nyc department of education response to...

Response to Intervention Reference Guide

Updated June 15, 2012

NYC DEPARTMENT OF EDUCATION

RESPONSE TO INTERVENTION

REFERENCE GUIDE

SPRING 2012



June 12, 2012

Dear Colleagues,

As we work to ensure that students at all grade levels are on track for college and careers, it is particularly important that schools continue to use the best research-based practices available to measure student learning patterns and adjust instruction or introduce interventions when students need more support.

Effective July 1, 2012, the New York State Education Department will require all public schools in the state to use Response to Intervention (RTI), a framework for instruction and intervention, for all students in grades K-4 in reading. Given the grade configurations of our schools, we believe it is more appropriate for us to implement RTI for all New York City public school students in grades K-5. Schools will be required to document the steps they have taken prior to making a referral for a suspected learning disability in reading. In addition, schools will be required to notify parents of K-5 students, in writing, of intervention services being provided. RTI supports much of the work currently being done in schools to strengthen instruction for all students and provide targeted intervention for students demonstrating patterns of concern. The use of RTI builds upon the Academic Intervention Services (AIS) that schools have been providing; it is also closely aligned with both our citywide instructional expectations and the goals of our special education reform: setting high expectations for all students, providing multiple access points into the curriculum and multiple ways of demonstrating understanding, and serving all students in the least restrictive environment appropriate.

As you plan to implement RTI, please consider:

What elements of RTI represent work your school is already doing? Before you introduce anything new, evaluate what existing elements of your school’s instructional program meet RTI requirements and can be considered part of your school’s implementation. For example, reading assessments and interventions you already have in place as part of your curriculum may meet the requirements of RTI.

If you introduce new assessments, how will they impact your curriculum and time available for instruction? While assessment is an important component of RTI, the focus should remain on instruction. The assessments suggested in this guide have limited administration time, with the goal being to preserve instructional time. Schools that choose to use assessments that take more administration time should work with their network academic policy point to review the impact on instructional time. It is important that assessments used for RTI be limited and integrated into instructional work so they do not take up time needed for core instruction and intervention.

This reference guide includes information on RTI philosophy and approach, policy expectations, documentation requirements and additional resources, such as how to approach RTI with English language learners (ELLs). This guide, as well as a quick RTI overview, can be found on the Academic Policy intranet site. These documents will be updated regularly as additional resources become available. Thank you for the work you and your staff do each day on behalf of our students. If you have questions, please share them with your network team or with me. Best,

Shael

http://schools.nyc.gov/NR/rdonlyres/944401BC-84C3-41AC-A8C6-9F326F310DD2/0/201213CitywideInstructionalExpectationsFINAL.pdf

http://schools.nyc.gov/NR/rdonlyres/944401BC-84C3-41AC-A8C6-9F326F310DD2/0/201213CitywideInstructionalExpectationsFINAL.pdf

http://intranet.nycboe.net/NR/rdonlyres/AEA15F2B-E3AC-45E9-92C7-BEB0FCC4FF82/0/AcpolicyRTIfaq.pdf

http://intranet.nycboe.net/Accountability/APR/GradRequirements.htm



TABLE OF CONTENTS PAGE

I. OVERVIEW OF RESPONSE TO INTERVENTION 4

A. What is RTI? 4

B. New York State Education Department (NYSED) RTI Framework 5

II. NYC DOE POLICIES AND EXPECTATIONS 6

A. Assessment 6

B. Parent Notification 7

C. Pre-referral Documentation Requirements 8

III. IMPLEMENTING RTI IN NYC SCHOOLS 8

A. Funding 9

B. Systems and Structures to Support Implementation of RTI 9

C. Consideration for Exceptional Populations 10

D. Use of RTI in Determining a Learning Disability in Reading 10

IV. RTI CORE COMPONENTS 11

A. Instruction and Intervention 11

B. Description of Tiered Levels of Support 12

1. Tier 1: Universal, School-wide Instructional Practices 13

a. Screening for Risk 13

2. Tier 2: Targeted Small-Group Instructional Practices and Intervention 14

3. Tier 3: Intensive Individual Instructional Practices and Intervention 14

a. Progress Monitoring 15

b. Common Characteristics of Tiers 2 and 3 15

APPENDICES 17

A. Glossary of Key Terms 17

B. Commonly Used Acronyms 21

C. NYC DOE Systems & Initiatives Supported by RTI 22

D. Sample School Preparation Checklist 24

E. RTI Funding Information 26

F. Roles and Responsibilities of an RTI Team 27

G. Choosing Assessment Tools 30

H. Assessment Tools Reference Table 31

I. Use of Diagnostic Assessments in RTI 32

J. General RTI Information Letter to all Parents 33

K. Sample RTI Notification Letter 34

L. Criteria for Determining a Learning Disability 35

M. Documenting Determination of a Learning Disability 36



I. OVERVIEW OF RESPONSE TO INTERVENTION (RTI)

A. What is RTI? Response to Intervention (RTI) is a multi-tiered instruction and intervention model that promotes early identification of students in need of additional support through evidence- and research-based instruction, assessment, and intervention.1 A proactive educational practice, RTI is designed to provide all students with access to effective instruction and individualized support, with a goal of closing achievement gaps and promoting postsecondary readiness. Targeted instruction and intervention techniques are systematically applied at varying levels of student performance, and are differentiated based on the areas of need.

RESPONSE TO INTERVENTION: Three Tiered Model for Instruction & Support2

To begin, all students are screened 3 each academic year, typically in early fall, to determine whether they are at risk for not meeting standards in a given academic subject. Students demonstrating patterns of concern are identified and are provided with increasingly intensive interventions based on the content with which they struggle. Student performance and achievement is regularly monitored at all tiers of instruction to assist school staff in determining whether students are making progress. Interventions and support techniques are adjusted accordingly. Since support and intervention are provided as soon as a need is identified, learning problems are addressed before they intensify. When RTI is implemented with fidelity4, research suggests that fewer students are inappropriately referred for

1 RTI can also identify academically advanced or gifted students who are struggling w/certain concepts/skills 2 RTI may also be used in other academic subject areas as well as to support positive behavior 3 Screening assessments are administered to all students to obtain baseline performance data and identify students not making sufficient academic progress 4 Fidelity refers to how accurately and consistently instruction, intervention or assessment is delivered in the way it was intended while remaining appropriately flexible, depending on the population of students and their needs.

Tier 3 Interventions 1-5%

Individual students Assessment-based High intensity


Small group interventions Assessment-based Intensive

Tier 1 Instruction 80-90%

All students High-quality, core instruction Preventative, proactive



special education services and disproportionate representation of racial/ethnic groups is reduced,5 a goal that is directly aligned with New York City’s Special Education Reform initiative.

B. New York State Education Department (NYSED) RTI Framework The New York State Education Department (NYSED) has established a policy framework for RTI. The core components of the State framework are outlined below, followed by what these components mean for implementation in NYC schools with K-5 grades.6

Appropriate core instruction is delivered to all students in the general education class. Appropriate instruction begins with the core program that provides:

High-quality, research-based instruction to all students, provided by qualified teachers;

Differentiated instruction7 to meet the wide range of student needs;

Curriculum that is aligned to the State learning standards and grade-level performance indicators for all subjects; and

Instructional strategies that utilize a formative assessment process.

Screening is administered to all students for the purpose of establishing a baseline of performance and identifying students who are not making academic progress at expected rates. Reliable and valid tools are used to evaluate literacy skills.8

Increasingly intensive levels of targeted instruction are provided to address the needs of individual students demonstrating sub-standard progress in any of the core areas of study.

Progress monitoring provides the opportunity, through on-going checks, to track the progress of students identified as needing intervention toward meeting learning standards. Data collected as part of progress monitoring are used to make informed decisions about changes to instruction and/or intervention.

Parent notification is provided in writing when a student requires instruction and intervention beyond what is provided in the Tier 1 setting. Parents must be notified regarding:

Rationale for moving the student into a higher, more intensive tier;

The amount and nature of student performance data collected;

Interventions provided;

Strategies to be utilized in increasing the student’s rate of learning; and

Parents’ right to request an evaluation for special education services.

Staff members are qualified in both the knowledge and skills necessary to implement all components of RTI with fidelity.

