Response to Intervention
“A major concern for parents as well as teachers is how to help children who experience difficulty in school. All parents want to see their child excel, and it can be very frustrating when a child falls behind in either learning to read, achieving as expected in math and other subjects, or in getting along socially with peers and teachers. Response to Intervention (RTI) is a multi-step approach to providing services and interventions to struggling learners at increasing levels of intensity. RTI allows for early intervention by providing academic and behavioral supports rather than waiting for a child to fail before offering help.”
-Mary Beth Klotz & Andrea Canter (2007)
Response to Intervention (RTI): A Primer for Parents
What is Response to Intervention?
RTI is a school process used to determine if a student is responding to classroom instruction and progressing as expected. A student who is struggling receives additional instructional support provided by matching instruction to individual needs through a multi-tier instructional model. Each level, also known as a tier, provides instruction with increased intensity such as smaller groups or instructional time focused on specific areas. RTI focuses on the early prevention of academic difficulties, particularly in the areas of reading and math.
What are the essential Components of RTI?
RTI calls for a three-tiered service of delivery that utilizes an integrated data collection and assessment system to inform decisions at each tier of service delivery.
What are the tiers?
Tier 1: Represents high quality, researched based, instruction in the general education setting. Universal (School-wide) screening of academic progress is administered three times per year.
Tier 2: Instruction at Tier 1 continues and supplemental, researched based, instruction is provided in a small group setting for students who are not making adequate progress at Tier 1. Frequent monitoring of student progress is used to guide instruction.
Tier 3: Instruction at Tier 1 continues and intense, researched based, instruction is provided individually or in a small group setting for students who are not making adequate progress at Tier 2. Frequent monitoring of student progress is used to guide instruction. A student with little or no response to Tier 3 efforts would be referred to the Committee on Special Education.
How can parents be involved in the RTI Process?
A close home-school connection is tremendously beneficial to a child’s success in school. The RTI process is designed to help schools focus on high quality interventions while carefully monitoring student progress. Information gained from an RTI process is used by teachers and is shared with parents. Being informed and aware of the educational needs of their child enables parents to support learning at home and work in collaboration with the teacher.
What Role does RTI play in special education eligibility?
The committee on special education determines whether a student has a disability that is interfering with his/her educational progress. The RTI model provides a method to remediate a student’s performance prior to a referral for special education services. It also ensures that a student’s learning difficulties are not the result of the educational program or approach.
Cleveland Hill Plan
Cleveland Hill Elementary School offers a RTI model in reading and math that includes a systematic process to provide academic support to meet students needs, monitor progress, and evaluate outcomes. Our model represents an important educational strategy designed to close the gap for all students, including students at risk, by preventing smaller learning problems from becoming obstacles to success.
At Cleveland Hill Elementary, students are given brief assessments (also called universal screenings) three times a year that are designed to measure their skills as compared to same age peers. These assessments include Aimsweb Reading, Aimsweb Math, and the Fountas and Pinnell Benchmark Assessment System. In addition, performance on Reading and Math Unit Tests is carefully analyzed and tracked. Through this process, we identify students who are considered at-risk of not learning the necessary skills expected for the student’s age or grade level.
Using this "multiple measures" approach, a data decision team determines whether a student will be required to receive AIS services. The data team then sets goals for the student, makes recommendations for interventions, and identify parties responsible for providing interventions.
- In grades K-3 students that score at or below the 25th percentile on the universal screening, will receive Academic Intervention Services.
- In grades 4 and 5, universal screening scores and performance on NYS Assessments is used to determine if Academic Intervention Services are necessary.
- For the 2016-2017 school year, the NYS Department of Education requires that students that score at or below predetermined cut points must be considered to receive Academic Intervention Services.
ELA 3 Scale Score Cut point=305 Math 3 Scale Score Cut point=299
ELA 4 Scale Score Cut point=303 Math 4 Scale Score Cut point=298
ELA 5 Scale Score Cut point=304 Math 5 Scale Score Cut point=306
Academic Intervention Services will be provided by a faculty member, such as your child's teacher, a reading specialist, a math specialist, a teaching assistant and/or other support staff. It is our mission to assure that all children have a strong foundation of skills to be successful.
It is critical to understand that, not only is it our legal responsibility to provide Academic Intervention Services if needed, but these services are also an entitlement that will be a benefit to your child during their years at Cleveland Hill and beyond.
The attachments below provide a complete description of the RtI model used at Cleveland Hill and a Parents Guide to RtI.