RESPONSE TO INTERVENTION A MULTI-TIERED SYSTEM OF
RESPONSE TO INTERVENTIONA MULTI-TIERED SYSTEM OF SUPPORTSGuidance Document0 Page
Table of ContentsMission and Vision of the Rochester City School DistrictPage 2Introduction to RtILegislationPage 3RtI DefinedPage 4Parent NotificationPage 6Section 1: RtI as a Multi-Tiered Prevention FrameworkTier One: Core InstructionPage 7Page 8Tier Two: Supplemental InterventionPage 10Tier Three: Intensive InterventionPage 12Section 2: Assessment within the RtI FrameworkScreeningPage 13Page 13Progress MonitoringPage 15Diagnostic AssessmentPage 16Data-Based Decision MakingPage 17Determining Initial Risk StatusPage 18Determining Student Responsiveness to InterventionPage 23RtI as Related to Students with Suspected DisabilitiesPage 24AppendicesAppendix A: Roles and Responsibilities of RtI teamPage 26Page 27Appendix B: Sample Parent Notification LettersPage 29Appendix C: Fidelity of Implementation of RtIPage 39Appendix D: Tier 1 Social/Emotional CurriculaPage 41Appendix E: Decision TreesPage 42Appendix F: Student Learning Gaps/NeedsPage 44Appendix G: Computer Assisted Learning ResourcesPage 47Appendix H: Functional Behavioral Assessment (FBA)Page 48Appendix I: Behavioral Support Plan (BSP)Page 50Appendix J: Assessments used in RCSD and NYS 3-8 Exam Scale ScoresPage 51Appendix K: Academic Intervention Services formPage 53Appendix L: RCSD RtI and AIS PoliciesPage 581 Page
IntroductionMission and Vision of the Rochester City School DistrictOur VisionEvery child is a work of art. Create a masterpiece.Our MissionThe mission of the Rochester City School District is to provide a quality education that ensuresour students graduate with the skills to be successful in the global economy.2 Page
LegislationIntroductionEffective July 1, 2012, all school districts in NYS must have an RtI program in place as part of itsevaluation process to determine if a student in grades K-4 is a student with a learning disabilityin the area of reading. (NYSED, 2009)Minimum Requirements. The Regents policy framework for RtI1. Appropriate instruction delivered to all students in the general education class byqualified personnel. Appropriate instruction in reading means scientific research-basedreading programs that include explicit and systematic instruction in phonemicawareness, phonics, vocabulary development, reading fluency (including oral readingskills) and reading comprehension strategies). Additionally, RCSD has determined thatthe assurance of appropriate instruction in mathematics is of equal importance. Thisincludes research-based mathematics instruction programs that include instruction inproblem solving, arithmetic skill and fluency, conceptual knowledge/number sense, andreasoning ability to apply mathematics to real life situations and contexts.2. Screenings applied to all students in the class to identify those students who are notmaking academic progress at expected rates.3. Instruction matched to student need with increasingly intensive levels of targetedintervention and instruction for students who do not make satisfactory progress in theirlevels of performance and/or in their rate of learning to meet age or grade levelstandards.4. Repeated assessments of student achievement, which should include curriculum, basedmeasures to determine if interventions are resulting in student progress toward age orgrade level standards.5. The application of information about the student’s response to intervention to makeeducational decisions about changes in goals, instruction and/or services and thedecision to make a referral for special education programs and/or services.6. Written notification to the parents when the student requires an intervention beyondthat provided to all students in the general education classroom which providesinformation abouta. The amount and nature of student performance data that will be collected andthe general education services that will be provided;b. Strategies for increasing the student’s rate of learning; andc. Parents’ right to request an evaluation for special education programs and/orservices3 Page
RCSD RtI DefinedIntroductionResponse to Intervention (RtI) is the practice of providing highquality instruction/intervention matched to student needs and using learning rate over timeand level of performance to make important educational decisions about an individual student(NASDE, 2006).In the Rochester City School District, RtI is the framework in which we monitor each student’sresponsiveness to quality core instruction and strategically targeted interventions in the areasof academics, socio-emotional/behavior, wellness, and overall connectedness. Thisframework is applicable to students in all grade-levels, PreK-12.The RtI problem-solving process allows school teams to be able to assess the effectiveness ofcore instruction and individual student’s responsiveness to well-matched interventions.Through utilization data from universal screening and progress monitoring, students areidentified for additional supports and their response to those supports drives decisions for theshort term future. Instructional leadership teams can utilize this school wide data to guidefuture systemic planning for professional learning and student support. For clarification onroles, responsibilities and protocols for RtI problem solving teams (see appendix A).In addition to addressing learning challenges, the RtI framework can be applied to improvestudents’ social behavior. The core principles of RtI remain the same regardless of theproblem-solving