5 Technical Assistance Center on Disproportionality (TACD) resources ; Disproportionality in Special Education: Identifying Where & Why Overidentification of Minority Students Occurs ; Minority Students in Gifted and Special Education 6 Recognizing the various configurations of NYC public schools, the NYC DOE will implement RTI for all students in grades K-5, in the area of reading. Schools may also choose to include math and behavior in their approach to RTI as a practice for instruction, support, and intervention depending on students’ needs and schools’ capacity. 7 Differentiated instruction matches the specific strengths and needs of each learner. It involves adjusting the curriculum, teaching/learning environment, and/or instruction to provide appropriate learning opportunities for all students to meet their needs. When teachers differentiate instruction they typically make adjustments to content, process, product and/or the learning environment. 8 In literacy, these skills include oral expression, listening comprehension, written expression, phonological awareness, decoding, reading fluency and comprehension. In math, these skills include mathematical calculation and problem solving.

http://steinhardt.nyu.edu/metrocenter/tacd/resources

http://www.shoplrp.com/product/p-300604.html

http://www.shoplrp.com/product/p-300604.html

http://www.nap.edu/catalog.php?record_id=10128



Mandatory documented use of RTI prior to referring a K-4 student for a learning disability in the area of reading, effective July 1, 2012.9 As of this date, schools may no longer use severe discrepancy criteria as the sole determinant of a learning disability in reading.10 Data suggest that:

Many students have difficulty reading not because of a disability but due to initial delays and lack of instruction/supports necessary for foundational language and early reading skills.11

Relatively few students with difficulty in language and literacy have specific learning disabilities. Many other factors, including the nature of educational opportunity, affect students’ academic and social growth.

When implemented with fidelity, RTI should enable more students to experience improved performance prior to a referral for special education services, potentially eliminating the need for a referral. RTI also supports the identification of students most likely in need of special education services to address a learning disability.12

II. NYC DOE POLICIES AND EXPECTATIONS

Effective July 1, 2012 in order to refer a NYC DOE K-5 student for a suspected learning disability in reading, schools must adhere to the policies outlined below. Schools should adapt or develop structures to implement RTI, but they must do so in a way that reasonably allows RTI work including documentation to be completed during the workday, as defined in the CBA, and takes into account teachers’ other duties and responsibilities. For example, in order to finalize a request for an initial referral for a special education evaluation, schools must document that RTI has been implemented. This documentation should be completed as part of the RTI implementation process, and should not require teachers to complete extra documentation outside of their regular instructional responsibilities.

A. Assessment Initial screening and subsequent progress monitoring data inform decisions about the level and type of interventions needed to help individual students make progress. Schools should maintain records screening and progress monitoring assessment data.

Schools are required to use two kinds of assessment to implement RTI:

Assessment Type

Purpose Frequency Administration Time

Population

Screening To gather baseline data on all students’ progress and to identify which students require Tier 2 and/or 3 intervention

At least once per year13 Approximately 1 class period

All students

Progress Monitoring

To evaluate how a student is responding to

Regularly, varies depending on the type of intervention used14

Under 10 minutes

Students in Tiers 2 and

9 If a parent/guardian initiates the referral process, schools should include any documentation on RTI instruction and interventions to date. 10 Severe discrepancy criteria refer to the determination of a learning disability based on the discrepancy between a student’s performance on a cognitive (intellectual) and academic (achievement) assessments. 11 Statement by Dr. Reid Lyon before the House Committee on Education and the Workforce Subcommittee on Education Reform (2002); and Minority Students in Special and Gifted Education (2001) 12 RTI also supports the identification of students who may need intervention or special education services to address a behavioral disability. 13 Schools may consider data from the NYS State Assessments to support the RTI screening process. The NYSED RTI Guidance for NY State School Districts recommends that students should be screened 3 times per year- at the beginning, middle, and end of the year. Many effective RTI implementations include screening 1-2 times a year. Schools should use a valid screener for this purpose. 14 In the practice guide published by the U.S. Department of Education, Institute of Education Sciences in 2009, “Assisting Students Struggling with Reading:

http://www.hhs.gov/asl/testify/t020606a.html

http://books.nap.edu/openbook.php?record_id=10128&page=15

http://books.nap.edu/openbook.php?record_id=10128&page=15

http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf



instruction or intervention in Tiers 2 and/or 3

Tier 2: At least once per month Tier 3: At least once per 1-2 weeks

3

Schools considering assessments that take more time to administer should work with their networks to review the impact on instructional time before making a decision. It is important that assessments used for RTI be integrated into instructional work and not serve as stand-alone assessments that take time away from core instruction and intervention. Please note that schools may already be using assessments that satisfy screening and progress monitoring requirements of RTI. More detail on using assessment results to inform intervention strategies is included in Section IV below and in Appendices G, H, and I. Appendix H includes a list of screening and progress monitoring assessment options, with links to detailed information on assessment reliability and validity to support schools in selecting appropriate assessments.

B. Parent Notification

According to the NYSED RTI regulation, schools are required to notify parents/guardians in writing that a student requires intervention beyond that provided to all students in the core curriculum. At a minimum, NYC schools must notify parents when their child moves from Tier 1 to Tier 2 and from Tier 2 to Tier 3. This may be as early as when the results of the initial screening process are available and may also occur when instruction or intervention changes in frequency and/or intensity due to movement from one RTI tier to another. The notice must be provided in a language or mode of communication (e.g., sign language) understood by the parents/guardians15. The communication must include information about:

How the school is gathering information about their child’s needs, and what strategies are being used to address them.

Data should be provided in a manner that is easily understood, contains parent-friendly language and provides grade-level performance expectations so that parents have a way to compare their child’s performance to grade-level expectations

What techniques and/or strategies are being used to increase their child’s rate of learning and;

The parent’s right to request an evaluation for special education services

As part of an evaluation to determine the existence of a possible learning disability in reading, documentation of data-based repeated assessments and interventions are provided

There are many ways that schools can meet this requirement. A sample parent notification template that may be used or adapted by schools can be found in Appendix K. Also, many assessment tools include parent notification form letters that include some or all of the required information.16 In addition, schools may develop their own protocols for determining the method for written parent notification, the manner and frequency of parent and staff communication, and the manner and frequency in which progress monitoring data will be provided to parents. In communicating with parents about a student’s progress, schools may also wish to use existing communication structures, including:

Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades,” the panel recommends progress monitoring in tiers 2 and 3 at least monthly and up to every other week: http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3. The NYSED RTI Guidance for NY State School Districts also has recommendations about frequency of progress monitoring. 15 Schools may contact the NYC DOE Department of Translation Services for assistance. 16 Schools may need to modify or adapt these form letters as well, to ensure that all the required information is included.

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3

http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf



Parent-teacher conferences (formal and informal)

Progress reports

Report cards

ARIS Parent Link

In an effort to engage parents in this process, it may be helpful for schools to provide general information about RTI to all parents, including an introduction to the framework, types of interventions, and ways they can support their child at home. A sample general information letter on RTI is included in Appendix J.

C. Pre-referral Documentation Requirements As part of the initial referral process for a special education evaluation, schools must document the pre-referral steps taken to address student difficulties.17 Beginning July 1, schools must include documentation of RTI strategies as part of the pre-referral intervention techniques used in attempts to improve student reading. The Special Education Student Information System (SESIS) will require schools to capture assessment and intervention strategies used in the RTI framework before finalizing a referral for a special education evaluation for K-5 students in reading.18 In order to complete a request for an initial referral, schools will need to document in SESIS student progress in their school’s RTI model, including the following information:

Data demonstrating that a student was provided appropriate instruction and intervention delivered by qualified personnel, including research-based instruction and intervention in reading, with specific mention if adjustments were made to make instruction and intervention appropriate for ELLs;

Progress monitoring data that describes how the student responded to particular interventions of increasing intensity;

Instructional information on a student’s skill level and rate of learning relative to age/grade-level standards or criterion-referenced benchmarks; and

Evaluative data, including curriculum-based measurements, regarding performance that is useful and instructionally relevant.

There are many ways for schools to collect and document these data, building upon the existing systems and structures schools already use. Many tracking systems include:

Student names & IDs

Subject area(s) being assessed

Date(s) and type(s) of (targeted) assessments

Description of instructional techniques and/or interventions used to address student needs

Student performance data

Data-based rationale for placing students in RTI tiers An example template for documenting pre-referral steps is in Appendix M.

III. IMPLEMENTING RTI IN NYC SCHOOLS

Over the past ten years, schools have taken many steps to strengthen instruction, increase rigor of course content, and properly address a diverse range of student needs. Implementing RTI in NYC builds upon the extensive efforts undertaken by our schools to align to:

17 http://www.p12.nysed.gov/specialed//lawsregs/sect2004.htm 18 If a parent/guardian initiates the referral for special education evaluation, the evaluation must begin within 60 days of the request even if the school has not completed the RTI process through to Tier 3. In these situations, the school must nonetheless document the instruction techniques and intervention strategies (if applicable) that were used up until the date of the parent/guardian/agency-initiated referral.

https://arisparentlink.org/parentlink

http://www.p12.nysed.gov/specialed/lawsregs/sect2004.htm



The rigor and content of Common Core Learning Standards;

The principles of Universal Design for Learning; and

Planning in advance for multiple access points and ways of demonstrating understanding so that all students engage in rigorous learning experiences.

Planning for and executing a robust RTI model enhances these practices by further formalizing data-driven instruction and intervention. See Appendix C for NYC DOE initiatives that are aligned with the goals of RTI.

