RtI and PBIS
Response to Intervention (RtI)
Response to Intervention (RtI) is “the practice of providing 1) high-quality instruction/intervention matched to student needs and 2) using learning rate over time and level of performance to 3) make important educational decisions” (Batsche, et al., 2005). This means using differentiated instructional strategies for all learners, providing all learners with scientific, research-based interventions, continuously measuring student performance using scientifically research-based progress monitoring instruments for all learners and making educational decisions based on a student’s response to interventions.
District 142 uses AIMS web benchmark assessment to provide educational decisions.
AIMS Web Benchmark Assessment
AIMSweb is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment. The results are reported to students, parents, teachers and administrators via a web-based data management and reporting system to determine response to intervention.
Reading CBM - Fall, Winter and Spring
Maize CBM - Fall, Winter and Spring
Math Concepts and Applications - Fall, Winter and Spring
Math Computations - Fall, Winter and Spring
Researched Based Instructional Materials
Lexia Learning (Grades K-5)
Horizons (Grades K-3)
Haggerty Phonics (Grades K-1)
6 Minute Solutions (K-2)
Wilson Reading (Grades 1-5)
Middle School (Grades 6-8)
Do the Math
Problem Behavior Interventions and Supports (PBIS)
Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional, and academic success.
Illinois PBIS Network, Revised May 2008. Adapted from "What is school-wide PBIS?", OSEP Technical Assistance on Positive Behavioral Interventions & Supports. Access at http://www.pbis.org/schoolwide.htm