1. Response to Intervention
Old Bridge Township Public Schools

2. Our Framework RTI PBIS and Character Education Collaboration
Elementary and Middle School schedule changes
Middle School: 55 sections of intervention to 76 sections with no additional cost to the district
Data-based decisions (all levels)
Evidence-based interventions (programs and teacher PD)
PBIS and Character Education
Collaboration
Data Team Meeting and Interventionist Meetings
Professional Development Model
OB Academy
Admin training
Parent Communication
RTIm Direct
Program evaluation and survey data

3. Special Education Referrals
Grade
Date Range: 9/1/13-4/15/14
Date Range: 9/1/14-4/15/15
Date Range: 9/1/15-4/15/16 1 25 24 21 2 17 11 3 32 18 10 4 8 5 14 6
Total
119 73 61

4. Other District Data Math:
Overall decrease from 200 students failing into the High Risk Range to 154 students from Fall to Winter
Reading:
1st grade: 13% of students moved from high risk or some risk range in reading to low risk (average range)
2nd grade: 7.6% of students moved from high risk or some risk range in reading to low risk (average range)
Grades 3-5: we began the year with low percentages of students falling into high risk (2.4%; 3.3%; 3.1%) and were able to maintain the low percentage

5. Sample Student Data

6. Staff Survey: Data Team Meetings and Collaboration
“The teamwork is the highest level I have ever experienced in 21 years.”
“It's helpful to the teacher to have the observations of another teacher regarding a particular child that needs extra assistance. It's also helpful to come up with ideas together.”
“Everybody does a great job to include ESL in all data team meetings”
“I love how my colleagues and I collaborate and support each other's efforts with our mutual students.”
“It is a wonderful time to be able to share opinions and insights about students. It is also helpful to know what each teacher is doing with the student and learning about what works with each child.”

7. What do you like most about our RTI Framework?
“The data follows the child from grade to grade and building to building”
“Proactive toward student growth and improvement”
“I like tracking the concerned students through the tiers and the data. Much more concrete way to look at struggling students and helping them succeed.”
“I like how easy it is to get a baseline for students and also how easy it is to collect data.”
“What I like most is the ability to gather information is a team effort and that we can seek help for children who need it quicker and we are able to easily see if a child is making progress with the interventions provided”