A. Funding

All schools receive funds through Fair Student Funding that can be used to support RTI. Federal funds can be used to support some components of RTI, but funds under each federal program may only be used to support eligible students for each federal funding stream. Federal funds can support RTI interventions to the extent the interventions supplement those the school would otherwise provide. Progress monitoring is an allowable use of federal funds when it is used to determine the response to an intervention that is supportable with these funds. School professional development and parent notification may also be eligible expenses. Other flexible, federal, and restricted State funding streams can also be used to support elements of RTI; see Appendix D for details. Given complexity of regulations associated with these funding streams, schools must consult with their network budget liaisons before scheduling them for RTI.

B. Systems and Structures to Support Implementation of RTI

Schools have many existing structures in place to support regular collaboration to address student needs.19 Successful implementation of RTI includes this collaboration among many members of the school community. These teams may have had pre-existing functions and may have a variety of names, depending on each school’s preference (e.g., academic achievement team, intervention team, student support team, problem-solving team, pupil personnel team (PPT), RTI team, etc.). In planning for implementation of RTI, schools should evaluate their existing structures to determine whether they would be appropriate to support the implementation of RTI. In some cases, schools may choose to modify or enhance their existing structures to better support RTI. Common to all teams is the collaboration of their members to address identification and provision of supports, including ongoing monitoring of progress, strategies to enable all students to access the curriculum, and accommodations and interventions for students demonstrating difficulty succeeding. Many principals consult with their School Leadership Team (SLT) to establish a process for enhancing (or creating) an RTI team and identifying relevant staff members to participate, depending on the identified students’ needs.

The individuals who comprise the RTI team may include, but are not limited to:

Administrators (i.e., principals, assistant principals of guidance or special education)

General education teachers

Reading specialists

Special educators

ESL/bilingual teachers

Literacy coaches

School psychologists

Speech-language pathologists

19 Schools may choose to continue using structures that were put in place during the NYC DOE AIS initiative (i.e. AIS teams).



Guidance counselors

Parents

See Appendix E for a detailed description of the core functions of the members of a school-based RTI team.

C. Considerations for Exceptional Populations Recognizing the diverse population served by the NYC DOE, schools may wish to consider the academic, social, and linguistic needs of their students in their implementation of RTI.

Population Considerations

Students with Disabilities

RTI can be used as a multi-tiered model of intervention, support, and progress monitoring for students with disabilities (SWD) in the same way it is implemented across a school for all students. Note: the IEP is a legal document, and schools are required to implement and monitor the services provided for each student.

Schools should have the curricular, instructional, and scheduling flexibility needed to meet the diverse needs of students with disabilities.

Schools should attempt, to the greatest extent appropriate, to design IEPs so that a student who has a disability has the opportunity to be educated alongside his or her non-disabled peers in their least restrictive environment (LRE).

IEPs should reflect Common Core standards and emphasize long-term educational outcomes.

English Language Learners (ELLs)20

First language proficiency (and second, if bilingual) must be evaluated in accordance with NYC DOE guidance.

Other background variables (immigration patterns, disruption in formal education, etc.) must be included in evaluating impact to achievement in an English-speaking classroom.

Classroom context should be linguistically appropriate and culturally relevant

Instruction must be in accordance with State laws regarding bilingual and English as a Second Language (ESL) academic programming.

Evaluation of assessment data must take into account students’ level of language proficiency, depending upon the language of the assessment tool.

Gifted & Academically Advanced Students

Screening should be used to identify students who may have been previously identified as academically advanced but are not progressing at expected rates.

Students demonstrating exceptional levels of content mastery may have their needs supported by advanced or accelerated content and/or enrichment activities.

Interventions for advanced students may be needed if data indicate a delay in their typical rate of learning

Schools should take into account any issues related to dual exceptionality in this population of students including gifted/learning disabled or gifted/spectrum disorder, etc.

D. Use of RTI in Determining a Learning Disability in Reading

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) clarifies that the determination of a severe discrepancy between intelligence and achievement is not necessary to identify a student as having a learning disability. NYSED rules specify that as of July 1, 2012, New York State public schools will no longer be able to use a severe discrepancy analysis21 for K-4 grades students to determine a

20 If RTI strategies or routines are neither designed nor identified for English language learners, the instruction should be most adjusted to meet student needs rather than adhere to a concept of fidelity. 21 http://www.p12.nysed.gov/specialed/RTI/guidance/LD.htm

http://www.p12.nysed.gov/specialed/RTI/guidance/LD.htm



learning disability in the area of reading.22 Schools determine when it is appropriate to refer a student23 to the Committee on Special Education (CSE) based on assessment data, response to instruction and intervention, and in accordance with section 200.4 of the NYSED Regulations of the Commissioner of Education.24 The student data collected and documented instructional strategies used throughout the RTI process provide important information to inform the CSE about the student’s learning progress. Students suspected of having a learning disability must receive a comprehensive multidisciplinary evaluation. While the data collected through RTI must be used as part of a student’s evaluation to determine if a student has a learning disability, it may not be the sole source of information to make this determination. In New York State, the individual evaluation must include a variety of assessment tools and strategies.25 To determine that a student is eligible to receive special education services, the CSE must determine that the student’s underachievement is not due to a lack of appropriate instruction in reading, mathematics, or due to the fact that student is an ELL. This determination is based on the documentation components outlined in Section II.C above. Assessment data help to document that the reason for a student’s poor performance or underachievement is not due to exclusionary factors.26 Along with other individual evaluation information, assessment data yields important descriptive information about how students learn and why they may be having difficulties. See Appendix K for additional information on criteria for determining a learning disability.

IV. RTI CORE COMPONENTS

A. Instruction and Intervention

RTI supports the use of differentiated instruction that is matched to student needs and incorporates increasingly intensive interventions for students not making satisfactory progress (based on screening and progress monitoring data). Targeted, small-group (Tier 2), and intensive, individual (Tier 3) interventions are provided in addition to the core instruction all students receive (including in-class interventions delivered by the regular classroom teacher in Tier 1). The multi-tiered instructional delivery model includes a range of supplemental interventions with increasing levels of intensity to address these needs. Each tier is distinguished from the other based on:

Size of instructional group;

Mastery requirements for content;

Frequency and focus of screening;

Duration of the intervention;

Frequency and focus of progress monitoring;

Frequency of intervention provided; and

Instructor qualifications

The characteristics of a strong, multi-tiered system are:

Research-based instructional interventions

Interventions demonstrate evidence of effectiveness for the targeted student population. 22 K-5 in New York City public schools 23 Parents/guardians of students may also initiate the referral process 24 http://www.p12.nysed.gov/specialed/lawsregs/sect2004.htm 25 http://www.p12.nysed.gov/specialed/RTI/guidance/LD.htm 26 The student’s learning difficulties are not primarily the result of a visual, hearing or motor disability; intellectual disability; emotional disturbance; cultural factors; environmental or economic disadvantage; limited English proficiency; due to acquiring English as a second language.

http://www.p12.nysed.gov/specialed/lawsregs/sect2004.htm

http://www.p12.nysed.gov/specialed/RTI/guidance/LD.htm



For example, evidence-based practices/interventions shown to be effective and validated for ELLs are used where indicated. ESL methodology is employed in all three tiers as needed and native language instruction or support is provided when needed to help rule out limited English proficiency or lack of appropriate instruction as causes of learning difficulties.

Instruction matched to student need is based upon screening and progress monitoring.

Established parameters for each tier regarding duration and frequency of interventions, group size, and frequency of progress monitoring are followed but may be revised, if needed, based on student performance.

Adapted intervention protocols are standardized, implemented with fidelity, and revised as needed based on sufficient data reflecting student results and program efficacy.

Interventions are adapted to reflect cultural and linguistic considerations, as applicable.

Student movement from tier to tier is based on procedures and decision-making rules for analyzing progress-monitoring data, typically determined by the RTI team.

Parents are informed of increasing levels of instructional supplemental services, including progress monitoring data, strategies used to increase student’s rate of learning, and right to refer his/her child for special education services.

B. Description of Tiered Levels of Support

The information below describes key elements of the three RTI tiers of support: interventionist or provider, setting, grouping, curriculum, length of instructional sessions, and duration.

Multi-Tiered Levels of Intervention


Individual students Assessment-based High intensity


Small group interventions Assessment-based Intensive

Tier 1 Instruction 80-90%

All students High-quality, core instruction Preventative, proactive



1. Tier 1: Universal, School-wide Instructional Practices

Tier 1 Core Elements

Interventionist General education teacher

Setting General education classroom

Grouping Whole class, with variable and flexible grouping formats

Curriculum Research-based instruction that is aligned to State learning standards in core academic areas, along with pedagogical support for the skills and strategies students require to successfully master the core curriculum*

Length of Instructional Sessions

At minimum, the core reading program should be scheduled for 90 minutes of uninterrupted literacy instruction per day.27

Duration Ongoing and provided as needed to support core learning throughout the school year

Screening for Risk All students are screened at least once per year to identify those that may be at risk for poor learning outcomes in reading.

Screening tools should be reliable, valid, and research-based, and considerations should be made for cultural and linguistic responsiveness.28

Schools should ensure that the tool is relevant to the skills being tested, the age and grade level of the students being assessed, and aligned to the corresponding State learning standards.