target. RtI is a school-wide prevention approach used to intervene early when students showsigns of struggling academically and/or behaviorally. RtI generates high-quality instruction/interventions matched to student needs. RtI usesthe student’s learning rate over time and level of performance to make relevanteducational decisions. RtI can be used to make referral decisions for those students who do not respond tointensive intervention in the general education setting. RtI provides support data that can be used in the identification of students with specificlearning disabilities as opposed to the traditional discrepancy model used to determineeligibility for special education services. RtI meets the educational needs of all students by providing direct, focused instructionto address the academic and/or behavioral domains.Mentoring Minds, 20084 Page
IntroductionRtI is RtI is not About instruction Just about interventions An initiative that supports generaleducation school improvement goals A pre-referral system for specialeducation A method to unify general and specialeducation in order to benefit studentsthrough greater continuity of services An individual teacher, classroom, or classperiod Focused primarily on effectiveinstruction to enhance student growth A system to provide instructionalintervention immediately upon studentneed An approach to ensuring that ALLstudents receive the support they needto succeed in school. A system of supports that is intended toensure students progress so that specialeducation is unwarranted. A method for just increasing ordecreasing special education numbers Focused primarily on disabilitydetermination and documented througha checklist A continuum of interventions designedonly for students with the mostsignificant needs A piece of paper/plan we “have to” fillout before we can refer a student to theCSEhttp://www.rti4success.org/whatisrti5 Page
Parent NotificationIntroductionAccording to the Response to Intervention Guidance for New YorkState School Districts, 2010, In accordance with section 100.2 (ii) of the Regulations of theCommissioner of Education, when a student requires an intervention beyond that provided toall students and begins receiving Tier 2 or Tier 3 intervention, parents must be notified inwriting of the: Amount and nature of data that will be collected and the general education servicesthat will be provided. Strategies to increase the student’s rate of learning. Parent’s right to request an evaluation for special education programs and/or services.School districts must provide written notification to parents when a student requires anintervention beyond that which is provided to the general education classroom. Suchnotification shall include: information about the performance data that will be collected andthe general education services that will be provided; strategies for increasing the student’srate of learning; and the parents’ right to request an evaluation by the Committee on SpecialEducation to determine whether the student has a disability. (See appendix B for parentletters including an introductory letter to RtI, Tier 2 notification, Tier 3 notification, and anexit letter). It is highly recommended that classroom teachers conduct a parent-teacherconference prior to this notification to ensure parent understanding of the RtI Framework.Title I Supplemental Academic Services (SAS) If a building is providing Title I Supplemental Academic Services (SAS), a Consent toShare Educational Information & Attendance Data letter is required to be sent toparents if the services are being provided by a contract service provider. Parents mustsign and return this letter in order to permit this exchange of student data.(See appendix B for a copy of this letter).6 Page
RtI as a Multi-Tiered Prevention FrameworkSection 1: Multi-Tiered FrameworkRtI serves as a multi—tiered prevention framework/model with increasing intensity levels ortiers of instructional support. Within the Rochester City School District a three-tiered model isused. The graphic presented below provides a visual illustration of the district’s RtI model.Further information for each tier follows the graphic.1 - 5% ofstudentsTier3Core Instruction/Curriculum IntensiveInterventionRed10 – 15%ofstudentsTier 2Core Instruction/ Curriculum Targeted InterventionYellow80 – 90%ofstudentsTier 1Core Instruction/ Curriculum(Flexible groups, differentiated instruction, centers)Green7 Page
Tier 1 – Core InstructionSection 1: Multi-Tiered FrameworkTier 1 is identified as the core instruction program provided to all students. Research-basedinstruction and positive universal behavioral supports are part of the core program. Thesufficiency of instruction in Tier 1 is based on the degree to which teachers implement coreinstruction consistently to meet students’ needs (see appendix C)The RCSD core program (Tier 1) should minimally include: Research-based core curriculum aligned to NYS Common Core State StandardsAppropriate instruction and research-based instructional interventions that meets theneeds of at least 80 percent of all learners. Appropriate instruction in reading meansscientific research-based reading programs that include explicit and systematicinstruction in reading foundational skills (print concepts, phonological awareness,phonics, word recognition), vocabulary development, reading fluency, and readingcomprehension strategies. Appropriate instruction in mathematics means researchbased instruction programs that include instruction in problem solving, arithmetic