Response to Intervention (RTI) Process | Policy 7614

In accordance with Commissioner’s Regulations, the Fonda-Fultonville Central School District has established administrative practices and procedures for implementing District-wide initiatives that address a Response to Intervention (RTI) process applicable to all students. For students suspected of having a potential learning disability, the District will provide appropriate RTI services pursuant to Commissioner’s Regulations prior to a referral to the Committee on Special Education (CSE) for evaluation.

Minimum Requirements of District’s RTI Program

The District’s RTI process shall include the following minimum requirements:

a) Scientific, research-based instruction in reading and mathematics provided to all students in the general education class by qualified personnel. Instruction in reading, per Commissioner’s Regulations, shall mean scientific, research-based reading programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies;
b) Screenings shall be provided to all students in the class to identify those students who are not making academic progress at expected rates;
c) Scientific, research-based instruction matched to student need with increasingly intensive levels of targeted interventions for those students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards;
d) Repeated assessments of student achievement which should include curriculum based measures to determine if interventions are resulting in student progress toward age or grade level standards;

e) The application of information about the student’s response to intervention to make educational decisions about changes in goals [i.e., goals for all students, not just Individualized Education Program (IEP) goals], instruction and/or services and the decision to make a referral for special education programs and/or services; and

The Child Study Teams will be responsible for reviewing such student information and applying same to make decisions concerning student academic progress and further intervention strategies.
f) Written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom that provides information about:
1. The amount and nature of student performance data that will be collected and the general education services that will be provided;
2. Strategies for increasing the student’s rate of learning; and
3. The parents’ right to request an evaluation for special education programs and/or services.

Structure of Response to Intervention Program

The District-wide RTI program will consist of multiple tiers of instruction/assessments to address increasingly intensive levels of targeted intervention to promote early identification of student performance needs and/or rate of learning, and to help raise achievement levels for all students. This model allows each school in the district the flexibility to determine interventions specific to their population.

Child Study Teams, whose members may include, but are not limited to, regular education teachers, special education personnel, the school social worker, the school psychologist, reading and math coordinators, designated administrators, and other individuals deemed appropriate by the District, will be available for each building/grade level classification to address the implementation of the District’s RTI process.

The Child Study Team’s responsibilities shall include, but are not limited to, the following:

a) Determining the level of interventions/student performance criteria appropriate for each tier of the RTI model;
b) Analyzing information/assessments concerning a student’s response to intervention and making educational decisions about changes in goals, instruction and/or services;
c) Determining whether to make a referral for special education programs and/or services.

Criteria for Determining the Levels of Intervention to be Provided to Students

All students in grades K-4 shall be assessed a minimum of three times a year using DIBELS, math and reading program assessments, PPVT, Key Math assessment, the Woodcock Johnson, Terra Nova and New York State assessments, to identify those students who are at risk.

Students who score below the established benchmarks OR below the cut scores on the assessments shall be considered for additional classroom or Tier II interventions.

Progress monitoring of students at risk shall be conducted every 2-4 weeks using DIBELS to determine if the interventions are resulting in student progress toward established benchmarks and/or grade/age level standards.

All students in grades 5-12 shall be reviewed and/or assessed at the minimum of three times per year according to the New York State Assessments, faculty recommendation, standardized assessments and/or demonstrating low levels of classroom performance.

Students who score below the established benchmarks OR below the cut scores on the assessments shall be considered for additional classroom, AIS or Tier II interventions.

Progress will be monitored on five and ten week intervals during the year.

Types of Interventions

The District will provide multiple tiers of increasingly intensive levels of targeted intervention and instruction for those students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards.

It is expected that use of the Tier Level of instruction will be building appropriate and specific to each student’s needs and will be an ongoing process, with students entering and exiting tiers of intervention according to the analysis of student performance data and progress monitoring.

