Responding to Interventions

Response to Intervention (RTI) is a general education initiative which requires collaborative efforts from all district staff. In a quality educational environment, which focuses on the needs of the whole child, academic and behavioral needs are identified and monitored continuously. Student performance data is used to make instructional and intervention decisions. The process of identification and continuous monitoring are the foundation of a successful comprehensive system of early interventions. The success of all students is improved when instruction, behavioral goals and social emotional learning is frequently monitored.

Response to Intervention (RTI) provides high quality instruction and interventions matched to students’ needs. RTI uses specific descriptive, observable performance data over time to make appropriate educational decisions for the whole child. Differentiated instructional strategies for all students provide all learners with research based, classroom education and interventions that continuously measure students’ performance.

Response to Intervention (RTI) is a comprehensive program that is geared toward the success of an entire district, as well as, the individual.

The essential components of RTI are addressed in a 3-tiered system:

Tier 1: Universal Interventions are for the needs of the entire student body. They are preventive proactive strategies implemented in to the culture of the school community.

Tier 2: Targeted Group Interventions are for a small number of at-risk students. These interventions must have a rapid response with high efficiency and effectiveness.

Tier 3: Intensive Individual Interventions are for individual students whose behavioral concerns require high intensity assessment based interventions of a longer duration.

Thom Stecher and Associates Programming

Tier 1:
Whole Child, Social Emotional Learning Planning Model is a comprehensive prevention and intervention services program that addresses district wide policy, programs and curriculum. This model allows the district to accurately assess their current strengths and shortcomings so they may actively build a plan for future development. This model addresses the needs of the entire community creating the consistency needed for achievement, safety and success.
Building a Classroom Community Staff Development Program is a hands-on workshop that gives concrete examples to teachers and administrators on how to build, maintain and enjoy a healthy, productive community. Based in Whole Child and Social, Emotional Learning philosophies, as well as, classroom management strategies, this course gives special consideration to Erikson’s stages of group development by leading participants through activities that are proven effective in moving us from the polite to the spirit stage of learning. This workshop is filled with research and helpful hints on making our schools and classrooms consistently safe, purposeful and inclusive.
Teaching the Individual: Utilizing Differentiated Instruction and Multiple Intelligences to Engage an Entire Classroom is an interactive workshop that focuses on providing strategies of identification and utilization to monopolize on the talents and learning styles of the individual student so they will perform to their highest level individual achievement.

Tier 2:
Newman Stecher International, with the funding and support of The Masonic Children’s Foundation, has created The Masonic Student Assistance Training Program. This research-based program has proven to effectively address the needs of our at-risk youth. This well organized program, which can be immediately implemented, offers an early intervention, life skills model that is has rapid response, high efficiency, problem-solving components. The life skills intervention is based in social emotional learning philosophies focusing on asset building to promote personal success. This program structures individual student intervention modifications that may include, but are not limited to, intensive mentoring, support groups, and behavioral modifications. These initial modifications are classroom based to aid the individual and benefit the entire classroom community.

Tier 3:
Masonic Student Assistance Training is structured to address the need of all at-risk students including the ones in greatest need. After being identified for initial classroom based modifications the student maybe identified as in need of a comprehensive individualized plan.

These multi disciplinary intervention plans are based in a thorough evaluation of academic, attendance, health and behavioral data. A specific plan is created to address each area of concern starting with the most severe. The plan focuses on asset building for the student through researched based intervention strategies. Teams are trained in how to utilize their resources to best fit the need of the individual by pulling on communal, parental and district wide assets.

Through the Masonic Student Assistance Program, Newman Stecher International offers a step-by-step guide on how to create, maintain and utilize a successful intervention program that addresses the 3 tiers of the RTI model. Newman Stecher International interfaces with RTI in its core concepts and purpose. These programs address RTI’s criteria of:

The Three Tier problem-solving model Scientific research based assessments. Problem identification Research based interventions Leadership and Core Team approach to intervention Parent involvement.


Empowering Students to Succeed

Respect, Responsibility, and Relationships. These are the essential 3 R’s for success in life. Since its inception in 1999, our Life Skills Conference has been transforming the lives of children through social and emotional life skills development.

Each moment a child lives is a new and unique moment in the world. A moment that never was before and will never be again. What do we teach our children in school? We teach them that 2+2 = 4 and that Washington D.C. is the capital of the United States.

We must also teach children of what they are capable. Our Life Skills Conference helps them realize that they are capable of greatness, that they are beautiful, and that they can experience self-fulfillment through service to others. Through our Masonic Student Assistance Program and through the LifeSkills Conference we teach them that they are unique. We tell them they are a marvel of creation. In the entire world there is no other person like them. We teach them to respect themselves and others. We teach them to respect diversity and welcome and appreciate differences. We teach them that responsibility and service are the rents we pay for the privilege of being alive and blessed to be in America. We also focus on developing healthy relationships. We spend significant time on what it means to be a healthy woman and a healthy man. We describe healthy relationships as those that contribute to the overall good of our society.

We help our participants set goals to make a positive impact back home in their schools, youth groups, houses of worship, and families. We ask our participants to stand up for values that enhance the world, such as respect, responsibility, and service to others.

“Each time a person stands up for an idea, or acts to improve the lot of others, or strikes out against injustice, s (he) sends forth a tiny ripple of hope…, those ripples build a current that can sweep down the mightiest walls of oppression and resistance.” – Robert F. Kennedy

“Each time a person stands up for an idea, or acts to improve the lot of others, or strikes out against injustice, s (he) sends forth a tiny ripple of hope…, those ripples build a current that can sweep down the mightiest walls of oppression and resistance.” – Robert F. Kennedy

For the past ten years, our program has taken place at the Pennsylvania Masonic Home, Patton Youth Campus. We believe it is the most beautiful setting in which we have ever worked. The program is sponsored by the Pennsylvania Masonic Youth Foundation. Because of the generosity of the masons, we accommodate 150 staff and students. Our program continues to grow each year.

We now have school districts in Pennsylvania sending staff and students to our conference. They have returned to their schools and developed successful mentor and advocacy programs that have positively impacted the whole school population.

“We do not realize that the things we do on a daily basis, such as saying “Hello” to someone, or even smiling at them, can make a difference to a person. We have the power and we have control, and we can change the world.” – Emily (2009 conference attendee)

LifeSkills Video

LifeSkills 2011 Registration