Response to Intervention at Ho‘okele Elementary

Ho‘okele Elementary is committed to providing students with the knowledge and skills to help them perform at their greatest potential. As part of our Comprehensive Student Support System and one of the priority strategies identified by the Hawai‘i Department of Education, the Response to Intervention (RTI) model will be utilized as one of the key strategies to support student success. ​

What is RTI?

Response to Intervention (RTI) is a model of support to address the learning needs of all children.  The RTI process begins with a universal screening that identifies specific areas of need and is supported with targeted high-quality instruction and timely interventions.  Students are provided with intense interventions or enrichment lessons by qualified teachers and their progress is closely monitored throughout the year.  ​

Response to Intervention Time

At Ho‘okele Elementary, we understand that every student is unique.  To address the different learning rates and performance levels, we have developed a school-wide RTI system that will provide the support, resources, and instruction needed to help every student succeed.  Throughout the year, all teachers work in Professional Learning Communities to analyze and reflect on student data, share proven research-based strategies and methods, as well as set learning goals for the students.  During RTI, all students are provided with interventions in small group settings 4-5 times per week during their grade-level common intervention time. During these interventions, the students receive direct instruction utilizing the i-Ready® web-based program and other supplemental resources.  The Ho‘okele school community is committed to challenging all students to reach their full potential.

RTI Photos
4th grade students engage in a game that focuses on inferencing skills.
4th grade students engage in a game that focuses on inferencing skills.
Kindergarteners wear colorful glasses to remember that good readers look at pictures. They have claws on their crispy pointing finger to remind them that good beginning readers point to the words when they read.
Kindergarteners wear colorful glasses to remember that good readers look at pictures. They have claws on their crispy pointing finger to remind them that good beginning readers point to the words when they read.
Kindergarteners are in the tactile letter center. They are using gel, rice and glitter letters to help them identify the names and sounds of each letter.
Kindergarteners are in the tactile letter center. They are using gel, rice and glitter letters to help them identify the names and sounds of each letter.
Kindergarteners are using Chromebooks independently to complete their iReady reading lessons.
Kindergarteners are using Chromebooks independently to complete their iReady reading lessons.
Kindergarteners use playdoh to spell high frequency words. They use a dry erase marker to practice spelling the word.
Kindergarteners use playdoh to spell high frequency words. They use a dry erase marker to practice spelling the word.
Kindergarteners work in centers where they can choose to: read sight words, read a book or practice their letter sounds.
Kindergarteners work in centers where they can choose to: read sight words, read a book or practice their letter sounds.
Students are using iPads during RTI Instruction. Students are assigned an to work on specific skills for reading.
Students are using iPads during RTI Instruction. Students are assigned an to work on specific skills for reading.
Kindergarteners read Chicka Chicka Boom Boom together to help them identify letter names.
Kindergarteners read Chicka Chicka Boom Boom together to help them identify letter names.
Kindergarteners are working on putting the letter tiles in abc order or using them to build words.
Kindergarteners are working on putting the letter tiles in abc order or using them to build words.
Kindergarteners are in reading groups with their teacher. Students use a crayon to highlight words that they know.
Kindergarteners are in reading groups with their teacher. Students use a crayon to highlight words that they know.
Kindergarteners are in reading groups with their teacher. Students are practicing
Kindergarteners are in reading groups with their teacher. Students are practicing "crispy pointing". That means they are pointing to each word with their finger as they read it aloud.
1st graders are working together to identify rhyming words.
1st graders are working together to identify rhyming words.
4th grade students engage in a game that focuses on inferencing skills.
4th grade students engage in a game that focuses on inferencing skills.
4th grade students engage in a game that practices reading/english language arts skills.
4th grade students engage in a game that practices reading/english language arts skills.
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