Response to Intervention (RtI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. 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. RtI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

Members serving on the Jefferson RTi Team are:

Mrs. Friedberg - EL

Mrs. Harbison - Title 1

Mrs. Long - 6th Grade

Mrs. Suhany - School Psychologist

Miss. Sutton - Special Education

Mr. Wall - Principal

Mrs. Williamson - 2nd Grade


As part of a school guidance program, a complete student record is maintained beginning in kindergarten and continuing through high school. All grades, test scores, health records, personal data, and the like are included in this confidential record. All students are given nationally standardized tests. The objective evaluations of each student’s achievement assist the school in making decisions, which will help provide a more adequate program of instruction.

In order to best prepare students for the rigor of each grade, Jefferson Elementary School supports student academic achievement through providing a guaranteed and viable curriculum for all students. Our school district has identified Power Standards for each grade level based on the Indiana Academic Standards. Our grade level teams strive to ensure students at each grade level master these power standards with core academic structure.This core instruction comes from the following academic programs:

Language Arts - Fountas and Pinnell Classroom

Math - Reveal Math

Science - Picture Perfect Science and Project Lead the Way

All students learn content at different levels and speed. Through classroom instruction and formative assessment, grade level teams develop a success period to reinforce instruction for students that are struggling with power standards. This thirty-minute time is dedicated to focusing specifically on remediating and/or enriching a grade level power standard and may involve students moving from classroom to classroom based on their level of need.

Each nine weeks, students will take an interim assessment. This assessment is used to determine levels of proficiency for standards-based report cards as well as a data point in creating success periods.