Tier One Instruction

Tier One instruction is provided to all students in the general education setting. The use of scientific, research based instruction in the areas of reading and math will be provided by the general education teacher and/or other qualified personnel as appropriate, and will emphasize proactive, preventative core instructional strategies in the classroom setting. Group and/or individualized instruction, assessment and reinforcement activities will be provided as deemed appropriate by the classroom teacher.

The analysis of Tier One student performance data will be used to identify those students who need additional intervention at the Tier Two Level of instruction.

Tier Two Instruction

In general, Tier Two instruction will consist of small group, targeted interventions for those students identified as being “at Response to Intervention (RTI) Process (Cont’d.)
risk” who fail to make adequate progress in the general education classroom. Tier Two instruction will include programs and intervention strategies designed to supplement Tier One interventions provided to all students in the general education setting.

Tier Two instruction may be provided by specialized staff such as reading and math teachers, tutors, speech therapists, school psychologists and/or school counselors as determined by the Child Study Team.

At the conclusion of Tier Two instruction, the Child Study Team will review the student’s progress and make a determination as to whether Tier Two interventions should be maintained; the student returned to the general education classroom if satisfactory progress is shown; or referred for Tier Three instruction.

Tier Three Instruction

Tier Three instruction is the provision of more intensive instructional interventions, tailored to the needs of the individual student; and is provided to those students who do not achieve adequate progress after receiving interventions at the Tier Two level. Tier Three instruction may include longer periods of intervention program and services than those provided in the first two Tiers based upon the significant needs of the student.

Tier Three instruction will be provided by those specialists, as determined by the Child Study Team, best qualified to address the individual student’s targeted area(s) of need. Based on the review of data, the Child Study Team shall determine whether a Tier III student is making adequate progress to meet age and grade level standards and requires long-term planning for continued success, or if a referral to the Committee on Special Education is needed for continuation of specialized instruction in reading or math. Upon the recommendation of the Team that a student should be referred to the CSE, the District shall initiate a referral without delay.

Progress monitoring on a continuous basis is an integral part of Tier Three; and the student’s response to the intervention process will determine the need/level of further intervention services and/or educational placement.

Amount and Nature of Student Performance Data to be Collected

The Child Study Team will determine the amount and nature of student performance data that will be collected to assess, on an ongoing basis, student performance results and address ongoing academic needs as warranted. Such data collection will reflect the Tier Level of intervention provided to the student. Student performance data will also be used to review the District’s RTI program and make modifications to the program as deemed necessary.

Manner and Frequency for Progress Monitoring

The Child Study Team shall monitor the progress of those students receiving intervention services beyond that provided to all students in the general education classroom. The Team shall meet with the student’s teacher(s) and will determine if further adjustments need to be made to the student’s current instructional program and/or a change made to the Tier Level of intervention provided. Monitoring of student progress shall be an ongoing part of the RTI program from the initial screening to completion of the RTI process as applicable. Parents may also request that the progress of their child be reviewed by the Child Study Team.

Staff Development

All staff members involved in the development, provision and/or assessment of the District’s RTI program, including both general education and special education instructional personnel, shall receive appropriate training necessary to implement the District’s RTI program. Staff development will include the criteria for determining the levels of intervention provided to students, the types of interventions, collection of student performance data, and the manner and frequency for monitoring progress.

Parent Notification

Written notification shall be provided to parents when their child requires an intervention beyond that provided to all students in the general education classroom. Such written notice shall include the following information:

a) The amount and nature of student performance data that will be collected and the general education services that will be provided as part of the RTI process;
b) Strategies for increasing the child’s rate of learning; and
c) The parents’ right to request an evaluation for special education programs and/or services.

34 Code of Federal Regulations (CFR) Sections 300.309 and 300.311 Education Law Sections 3208, 4002, 4401, 4401-a, 4402, 4402, and 4410
Response to Intervention (RTI) Process (Cont’d.)
8 New York Code of Rules and Regulations (NYCRR) Sections 100.2(u), 200.2(b)(7), 200.4(a),
200.4(j)(3)(i), and 200.4(j)(5)(i)(g)

Adopted 12/17/07