skillsand fluency, conceptual knowledge/number sense, and reasoning ability to applymathematics to real life situations and contexts.Differentiated, flexible groups, and focused learning centers determined by universalscreening and progress monitoring data (refer to Section 3) for application of skills, reteaching, additional practice and/or challenge activities.Social Emotional curricula - PBIS, Morning Meeting, Restorative Practices, etc. (seeappendix D)120 minute (minimum) uninterrupted block - Elementary ELA K-5; 90 minutes Grade 680 minute (minimum) uninterrupted block - Elementary Math (intervention included)One unit of study (At least 180 minutes of instruction per week throughout the schoolyear, or the equivalent) in the areas of Secondary English and MathematicsIn-class supports as determined by progress monitoringProgress monitoring in English, Mathematics, and student behavior at least once permonthUniversal screening administered three times per year in English and MathematicsPre and post assessments administered in order to plan for differentiated instructionUse of benchmark data and curriculum based measures to inform instructionSummative assessment to determine student mastery and gradeConsistent communication with parents regarding student progress and academic needsParents of all students should be notified of school-wide screening results8 Page
Considerations for Appropriate Instruction:Section 1: Multi-Tiered Framework Culturally Responsive Instruction - Culturallyresponsive instruction takes into consideration the value of the cultural knowledge,prior experiences, performance styles, and strengths of students from diversebackgrounds to make learning more appropriate and effective for them. Culturallyresponsive teaching incorporates information, resources, and materials reflective ofstudent diversity in all aspects of instruction. Linguistically Appropriate Instruction - The foundation of core instruction for LEP/ELLstudents should be both culturally responsive and linguistically appropriate. Tier 1appropriate instruction for LEP/ELL students must include bilingual and ESL instruction,at levels pursuant to Part 154 of the regulations of the Commissioner of Education. Students with Disabilities - Appropriate core instruction for students with disabilitiesmust be consistent with the student’s Individualized Educational Plan (IEP).9 Page
Tier Two: Supplemental InterventionSection 1: Multi-Tiered FrameworkTier 2 supplemental instructional intervention is provided in addition to, and not in place of,the standards-based curriculum received in Tier 1. Classroom teacher and/or grade level teamwill complete Tier 2 decision making tree to determine movement to Tier 2 (see appendix E).The intervention focus is the areas of student need identified in the screening, assessment orprogress monitoring of student progress in core instruction (Tier 1). The determination ofwhich interventions will be provided to an individual student is made either by a problemsolving process or a standard treatment protocol. RtI problem solving teams may referencethe Learning Gaps document to match interventions to student need (see appendix F). Tier 2instruction is typically delivered in a small group (recommended maximum of 6 studentsunless otherwise noted in the research-based intervention program being used) of studentsoften arranged according to similar instructional needs. The recommended length of time astudent spends in the second tier of intervention will vary up to approximately twenty weeksdepending on such factors as the skill and the level of the student’s responsiveness to theintervention. Approximately 10-15 percent of students in a particular grade level should beprovided Tier 2 intervention. In cases when the number of students not meeting standardsexceeds 10-15 percent, it is recommended that schools utilize contextual norms to prioritizestudents who require additional instruction beyond differentiation in the coreinstruction. Sufficient implementation of Tier 2 interventions is measured through the use ofan Academic Intervention Service Plan documentation template that measures the degree towhich the intervention was provided as intended (see appendix C and appendix K).Tier 2 should minimally include: Alignment to Tier 1 core curriculum with supplemental supportsResearch-based instructional materials selected to match student need based onprogress monitoring and other dataDirect, explicit, scaffolded instructionFrequent opportunities for students to apply their thinkingSmall, homogenous groups3 days per week minimum20-30 minutes per session4-8 week intervals for up to 20 weeksGroup size of up to 6 students (unless otherwise noted in the research-basedintervention program being used)Progress monitoring at a minimum of every two weeksPeriodic fidelity checks are required to ensure that the delivery of instruction is providedin the way it is intendedComputer-assisted interventions must adhere to break-out group sizes that meet Tier 2guidelines and be teacher-led (see appendix G)10 Page
