Response to Intervention Overview

1. Response to InterventionOverview www.nysrti.org Prepared by: Marsha Volini Achievement Coach, CFN 204

2. RtI is… • RtI Definition: A comprehensive, multi-tiered system of supports to enable early identification of vulnerable students who are at-risk academically or behaviorally. • RtI begins with high quality research-based instruction in the general education setting provided by the general education teacher. • Instruction is matched to student need through provision of differentiated instruction in the core curriculum. • Supplemental intervention is delivered in a multi-tier format with increasing levels of intensity. • Students who have not mastered critical skills or who are not making satisfactory progress have been identified by school-wide screenings and progress monitoring. • If a student continues not to make sufficient progress after receiving both Tier ll and Tier lllinterventions, a referral for a comprehensive evaluation to determine eligibility for special education is needed. RTI Guidance for New York State School Districts October 2010

3. RtI is… • A model to ensure that all students are obtaining mastery of the CCLS • Reading in the early grades is a primary focus of the RtI process as this is the curriculum area in which the most students are identified with learning difficulties. • Effective July 1, 2012, all school districts in NYS must have an RtI program in place as part of its evaluation process to determine if a student in grades K-4 is a student with a learning disability in the are of reading. (NYSED, 2009)

4. Three Essentials of RtI The 3-essential “legs” of RtI 1. Multiple tiers of intervention service delivery • Core interventions (all students) • Targeted group interventions (students at risk) • Intensive individual interventions • A problem-solving method 3. An integrated data collection/ assessment system

5. Key Characteristics of RtI • Universal Screening of academics and behavior • Multiple tiers of increasingly intense interventions • Differentiated curriculum-tiered intervention strategy (Appropriate instruction delivered in the general education classroom) • Use of scientifically research-based interventions • Continuous monitoring of student performance • Benchmark/Outcome assessment

6. Appropriate Instruction in the Core Reading Program • Appropriate instruction in reading means research-based programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies • High quality, research-based instruction to all students in the general education class provided by qualified teachers • Differentiated instruction to meet the wide range of students needs • Curriculum that is aligned to the State learning standards and grade level performance indicators for all general education subjects • Instructional strategies that utilize a formative assessment process RTI Guidance for New York State School Districts October 2010

7. Tier I(Core instruction intended for all studentsin the general education classroom) • Interventionist: general education teacher • Setting: general education classroom • Grouping: variable and flexible grouping formats • Curriculum: (appropriate instruction) scientific, research-based instruction aligned to state learning standards in core academic areas • Duration: year-long • Length of Instructional Sessions: involves a minimum of 90 minutes of uninterrupted, ELA instruction per day • Assessment: all students are screened at least 3 times per year (Fall, Winter, Spring) • Progress Monitoring: students initially identified as at-risk on screening measures are progress monitored on a weekly basis for 5-6 weeks (This takes place in the general education classroom by the general education teacher) www.nysrti.org

8. Tier ll(Supplemental, small group instruction, - in addition to- NOT IN PLACE OF- core reading instruction, focused on identified student need of weakness) • Interventionist: trained, skilled and knowledgeable school personnel (SETTS, or Sp Ed teacher or classroom teacher trained in intervention strategies and/or programs) • Setting: variable, can occur in and /or outside of general education classroom • Grouping: small, homogeneous grouping (1:3 - 1:5) • Curriculum: scientifically research-based instruction designed to remediate skill deficits of targeted students, carefully structured and sequenced • Duration: varies – based on rate of progress and performance of students: (10 – to 30 weeks minimum) • Length of Instructional Sessions: 20 – 30 minutes, 3 to 4 times per week • Assessment: may include formal and informal measures to inform instruction • Progress Monitoring:twice monthly to examine rate and level of performance www.nysrti.org

9. Tier lll(Designed for those students who demonstrate insufficient progress in Tier ll) • Interventionist: highly trained, skilled and knowledgeable school personnel • Setting: most often takes place outside of general education classroom • Grouping: small, homogeneous grouping (1:1 - 1:2 or 1:3) • Curriculum: customized, intensive, systematic and research-based instruction that targets academic areas of greatest need • Duration: varies – a minimum of 10 – 30 weeks • Length of Instructional Sessions: 30-60minutes 5 times per week • Assessment: may include formal and informal measures to inform instruction • Progress Monitoring:minimum once per week www.nysrti.org

10. Helping All Students Achieve Proficiency

11. Three Tier Model Intensive Referral to CSE if needed Tier III Targeted Tier II >> Tier I Core, Universal 11

12. All students receive high-quality, evidence-based core instruction in Tier I. • Students who are not progressing at the rate expected based on progress of TRUE PEERS receive Tier II targeted interventions IN ADDITION TO CORE INSTRUCTION. • Students who respond to Tier II interventions may be removed from the targeted interventions or continue to receive these interventions. • Students who DO NOT respond to Tier II interventions receive Tier III intensive interventions. • Students who respond to Tier III interventions may go back to Tier II or Tier I. • After sufficient time for intervention to be effective, students who DO NOT respond to Tier III interventions may be referred to CSE. • ESL is provided in all three tiers and ESL methods should be incorporated into interventions at Tiers II & III.