Policy 7212

Response to Intervention (RtI) Process

Response to Intervention (RtI) is a multi-tiered early prevention and intervention system designed to improve outcomes for all students. In accordance with Commissioner’s Regulations, the Broadalbin-Perth Central School District (the 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.

The Broadalbin-Perth Central School District has established procedures for identifying students with learning disabilities that use a research-based RtI process prior to, or as part of, an individual evaluation to determine whether a student has a learning disability. An RtI process is required for all students suspected of having a learning disability in the area of reading. RtI will not be utilized as a strategy to delay or deny a timely initial evaluation of a student suspected of having a disability under the Individuals with Disabilities Education Act (IDEA).

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) Benchmark leveled assessments are provided to all students to determine 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 will include curriculum based measures to determine if interventions are resulting in student progress toward age or grade level standards. Students are administered baseline assessments to determine if they are at, below or above benchmark. Elementary students are administered multiple measures to establish frequency and duration of targeted instruction and interventions;
  • e) The application of information about the student’s response to intervention to make educational decisions about changes in instructional goals, instruction and/or services and the decision to make a referral for special education programs and/or services. Building Level Instructional Support Teams and At-Risk Teams are composed of knowledgeable staff  who have expertise of the student to make decisions concerning his/ her academic and/ or behavioral progress and further intervention strategies; and
  • 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 as enumerated in Commissioner’s Regulations. Progress toward instructional goals will be monitored and data collected; and
    • 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.

The District’s RtI program will consist of four 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.

Instructional Support Teams, whose members may include, but are not limited to, general education teachers, special education personnel, the school psychologist, literacy and math specialists, designated administrators, and other individuals deemed appropriate by the District, will be available for each building/grade level to address the implementation of the District’s RtI process.

The Instructional Support 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.

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.

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 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 CORE

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 – Strategic

In general, Tier Two instruction will consist of small group, targeted interventions for those students identified as being “at 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, related service providers, and/or school counselors as determined by the Instructional Support Team.

The analysis of Tier Two instruction includes, the Instructional Support Team reviewing the student’s progress and making a determination as to whether Tier Two interventions should be maintained; the student will be monitored in the general education classroom if satisfactory progress is shown; or referred for Tier Three instruction.

Tier Three Instruction – Intensive

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 Instructional Support Team, best qualified to address the individual student’s targeted area(s) of need. If deemed appropriate by the Team, and in accordance with applicable law and regulation, a referral of the student may be made to the Committee on Special Education.

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 Instructional Support 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 Instructional Support 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 Instructional Support Team.

Fidelity measures will also be completed by Team members to assess whether the intervention was implemented as intended and uniformly applied. Data is collected to and analyzed to determine student progress toward instructional/ behavioral benchmarks and goals.