Schools may consider using the ELA State test data to support the RTI screening process for students in grades 4 and 5.

*For English language learners (ELLs), it is important to determine if adequate support in English language development has been

provided and to what extent a student may be struggling due to a lack of English proficiency. Additionally, efforts should be made to provide ELLs with native language literacy instruction when possible.

a. Screening for Risk The purpose of screening in an RTI framework is to identify students who are potentially at risk for poor learning outcomes at the earliest possible stage in order provide interventions that increase the rate of growth. Curriculum-based Measurement (CBM) is an assessment approach that uses short, one-minute, standardized probes to help school personnel determine a student’s risk status and response to intervention. Many screening assessments use CBM probes. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS)29 is an example of a product that is available free of charge for educators to download, print, and use for screening purposes.30 Please see the RTI Assessment Community31 in ARIS for information on selecting screeners, as well as a detailed description of CBM.32 While CBM is one type of assessment supported by research, schools may also consider other types of valid and reliable assessments for use as screeners. The DOE Periodic Assessment portfolio includes the diagnostic literacy assessments: Developmental Reading Assessment-2 (DRA2), Fountas & Pinnell (F&P), and the Teachers

27 http://www.p12.nysed.gov/specialed/RTI/guidance/appropriate.htm 28 National center on RTI: http://www.rti4success.org/categorycontents/universal_screening 29 http://dibels.org/ 30 Both DIBELS and Easy CBM may be used for progress monitoring purposes in addition to screening tools. 31 https://www.arisnyc.org/connect/node/1517312/community 32 https://www.arisnyc.org/connect/node/1517505

http://schools.nyc.gov/Accountability/resources/aris/default.htm

http://schools.nyc.gov/Accountability/resources/assessments/PAOptions.htm

http://dibels.org/



College Reading and Writing Project (TCRWP), as well as the computer-adaptive test, Performance Series. The publishers of these assessments have aligned their benchmarks with risk of poor learning outcomes in reading, and thus schools may consider using these assessments as screening tools. 33 Schools that choose to use assessments that take more administration time should work with their network to review the impact on instructional time. It is important that assessments used for RTI be limited and integrated into instructional work so they do not take up time needed for core instruction and intervention. The National Center for Response to Intervention34 has published research on the technical specifications of common screening tools35 and Appendix H in this guide also contains a condensed table of assessments to consider for use in an RTI program. Appendix G provides general guidance on selecting RTI assessment tools.

2. Tier 2: Targeted Small-Group Instructional Practices and Intervention

In Tier 2, supplemental instruction is provided to students who exhibit a poor response to the instruction provided in Tier 1. The interventions should be evidenced-based and highly structured, with a primary goal of producing positive results for students in these smaller group settings.


Interventionist Trained, skilled, and knowledgeable school personnel

Setting Variable; can occur in and/or outside of general education setting, but should be in addition to, not in place of, literacy instruction.

Grouping Small, homogeneous groupings (1:3 – 1:5)

Curriculum Scientific, research-based targeted instruction designed to remediate skill, strategy, and learning deficits of identified students. It is important that Tier 2 intervention build on Tier 1 instruction.

Length of Instructional Sessions 20-30 minutes; approximately 3-5 times per week

Duration Varies, based on rate of progress and performance of students; approximately 9-30 weeks

Progress Monitoring Progress monitoring should be done at regular intervals (typically at least once a month), to determine whether or not the student is making sufficient progress and whether modifications or reductions to the Tier 2 intervention are required.

3. Tier 3: Intensive Individual Instructional Practices and Intervention

Tier 3 interventions are designed for students who demonstrate insufficient progress in Tier 2, or whom assessments indicate may be in need of more intensive intervention. Intensive, individualized instruction is provided in a small group, at a higher frequency and duration. Student progress in Tier 3 is monitored intensively in an ongoing format, at least once every two weeks or more frequently. Instruction is provided by school personnel who are highly skilled or trained in the areas of academic need indicated by student performance data.

33 Please note that the NYC Acuity assessments do not meet the specifications for screening assessments, as they do not have cut points established to identify risk for poor learning outcomes, and are therefore inappropriate for use as screeners. 34 http://www.rti4success.org/ 35 http://www.rti4success.org/screeningTools

http://www.rti4success.org/

http://www.rti4success.org/screeningTools




Interventionist Highly trained, skilled, and knowledgeable school personnel

Setting More frequently, takes place outside the general education setting

Grouping Small, homogeneous groupings (1:1 – 1:2)

Curriculum Scientific, research-based targeted instruction designed to remediate skill, strategy, and learning deficits of identified students

Length of Instructional Sessions 30-60 minutes; approximately 5 times per week

Duration Varies, based on rate of progress and performance of students; approximately15-20 weeks

Progress Monitoring Once per week or every two weeks, or more frequently, to examine rate and level of performance

a. Progress Monitoring

In Tiers 2 and 3, progress monitoring is used to ensure that students are responding to interventions. Progress monitoring should consist of quick, valid checks to determine whether students in Tier 3 interventions are progressing. In reading, progress monitoring tools may target the specific, essential element(s) of reading with which an individual student is having difficulty (phonemic awareness, phonics, fluency, vocabulary and/or comprehension).

These assessments are often built into the intervention program; alternatively, Curriculum Based Measurements (CBMs) are often used as progress monitors, as they serve as indicators of student progress in core academic subjects.

b. Common Characteristics of Tiers 2 and 3

Supplemental interventions provided are in addition to – not in lieu of – core instruction. They are scientific research-based, highly structured, and culturally inclusive and linguistically appropriate. Intensity is based on frequency, duration, and/or group size.

Identification of need is based on screening, progress monitoring, and evidenced lack of progress in less intensive tiers, and other diagnostic information/assessments.

Interventions are provided as soon as student’s at-risk status is determined and may take place in the general education classroom or in an alternate location outside of the classroom.

Direct, systematic instruction is carefully structured and sequenced. Interventions are matched to student specific needs and are consistent with core instruction. They are designed and used to address the specific skills students demonstrate difficulty with.

Staff is knowledgeable about each student’s needs and trained in relevant areas of instruction to provide the interventions. The determination of a student’s achievement is well-defined and mastery is achieved before moving on to the next step in the sequence.

The duration of time spent administering interventions may be modified depending on the skill set to be learned, the rate of progress, and/or adequate progress. Progress monitoring of an intervention that



reflects a lack of adequate response over a reasonable period of time should trigger consideration of a change in the intervention, its intensity, or consideration of a need for special education services.

Students are provided instruction through flexible groupings based on their individualized instructional needs. The groups may include students with/without disabilities and/or ELLs. The critical factor is commonality of need.

Groups may also be formed across classes within a grade or across grades, taking care to remain developmentally and socially appropriate. Information about student performance should be shared between teachers and interventionists to leverage and maximize the effectiveness of their respective instruction.

Data from progress monitoring assessments are used to evaluate whether a student is responding to an intervention. When students demonstrate improvement in critical academic/behavioral measures as a result of the intervention, the interventions may be discontinued. Some students, however, may exhibit progress but continue to need some form of supplemental supports to maintain or continue progress. Those students who fail to display meaningful progress in spite of supplemental supports are considered for more intensive interventions and/or a possible need for special education services.

Parents must be notified in writing when a student requires an intervention beyond that provided to all students (beginning with Tier 2 interventions), and of the:

Amount and nature of data to be collected and the general education services to be provided;

Strategies to increase the student’s rate of learning; and

Right to request an evaluation for special education services.

English Language Learners who continue to struggle with the academic material may require additional intervention. Interventions should be validated with ELLs, in addition to the set of interventions that have been validated with native speakers of English.36 The team:

Reviews and analyzes the data collected in Tier 1 documentation and conduct further assessments as needed and make recommendations for Tier 2 intervention(s). Native language assessments should be used for students who are enrolled in programs that develop native language literacy. If available, a baseline assessment should be given to all newcomers in the native language. For English Language Learners, the documentation should include the:

Explanation of how instruction was differentiated to address native and second language issues and cultural differences;

Amount and type of English as a Second Language (ESL) instruction; and, Amount and type of native language instruction (as appropriate).

Selects the instructional areas that need further, more intense intervention.

Ensures that ESL instruction and/or native language instruction during Tiers 2 and 3 interventions remain an integral part of core instruction.

36 http://www.rti4success.org/

http://www.rti4success.org/



APPENDIX A: Glossary of Key Terms An aim line is the path to move a student from her current, baseline level of performance, to the performance criterion, within a designated time period. Assessment is the process of measuring and documenting what students have learned. Baseline Data includes basic information on a student’s current performance level, which is gathered before a program or intervention begins. It is the starting point used to compare a student’s learning before a program or instruction begins. Benchmark Assessment is the periodic assessment (a minimum of three times per year) of all students compared to age or grade-level standards. The benchmark reflects a specified level of student performance that is expected of students at a particular grade level. A student’s performance is measured against this established benchmark to determine how they are performing relative to same age or grade-level peers. Classification Accuracy is the extent to which a screening tool is able to accurately classify students into two categories: “at risk for reading disability” and “not at risk for reading disability.”