Section 1: Multi-Tiered Framework Evidence-based Tier 2 Universal Social/Emotional interventions that provide addedsupport to students when Tier I management systems are not effective: Check in / Check out (CICO) - Student and teacher (or designated adult) havewritten contract so as student checks in at the beginning and end of each schoolday to receive positive contact or reminders of expectations throughout the day.At the end of each class, teacher would provide behavioral feedback as to howstudent did on a daily behavior sheet. Social Skills Group - The process of teaching and demonstrating appropriatebehavioral interactions in their school environment. Can be taught in small groupsand or classrooms. Teaching involves explaining what social skills are and whythey are necessary. Identifying skill that will be taught (empathy, listening, makingfriends, self-advocating, etc). Teach, practice and model the positive behavior skill.Demonstrate, show posters, praise students using skill appropriately. Conflict Resolution Training - Interventions teaching students to solve problemswithout the assistance of their teacher. Peer Modeling - Matching student with a role model student to demonstratepositive behaviors. Bullying Prevention Programs - Curricula that decrease targeted bullyingbehaviors. Simple behavior strategies - Reflective centers, visual supports/reminders, selfmonitoring techniques. Social/Emotional Learning Curriculum - PATHS, Character Counts, Second Step Restorative Practices/Circles- To include community conferences, repairing harm. Functional Behavior Assessment (FBA) - The process of determining why a studentengages in behaviors that impede learning and how the student’s behavior relatesto the environment. (see appendix H) School-Home Note System - Consistent home and school communicationsregarding student’s behaviors. Mindfulness, Meditation and Breathing exercises- Counting breaths and focusingon the sensations of breathing, visualizing thoughts and feelings to train attention,quiet thoughts, and regulate emotions.11 Page
Tier 3: Intensive InterventionSection 1: Multi-Tiered FrameworkTier 3 intervention is designed for those students who demonstrate insufficient progress inTier 2 as determined by completion of the Tier 3 decision tree (see appendix E). Tier 3 istypically for approximately 1-5 percent of students in a grade level who require more intensiveintervention instruction in addition to their core instruction. This tier provides greaterindividualized instruction in a smaller group setting (with a maximum of 3 students) with moretime, duration and more frequent progress monitoring. Sufficient implementation of Tier 3interventions is measured through the use of an Academic Intervention Service Plandocumentation template that measures the degree to which the intervention was provided asintended (see appendix C and appendix K).Tier 3 should minimally include: An intensive intervention program aligned with Tier 1 core curriculumResearch-based instructional materials to meet individualized needsFor secondary students, a specific course may be included during which intensiveintervention is providedIndividual or small homogeneous groupsGroup size is a maximum of 3 students (unless otherwise noted in the research-basedintervention program being used)5 days per week45-60 minutes per session6-8 week intervals up to 20 weeksWeekly progress monitoringPeriodic fidelity checks are required to ensure that the delivery of instruction wasprovided in the way it was intendedComputer-assisted interventions must adhere to break-out group sizes that meet Tier 3guidelines and be teacher-led (see appendix G)Tier 3 Behavior In
Determining Initial Risk Status . Page 18 . Determining Student Responsiveness to Intervention. . Functional Behavioral Assessment (FBA) Page 48. Appendix I: Behavioral Support Plan (BSP) . phonics, word recogniti
Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257-272. Response to Intervention Tier 1: Universal Instruction & Classroom Intervention RTI & Individual Classroom Interventions. What does Response to Intervention look like for an individual student (Tier 1:
Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289. Response to Intervention www.interventioncentral.org Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and
Subsea Intervention Type 1 (Class A) - Light (riserless) Intervention Type 2 (Class B) - Medium Intervention Type 3 (Class C) -Heavy Intervention Well and manifold installation Maintenance -scale squeeze -chemical injection Increasing demand for mature fields Image Ref - Subsea Well Intervention Vessel and Systems
The Academic or Behavioral Intervention Plan 105 . Step 6: Implementing the Intervention Plan and Process 107 . and Intervention Team (SPRINT) Consultation 325 . Referral Audit Form . Appendix III: The Project ACHIEVE/SPRINT Team End-of-the-Year Get-Go/Student 327 . Results of the Curriculum and Intervention Resource Survey Completed by the .
(National Center on Response to Intervention) National Center on Response to Intervention 6 RTI as a Preventive Framework RTI is a multi-level instructional framework aimed at improving outcomes for ALL students. RTI is preventive and provides immediate support to students who are at-risk for poor learning outcomes.
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
Jim Wright www.interventioncentral.org. Response to Intervention www.interventioncentral.org Intervention Central www.interventioncentral.org. . intervention on letter-sound correspondence in a Response-to-Intervention model in first graders. School Psychology Forum, 5(2), 54-73.
Limitations of Brief Intervention vs. Full Intervention Agenda of the family/team gets addressed as primary agenda vs. agenda of Interventionist. Most families call for an intervention when they are in partial or full crisis mode and want immediate intervention. Interventionist joins with family in expediting the process which may lessen the desired outcomes for family
