimester for Art, Music and Health- we maintain full year in PE; we do this primarily for band reasons- although have begun to explore RTI options.
Ames and Weymouth Schools, Searsmont
We are a small 2-5 elementary school, 8 classrooms. Yes, we have RTI blocks built in our daily schedule. Last year the whole school chose one block of time and students could move between teachers for support, mostly within their grade level but also to title l and sped. This year teaching partners chose same times so that students could continue to move between both of their teachers (team teaching). Teachers schedule 45 minutes each day for RTI. Students not working with a teacher during this time work independently on reading, writing, projects or make up work. Some students work with gifted and talented teacher if identified. This system is fluid and works well for us.
Greenbush School Department, Greenbush
Greenbush has a strong RTI program and is willing to share with colleagues.
Miles Lane School, Bucksport
We use flexible grouping in math and reading every day. Teachers use weekly PLC meetings to review student data as needed and create flexible groups around specific skills, concepts and/or standards. We have a dedicated 90 minute math block, 60 minutes of which students are flexed into ‘just right instruction’ for the current math unit. We use Common Core strand data from NWEA done three times per year and our teacher-created unit pre assessments to decide which students are ready for each level of learning. Reading is a bit different in that our Title I staff work with students in small groups (no more than 4 in a group) for 45 minutes daily. Classroom teachers also flex group within grade-span wings (Gr 1-2; and Gr 3-4) by either reading level at the lower grades or strategy need at the upper grades. We also have an after school program three days per week which is funded through Title I.
W.G. Mallett School, Farmington
Below are our K,1st and 2nd composites with teacher names changed to just an initial. The ‘key’ colors seem to have changed so that art/library both look the same but they are typically two different colors. These represent 6 Ks, 5 1st grades, 5 2nd grades and 5 specials with a schoolwide Morning Meeting time and Schoolwide Intervention time.