Core Curriculum is the planned foundational instruction in a content area, which is central and usually mandatory for all students of a school (e.g., reading, math, science). The P-12 New York State Common Core Learning Standards are educator-developed, research-based standards, adopted by New York State in 2011, for what students need to learn each year in grades pre-K to 12 in order to graduate from high school ready to succeed in college and careers. The standards describe the skills and knowledge our students need to succeed in a rapidly changing world, including the ability to think creatively, solve real-world problems, make effective arguments, and engage in debates. Core Reading Program includes any reading program(s), commercial or school-developed, used in the general education classroom for all students, for the purpose of providing foundational and developmental reading instruction. Curriculum-based Measurement (CBM) is an assessment approach used for the purposes of screening students and monitoring their progress across core subject areas: reading, mathematics, writing, and spelling. CBM makes use of short, standardized probes that help school personnel determine a student’s risk status and their response to intervention. Data-based Decision-making utilizes student data to guide the design, implementation, and adjustment of instruction and/or intervention. Differentiated Instruction matches the specific strengths and needs of each learner. It involves adjusting the curriculum, teaching/learning environment, and/or instruction to provide appropriate learning opportunities for all students to meet their needs. When teachers differentiate instruction they typically make adjustments to content, process, product, and/or the learning environment. Disaggregated Data are calculated and reported separately for specific subgroups (e.g., race, economic status, special education status, etc.).



English Language Learners (ELLs) are students whose first language is other than English and who are in the process of learning English. These students typically speak a language other than English at home and score below proficient on English assessments when they enter our school system. Evidence-based Instruction refers to educational practices or strategies that have been demonstrated through one or more research studies to be effective. Explicit Instruction is clear, deliberate, and visible. Fidelity refers to how accurately and consistently instruction, intervention or assessment is delivered, and/or administered in the way it was intended. Five Critical Elements of Reading:

1. Phonemic Awareness is the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of speech sounds. Print is not necessarily involved. For example, asking the student: “What sound do you hear at the beginning of the word cat?” or “What word rhymes with tree?”

2. Phonics addresses the relationships between letters and their related sounds, an understanding that these relationships are systematic and largely predictable, and the use of these relationships to read and write words.

3. Fluency is the ability to read connected text rapidly, smoothly, effortlessly, automatically, with prosody, and with little conscious attention to decoding (the ability to apply knowledge of letter sound relationships, including letter patterns, to decipher and pronounce written words), thereby allowing the reader to focus attention on the meaning and message of the text. Text is read with appropriate intonation and expression that sounds very much like conversational speech.

4. Vocabulary development involves knowledge of word meanings, morphology, and word-learning strategies and usage.

5. Comprehension is the process of constructing meaning from written text. It includes such skills as: activating prior knowledge, understanding what is read, sequencing, summarizing, making inferences, predicting, and making connections between new and unknown information.

Flexible Grouping allows for students to move between different groups based upon their performance and instructional needs. Generalizability is the extent to which results generated from one group can be applied to another group. It also refers to skills and strategies that students learn which are then generalized into routine use. Instructional Intervention is clear, targeted, deliberate, and carefully planned instruction delivered by trained personnel tailored to meet the identified needs of struggling students. Intensive Intervention is instruction delivered with increased opportunities for additional instruction, practice, and feedback. Multisensory approaches to instruction and intervention engage the visual, auditory, oral, and kinesthetic senses at the same time.



Outcome Assessment is the measurement of how students have performed at the end of planned instruction or at the end of the year. District-level performance may also be measured based on student results. Parental Engagement refers to meaningful and active involvement of parents and family members in the educational process. Progress Monitoring incorporates continuous measuring and comparing of student learning to determine progress toward targeted skills with the purpose of appropriately adjusting instruction. The assessment process entails the collection and analysis of student data to evaluate their academic performance on specific skills or general outcomes. Typically curriculum-based measures are used to quantify level of performance relative to peers and rate of progress. Rate of Progress refers to student performance across time, determined by analyzing multiple points (minimum of three) of data that are graphed. Reliability is the consistency with which a screening tool classifies students from one administration to the next. Research-based Instruction involves educational practices, instructional strategies, and interventions that have been validated as effective through independent, well-designed empirical research studies. Research-based Interventions are instructional programs, strategies, methods, and materials that have been proven to work through independent, well-designed empirical research studies. Response to Intervention (RTI) is a multi-tiered, problem-solving approach that identifies general education students struggling in academic and behavioral areas early and provides them with systematically applied strategies and targeted instruction at varying levels of intervention. Students with disabilities and ELLs also receive support through RTI delivery systems. An RTI Team is a collaborative and multi-disciplinary team that meets on a regular basis and whose major functions include the planning and development of their school’s RTI process as well as for the purposes of evaluating student data, planning interventions, and monitoring student response to intervention. Standards Aligned refers to the process of matching curriculum, instruction, and materials to the State standards (what students should know and be able to do). Systematic Instruction is carefully planned teaching based on the identified strengths and needs of students. Targeted Instruction is teaching focused on an identified goal and based on the identified strengths and needs of a student. Tiered Instruction is an instructional delivery model which outlines intensity of instruction within a multi-tiered prevention/intervention system.

1. Tier 1 is effective, standards-based reading instruction, including the use of needed scaffolds, which occurs in the general education classroom and is delivered by general education teacher. Commonly referred to as “core instruction,” it is designed to meet the needs of a minimum of 80% of all students. At this level, the classroom teacher makes use of scientifically-based instruction or strategies and differentiates instruction to meet the needs of all students and ensure positive outcomes for all.



2. Tier 2 is supplemental, small-group instruction designed specifically for those students who are not making adequate progress in Tier 1. Tier 2 interventions do not supplant Tier 1 instruction but are provided in addition to what the student is receiving at Tier 1. Interventions are designed to match the needs of students identified as at risk through screening and progress monitoring measures and provide a minimum of 20 –30 minutes per session at a minimum of 3-4 times per week by trained, knowledgeable, and skilled school personnel.

3. Tier 3 is supplemental, individualized, and customized intervention provided to students in a smaller group format and delivered with greater frequency and duration. Students in Tier 3 continue to receive core instruction at Tier 1. Interventions at Tier 3 are tailored to the student‘s needs and provided by a highly trained, knowledgeable, and skilled educator.

Universal Design for Learning (UDL) provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone that provide all students with entry points to learning and can be customized and adjusted for individual needs. Screening (School-wide Screening) is a quick check of all students’ current levels of performance in a content or skill area administered three times per year. Universal screening is a school-wide measure used to determine which students fall below grade-level norms and, thus, may require intervention services. Validity is the extent to which a screening tool accurately measures the underlying construct that it is intended to measure.



APPENDIX B: Commonly Used Acronyms

Acronym Term

AIS Academic Intervention Services

ASE Administrators of Special Education

CBM Curriculum-based Measurement

CCLS Common Core Learning Standards

CEIS Coordinators of Early Intervening Services

CREDE Center for Research on Education, Diversity and Excellence

CSE Committee on Special Education

DRA Diagnostic Reading Assessment

ELL English Language Learners

ESL English as a Second Language

HLIS Home Language Identification Survey

HLQ Home Language Questionnaire

IDEA Individuals with Disabilities Education Act

IEP Individualized Education Program

IRI Informal Reading Inventory

L1 Student’s Primary Language

L2 Student’s Second Language

LD Learning Disability

NYC DOE New York City Department of Education

NYSED New York State Education Department

PBIS Positive Behavior Interventions & Support

RTI Response to Instruction & Intervention

RTTT Race to the Top

SESIS Special Education Student Information System

SWIS School-wide Information System

UDL Universal Design for Learning



APPENDIX C: NYC DOE Systems and Initiatives Supported by RTI Academic Intervention Services (AIS) is a system of school-based targeted intervention services to help struggling students in New York City public schools. Through the use of a range of research-based strategies built on top of a strong base of literacy and mathematics core programs, interventions are tailored to move achievement in learners with varied needs. Achievement Reporting and Innovation System (ARIS) provides a single place where educators can find important information to use to accelerate student learning by exploring data that can be used to improve student outcomes; sharing what they have learned by publishing documents and taking part in discussions finding other educators facing similar challenges; and creating collaborative communities to solve problems together. Collaborative Inquiry Practices provide opportunities for teams of teachers and other educators to evaluate student work, reflect on their practice and monitor student progress to raise the level of rigor, and improve teaching practices, and promote student success. Citywide Instructional Expectations create a unified instructional agenda to guide schools through implementation of the Common Core standards and developing teacher practice, with a goal of ensuring all New York City students are prepared to enroll, persist, and succeed in college and careers. In 2012-13, school leaders will ensure that:

Teacher development focus on supporting all students in meeting the Common Core standards by designing coherent instruction, using questioning and discussion techniques, and using assessment in instruction.

All teachers implement Common Core-aligned units of study in ELA, math, social studies, and science. Units of study provide points of access for all students and culminate in a performance task aligned to the

Common Core.

Periodic Assessment Program incorporates content, resources, and professional development to support schools’ assessment strategies for using data to determine what each student knows and can do to inform instruction and meet individualized needs. RTI Pilot Programs are being implemented in several NYCDOE schools through collaborations with the United Federation of Teachers (UFT) Teacher Center, SED, and the Wilson Reading Systems and Everyone Reading programs, and researchers. The NYC DOE’s Office of English Language Learners is researching Tier I and RTI assessments as part of the pilot in several schools. Special Education Reforms support the expectation that each school educates and embraces the overwhelming majority of students with disabilities in the least restrictive environment appropriate and provides effective access to general education curricula. Schools are accountable for the development of Common Core standards-based IEP goals that emphasize long-term educational outcomes. Schools are expected to use curricular, instructional, and scheduling flexibility to meet the diverse needs of students with disabilities and partner with parents to meet expected outcomes. Strengthening teacher practice promotes a shared understanding of effective teaching system-wide through frequent cycles of observation, application of evidence to a research-based rubric of practice, and providing feedback to support improved teacher practice. The goal is to ensure that all students receive high-quality instruction from effective teachers.

http://schools.nyc.gov/StudentSupport/AcademicInterventionServices/default.htm

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/Children+First+Intensive+and+Inquiry/

http://schools.nyc.gov/Accountability/resources/assessments/

http://schools.nyc.gov/Academics/SpecialEducation/reforms.htm



Universal Design for Learning (UDL) offers curriculum developers and teachers a research-based blueprint for designing instructional goals, methods, materials, and assessments that provide all students with entry points to learning and can be customized and adjusted for individual needs. Through differentiation, teachers are able to accommodate the various ranges of student abilities in their classrooms. UDL supports the removal of barriers to learning by providing built-in support so that all students can meet grade-level expectations.



APPENDIX D: Sample School Preparation Checklist

SYSTEMS & STRUCTURES

□ Consider RTI elements already in place in your school. What already exists? What will you need to enhance or create?

o Assessment o Data tracking o Parent communication o Intervention

□ Who is responsible for implementing RTI in our school? o Do we have a student team that supports RTI?

Who are the members of the team? What kind of expertise do we need? What are the roles/responsibilities of team members? What is the meeting schedule and protocols for setting agendas?

DOCUMENTATION REQUIREMENTS

□ Ensure staff, parents, and other members of the school community receive timely and high-quality information on RTI

o How will we ensure that our school community is aware of our school’s RTI approach?

□ How will we notify parents, in writing, of their child’s movement between tiers? Include information on: o Method for gathering data o Strategies for addressing student needs o Right to request a special education evaluation

□ How will we document our use of RTI (prior to referring a student for a suspected learning disability in reading)?

o What kind of information will be included in documenting RTI steps? What template(s) will we use? o How will data gathered by teachers be documented in SESIS in the event of an initial referral?

Use interventions strategies section in SESIS Upload/fax our own school form into SESIS

INSTRUCTION

□ How will we determine our literacy curriculum and instruction needs? o Which research- and evidence-based literacy curriculum meets the needs of our students? o Is our literacy curriculum aligned to Common Core Learning Standards? Rigorous? Focused on the

five critical elements of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension)?

o Have we planned for at least 90 minutes of Tier 1 core literacy instruction per day?

□ How will we ensure that our staff members have the knowledge and skills to understand and implement our RTI approach for our student population?



o What are the considerations for various populations in our school (students with disabilities (SwD), English Language Learners (ELLs), etc.)?

o What opportunities for professional development can we leverage that focus on: Best practices in RTI? Improving instructional methods in the core reading program (Tier 1)? Tier 2 and 3 intervention techniques?

ASSESSMENT

□ What are our school’s RTI assessment needs? o Which assessments do we already use that meet the screening and/or progress monitoring needs

of RTI? o For which skills do we need a screening tool? o For which specific academic outcome or measure are we interested in screening? o For which grades do we need a screening tool? o Will this screening tool be used with all students or only a specific subgroup(s) of students? Which

subgroup(s)? o What technical information should we take into consideration?

□ What priorities should we consider when choosing assessment tools? o What is the cost of the assessment tool? o Who will administer and score the screener and conduct progress monitoring? o Do we have access to training and technical support for staff? o Does the tool meet the highest standards for technical rigor? o Does the tool align well with the other school practices or initiatives?

□ What is the impact on time? o How much administration time do our assessments take? o What is the impact on curriculum and instructional time? o What is the expected amount of time spent on administration and scoring? o Schools that choose to use assessments that take more administration time should work with their

network to review the impact on instructional time. It is important that assessments used for RTI be integrated into instructional work, and limited so they do not take up time needed for core instruction and intervention.

INTERVENTION

□ How can we ensure that all interventions have clearly described protocols/procedures? o Are the interventions valid, research- and evidence-based for our population of students? o What are the goals of each intervention strategy? o What curricular materials do we need? o How will the interventions be delivered? o What school personnel will be involved in delivery of intervention services?

□ What are the explicit criteria for placement and movement in tiers? o How do we determine when students need to be moved into higher or lower tiers? o What is the process for transitioning students into higher or lower tiers?



APPENDIX E: RTI Funding Information Table I below outlines flexible funding streams that may be used to support elements of RTI implementation.

Table II below summarizes potential ways in which federal funds and restricted State funds could be used to support RTI. Core instruction, which is assumed to include differentiated instruction in small groups, and universal screening are not eligible for federal funding, except as outlined in Table II below.



APPENDIX F: Roles and Responsibilities of an RTI Team A systemic approach to implementing an RTI framework requires the active participation and collaboration of many professionals and members of the school community, including school administrators and parents. General Educators As the primary providers of core instruction, general educators:

Deliver quality standards-based instruction, with fidelity, to all students. Participate on school teams (within and across grade levels) to identify specific student needs using data to

make informed decisions that guide instruction for each student. Communicate and collaborate with parents in helping them understand the new approach and how it

impacts their children. Continue to expand their capacity by engaging in ongoing professional development.

ELL/Bilingual Specialist In implementing RTI approach with ELLs, it is essential to determine students’ knowledge and skills in their first language. The role of a bilingual /ELL specialist is not only to determine students’ skill levels, in both languages but also to support other teachers in designing appropriate instruction and choosing interventions and instructional routines that are proven with ELLs. For more guidance on how to support second language learners and the role of ELL specialists, see ELLs in RTI guide. Reading Specialists/Coaches Reading intervention specialists/coaches offer expertise at many levels of RTI implementation, from a school-wide program design to specific assessment and intervention efforts with individual students. As members of the collaborative team, reading specialists/coaches play an integral role in the implementation of the school-wide RTI process:

Assist in selecting, designing, implementing, and interpreting whole-school screening programs and dynamic assessments that provide early intervention services for all students considered to be at risk and to identify those not truly at risk.

Consult with parents to foster carryover and reinforcement of skills in the home. Provide consultation and intervention for at-risk students effectively utilizing core curriculum components

and research-based supplemental methods and materials based on identified student needs. Participate on school teams (within and across grade levels) to analyze data and target instruction. Continue to expand their capacity by engaging in ongoing professional development.

Special Education Teachers Special education teachers have unique skills that can be used to enhance the learning of all students. With an RTI approach, special educators have increased opportunities to work with colleagues and students in many different settings. They work as members of school-level teams (within and across grade levels) to identify specific student needs by using data to make informed decisions that guide instruction. The teachers use their specialized knowledge to individualize instruction, build skills, and recommend programs that will meet the needs of individual students. When a student’s progression through interventions suggests a need for more individualized instruction, behavioral intervention, and/or learning supports than available in the general education curriculum/setting, special educators are part of the collaborative team that gathers student data in order to determine eligibility for special education. Special educators working with students identified as having a learning (or behavioral) disability



and needing special education services continue to provide scientifically research-based interventions and ongoing progress monitoring to adjust instruction accordingly. Special educators:

Collaborate with other school personnel in data collection and analysis. Provide consultation and intervention at all tiers for at-risk students, effectively utilizing core curriculum

components and research-based supplemental materials based on identified student needs. Participate on school site teams (within and across grade levels) to identify specific student needs using data

to make informed decisions that guide instruction for each student. Communicate and collaborate with parents by helping them understand RTI and how it impacts their

children. Continue to expand their capacity by engaging in ongoing professional development.

Speech-language Pathologists Speech-language pathologists (SLPs) can play a number of roles in an RTI process and provide needed supports to students in both general education and special education settings. The SLP’s knowledge of literacy and language-based issues can provide needed and necessary assistance to struggling learners who require intervention. In an RTI model, SLPs will provide both direct and indirect services to the school team and to students with those types of challenges. SLPs are qualified to contribute in a variety of ways in pre-referral interventions, school-wide program design, assessment, intervention, collaboration with colleagues, and direct support of students. They offer expertise in the language basis of literacy and learning, experience with collaborative approaches to instruction/intervention, and an understanding of the use of student outcomes data when instructional decisions are made. In addition to providing services to students with speech and language impairments, speech-language pathologists may:

Describe the role that language plays in curriculum, assessments, and instruction. Assist school site teams in understanding typical language development. Collaborate with school site teams on language screening, focusing on language-related issues involved in

learning, literacy, and intervention implementation. Continue to expand their capacity by engaging in ongoing professional development.

School Psychologists School psychologists can offer expertise to support RTI at many levels, from school-wide program design through specific assessment and intervention efforts with individual students. They support the implementation of evidence-based intervention strategies, progress-monitoring methods, problem-solving models, evaluation of instructional and program outcomes, and assessment procedures, directly and indirectly. Their training in assessment is useful to the implementation of technically sound screening and progress-monitoring procedures and the appropriate use of such data. School psychologists also have knowledge regarding program evaluation and understanding of research methods, which is useful in the development, implementation, and evaluation of evidence-based interventions. Their knowledge of child development, behavior, and principles of learning, coupled with their consultation skills, enables them to be effective partners in intervention. In addition to working with other school personnel to consider programmatic options, they plan and conduct comprehensive evaluations to determine eligibility for special education services and the educational needs of the students they serve. School psychologists:



Identify and analyze existing literature on problem solving and RTI in order to determine relevant and effective approaches for the school district.

Conduct needs assessments to identify potential obstacles, concerns, and initial training needs. Participate on school leadership teams to identify curricula and programs that adhere to research-based

recommendations. Consult with educators and conduct assessments to identify the area in which small-group academic

interventions should occur and how to interpret the data. Assist teachers with evidence-based instruction, behavioral interventions, screening of literacy skills, and

criteria for evaluating academic progress. Continue to expand their capacity by engaging in ongoing professional development.

School Counselors School counselors bring several important skills to the RTI process. They are uniquely positioned to be involved with the school community as a whole, aware of programs and interventions, and invested in relationships with all teachers, students, and parents. Also, the school counselor has skills in communication/consultation that are critical to an effective RTI process. They can act as catalysts to facilitate the RTI process, and their skills in collaboration, problem solving, and consultation can help maintain focus on student needs and the development of effective interventions. The school counselor’s knowledge of child development and emphasis on working with the whole child enable these personnel to make valuable contributions relative to the identification and implementation of research-based interventions in the area of social–emotional learning. Para-professionals Para-professionals play an important role in RTI through their support to general and special educators in providing research-based interventions and assist in the provision of supplemental and specialized instruction to students. With direction and support from the school-wide team and/or teachers, para-professionals work with students in small groups and, in some cases, one-on-one to provide research-based interventions and individualized instruction. They participate on school site teams that analyze academic and behavioral data and make instructional decisions and perform classroom observations in order to provide relevant information regarding student performance and behavior. Para-professionals continue to build their capacity by participating in ongoing professional development to ensure that they are well-versed in specific methods, materials, strategies, and content that support students who struggle academically. Parents and Families Parent engagement is a key component of a strong RTI process. Active involvement of parents in all aspects of RTI contributes to improving student outcomes. Parents should be encouraged to actively participate in the RTI process and regularly informed of how their child is responding to interventions. Parents should also have an opportunity to make suggestions and receive access to intervention plans with details about how the school is helping their student. As an RTI approach is implemented, procedures must guarantee that parents and families are informed and engaged when students are first identified for intervention.



APPENDIX G: Choosing Assessment Tools37

1. Gather a team

Who should be involved in selecting a screening tool?

What types of expertise and what perspectives should be involved in selecting a tool?

People to consider:

Administrators

General educators

ELL teachers

Reading specialists/coaches

Special education teachers

Speech-language pathologists

School psychologists

Guidance counselors

Para-educators

2. Determine needs

For what skills do we need a screening tool?

For which specific academic outcome or measure are we interested in screening?

For what grades do we need a screening tool?

Will this screening tool be used with all students or only a specific subgroup(s) of students? Which subgroup(s)?

3. Determine priorities-What are the most important factors to my school?

What is the cost of assessment tool?

What is the expected amount of time spent on administration and scoring?

Do we have access to training and technical support for staff?

Does the tool meet the highest standards for technical rigor?

Is it a tool whose effectiveness has been studied and demonstrated in my district or state?

Does the tool align well with the other city or school wide practices or initiatives?

4. Consider impact on time

How much administration time do our assessments take? What is the impact on instructional time?

How can we ensure that assessments do not take away from time for instruction and interventions?

5. Familiarize yourself with technical language and assessment tools

What technical information should we take into consideration?

What tools are available? (See the Screening and Progress Monitoring Tools resource in the ARIS RTI Assessment community)

37 http://www.rti4success.org/tools_charts/supplementalContent/screening/UniversalScreeningUsersGuide.pdf

https://www.arisnyc.org/connect/node/1517503

http://www.rti4success.org/tools_charts/supplementalContent/screening/UniversalScreeningUsersGuide.pdf



APPENDIX H: Assessment Tools Reference Table There are many other criteria to consider when selecting a screener and progress monitor. Please see the National Center for Response to Intervention’s Screening and Progress Monitoring tools charts for thorough descriptions of and links to many of the assessments on this list, as well as additional options Grades Assessment Type Screener Progress

monitor Administration Mode

Individual or Group Administration

Administration Time Periodic Assessment Supports

K-8 DRA2 + DRA2 Progress Monitor

Diagnostic Yes Yes Paper/Pencil or Electronic

Individual Varies; approx. 15-30 min.

Professional Development

Reporting tool: Reading Tracker

Results reported in ARIS

K-6 Fountas & Pinnell Diagnostic Yes No Paper/Pencil Individual Varies; approx. 15-30 min.


Reporting tool: Reading Tracker


K-8 Teachers College Reading and Writing Project

Diagnostic Yes No Paper/Pencil Individual Varies; approx. 15-30 min.


Reporting tool: AssessmentPro


3-8, HS Performance Series Computer Adaptive Yes No Web-based Group Approx. 1-2 class periods

Available to all schools

ATS data transfers

Results reported in ARIS K-5 mCLASS: DIBELS Curriculum-based

Measurement Yes Yes Electronic Individual Approx. 2 min. per

probe ATS data transfers

1-12 Primary/Standard

Degrees of Reading Power (DRP)

Curriculum Based Measurement (Daze only)

Yes No Paper/Pencil or Electronic

Group Approx. 1 class period

None

K-5 AIMSWeb Curriculum Based Measurement

Yes Yes

Paper/Pencil Individual Approx. 1 min. per subtest (4 total)

None

K-5 DIBELS Based on Curriculum Based Measurement

Yes Yes Paper/Pencil or Electronic

Individual Approx. 2 min. per probe

None

K-5 Easy CBM Curriculum Based Measurement

Yes Yes Paper/Pencil or online

Individual Approx. 1 min. per subtest (6 total available)

None

K-12 Scholastic Reading Inventory

Computer Adaptive Yes Yes

Online Group 20-30 minutes None

K-10 STAR: Early Literacy Assessment STAR Reading Assessment

Computer Adaptive No Yes Online Group Approx. 10 min. each for Early Literacy and Reading

None

3-8 NYC Acuity Assessments

NYC Acuity Assessments do not meet the specifications for screening assessments, as they do not have cut points established to identify risk for poor learning outcomes, and are therefore inappropriate for use as screeners.

http://www.rti4success.org/screeningTools/

http://www.rti4success.org/progressMonitoringTools








http://www.wirelessgeneration.com/assessment/mclass-dibels/overview

http://www.questarai.com/Products/DRPProgram/Pages/default.aspx






http://www.rti4success.org/tools_charts/popups_progress/programPopup.php?url=scholasticReadingInv&title=Scholastic%20Reading%20Inventory&area=Reading

http://www.rti4success.org/tools_charts/popups_progress/programPopup.php?url=STAR_EarlyLiteracy&title=STAR&area=Early%20Literacy

http://www.rti4success.org/tools_charts/popups_progress/programPopup.php?url=STAR_Reading&title=STAR&area=Reading



APPENDIX I: Use of Diagnostic Assessments in RTI Diagnostic assessments are intended to inform differentiation in Tier 1 and targeted interventions in Tiers 2 and 3. In literacy, diagnostic assessments, such as Fountas & Pinnell (F&P) and the Developmental Reading Assessment (DRA2) are designed to provide educators with in-depth information about students’ literacy development. In an RTI framework, results from these assessments should be used to inform instructional grouping, as well as to inform Tier 2 and 3 interventions after students are identified as being at risk. Diagnostic literacy assessments typically provide reading levels, as well as an opportunity for teachers to analyze miscues and reading behaviors. Publishers of diagnostic assessments may provide tables identifying grade level and time of year benchmarks and their corresponding level of risk for poor reading outcomes based on independent or instructional reading levels. In this case, schools may consider these assessments when selecting screeners; however, it is important to be aware of technical validity, classification accuracy, and reliability when evaluating the selections. 38 The RTI Assessment community in ARIS39 provides charts describing this information for many common assessment tools, including the diagnostic literacy assessments supported in the Periodic Assessment program.

38 Please see Appendix A for definitions of validity, classification accuracy, and reliability 39 https://www.arisnyc.org/connect/node/1517503




APPENDIX J: General RTI Information Letter to All Parents (INSERT DATE) Dear Parents/Guardians: This letter is intended to share information with you about a citywide instructional approach we are implementing to identify and provide early intervention to students who are struggling in reading. This approach, known as Response to Intervention (RTI), will be used to support students with progressing through our reading curriculum (MATH/BEHAVIOR, IF APPLICABLE AT YOUR SCHOOL). Research suggests that RTI is especially effective in supporting students in overcoming smaller learning difficulties before they become larger barriers to learning. RTI is a multi-tiered model, which means that each RTI tier provides more intensive support than the tier before it. Struggling students are provided with additional support beyond what is provided in class, though they will continue to attend their main subject classes while they receive this extra help. Student progress will be monitored regularly by teachers, and support staff if appropriate, to ensure they show improvement toward meeting grade-level standards. Changes to the frequency, time, or intensity of the intervention depend on students’ individual needs and progress. Tier 1 includes high-quality, rigorous reading instruction that occurs in the general education classroom and is delivered by general education teacher. Commonly referred to as “core instruction,” it is designed to meet the needs of most students. At this level, the classroom teacher makes use of research-based instruction or strategies and customizes instruction to meet the needs of all students and ensure positive outcomes. Tier 2 refers to small-group instruction designed for specifically for those students who are not making adequate progress in Tier 1, typically in a 1:3 or 1:5 setting. These supports are provided in addition to the core instruction all students receive in Tier 1. Supportive techniques are designed to match the needs of students identified as at-risk through screening and progress monitoring assessments. Students receive a minimum of 20–30 minutes per session, at a minimum of 3-4 times per week. Tier 3 provides individualized and customized intervention to students, typically in a 1:1 or 1:2 setting which is delivered with greater frequency and duration. Students in Tier 3 continue to receive the same core instruction as in Tier 1. Interventions at Tier 3 are also tailored to the student‘s needs. A school-wide screening assessment for reading will be administered to all students (INSERT #) times during the school year to identify student performance on grade-level reading standards. Students identified as needing additional support will receive customized assistance in the appropriate tier and their progress will be monitored. Data from these tools and a variety of other sources will guide instruction and keep us all aware of how your child is progressing. I look forward to sharing additional information as the school year continues. As always, do not hesitate to contact me if you have questions or concerns. (SCHOOL PRINCIPAL)



APPENDIX K: Sample RTI Notification Letter (INSERT DATE) Dear Parent/Guardian of: (INSERT NAME OF STUDENT) Our school uses an instructional model called Response to Intervention (RTI) to provide early intervention to students who are struggling, with the goal of preventing long-term academic difficulties. Our RTI Team meets on a regular basis to offer assistance to students, teachers and parents in making informed, data-driven decisions about academic progress. On (INSERT DATE), the RTI team, together with your child’s teacher, reviewed your child’s class work and assessment results in order to develop an intervention plan and make other recommendations to better assist your child in making successful progress in school. The recommendation of the RTI team was to provide your child with more intensive support in the area(s) your child is demonstrating difficulty. Your child is receiving:

□ Tier 2 Intervention: Based on progress data, students who are unsuccessful in the core curriculum will be provided supplemental research-based interventions matched to their needs. The RTI team, an instructional support team, will track your child’s progress.

-OR-

□ Tier 3 Intervention: Students who continue to struggle in Tier 2 will receive more intensive interventions at this level. Parents will receive ongoing progress data. After Tier 3 implementation, students who continue to display limited progress may then be considered for further evaluation and services. Parents may choose to initiate a referral for a special education evaluation at any time, during any stage of the RTI process.

The RTI team will closely monitor your child’s progress and evaluate the effectiveness of the interventions. If you have any additional information that you wish to provide that might help the RTI Team in planning effective educational strategies and recommendations for your child, please feel free to contact me. Sincerely, (SCHOOL PRINCIPAL)



APPENDIX L: Criteria for Determining a Learning Disability The information below describes the five criteria for establishing that a student has a learning disability:

1. Low Achievement: The student does not adequately achieve grade-level standards in the areas of reading.

2. Appropriate Instruction: The student was provided with appropriate instruction/ intervention consistent with RTI model. The CSE considers the following:

Length of time the curriculum has been in place.

Amount of training the teachers have received in using the curriculum and supplemental interventions.

Degree to which teachers used the prescribed instructional procedures and materials associated with the core curriculum and supplemental interventions.

Degree to which teachers used effective instructional methodologies and techniques (e.g., differentiation, scaffolding, frequent opportunities to respond with corrective feedback).

Extent to which the supplemental interventions used in all tiers are supported by scientific research and appropriate for the student.

Whether the interventions were delivered with a high degree of fidelity, with sufficient intensity, and for a sufficient length of time as evidenced by progress monitoring data.

The extent to which the supplemental interventions yielded successful responses and outcomes from other students receiving the interventions.

3. Lack of Progress: The student is not making sufficient progress toward meeting grade-level standards in the areas of reading.

4. Exclusionary Factors: The student’s learning difficulties are not primarily the result of a visual, hearing or motor disability; intellectual disability; emotional disturbance; cultural factors; environmental or economic disadvantage; limited English proficiency; due to acquiring English as a second language.

5. Need for Special Education: The student’s needs in terms of materials, planning and personnel required for intervention implementation are significantly different from those of general education peers and are beyond what can be met with general education resources.

If the CSE determines that the student is not receiving appropriate instruction/interventions, it cannot establish the student’s eligibility in the area of a learning disability. In this case, the CSE chairperson notifies the principal of this finding so that steps may be taken to provide appropriate instruction/interventions. The parent and CSE may agree to extend the timeline to complete the individual evaluation in order to provide the appropriate instruction/intervention. If there is no agreement, the CSE process terminates without a finding of a learning disability. If the student’s performance does not improve after a sufficient period of time following the provision of appropriate support, another evaluation is initiated so that this additional information may be considered.



APPENDIX M: Documenting Determination of a Learning Disability40 Section 200.4(j)(5) of the Regulations of the Commissioner of Education requires that the Committee on special education (CSE) prepare a written report of the determination of eligibility of a student suspected of having a learning disability that contains a statement of the following information:

1. The CSE has reviewed the individual evaluation results for ________________, which indicate that the student: __ has a learning disability requiring special education services. __ does not have a learning disability.

2. This decision was based on sources including aptitude and achievement tests, parent input, and teacher recommendations, as well as information about the student’s physical condition, social or cultural background, and adaptive behavior in accordance with section 200.4(c)(1) of the State Regulations:

3. The relevant behavior noted during the observation of the student and the relationship of that behavior to the student’s academic functioning indicate:

4. The educationally relevant medical findings, if any, indicate:

5. To ensure that underachievement in a student suspected of having a learning disability is not due to lack of appropriate instruction in reading or mathematics, the CSE must, as part of the evaluation procedures pursuant to Section 200.4(b) and (c), consider: __ data that demonstrate that prior to, or as part of, the referral process, the student was provided appropriate instruction in regular education settings, delivered by qualified personnel. AND __ data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the student's parents.

6. The CSE has determined, consistent with Section 200.4(j)(3) of the Regulations, that: __ the student does not achieve adequately for the student’s age or to meet State-approved grade-level standards in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, mathematics problem solving; AND __ the student either does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified in this paragraph when using a process based on the student’s response to scientific, research-based intervention pursuant to section 100.2(ii); OR __ exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards or intellectual development that is determined by the CSE to be relevant to the identification of a learning disability, using appropriate assessments consistent with section 200.4(b). AND __ the student’s learning difficulties are not primarily the result of a visual, hearing or motor disability;

40 http://www.p12.nysed.gov/specialed/RTI/guidance/appb.htm



mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency.

7. Complete this item if the student has participated in a process that assesses the student’s response to scientific, research-based intervention. __ The following instructional strategies were used and student-centered data was collected: AND __ Document how parent’s were notified about the amount and nature of student performance data that will be collected and the general education services that will be provided; strategies for increasing the student’s rate of learning; and the parents’ right to request an evaluation for special education programs and/or services.

8. CSE Member Certification of the Determination of a Learning Disability: The determination of eligibility for special education for a student suspected of having a learning disability must be made by the CSE, which must include the student’s regular education teacher and a person qualified to conduct individual diagnostic examinations of students (such as a school psychologist, teacher of speech and language disabilities, speech/language pathologist or reading teacher). Each CSE member must certify in writing whether the report reflects his or her conclusion. If not, the member must submit a separate statement presenting his or her conclusions.

Title Signature Agree Disagree

District Representative

Parent of Student

Regular Education Teacher

Special Education Teacher

School Psychologist

Parent Member

Others: (specify)

Date:

nyc department of education response to...

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