Response to Intervention Plan
West Genesee Central School District
Middle Level 6-8
Approved by West Genesee Board of Education
October 17, 2018
Table of Contents
- RtI Assessment Plan
- RtI Tiered System
- Parent Notification
- Professional Development
- Data Driven Instruction
The West Genesee Central School District Response to Intervention (RtI) Plan is developed to meet the requirements of Section 117.3 to ensure student progress toward meeting the Common Core Learning Standards (CCLS). RtI is the practice of providing high quality instruction and interventions matched to student needs. Learning rate over time and level of performance are used to make important educational decisions about individual students (NASDSE, 2006). RtI represents a systematic, research-based educational approach to close achievement gaps for all students, including students at risk, students with disabilities, and English language learners, by preventing smaller learning problems from becoming insurmountable gaps.
Educators make important decisions daily regarding students’ educational programs. These decisions include determining the need for changes in the nature of a child’s current intervention. The decision as to whether a student needs an intervention change or to explore the possibility of a specific learning disability must be based on extensive and accurate information. RtI is a data driven process to inform these decisions. Interventions are aimed at helping students meet or exceed the CCLS in English Language Arts and Math. Tiered intervention in an RtI model is available to students with disabilities on the same basis as non-disabled students, providing that services required are in an instructional area not addressed in a student’s Individualized Education Plan (IEP).
West Genesee’s RtI plan consists of three tiers of instruction. Tier 1 intervention take place in the regular education classroom. Tier 2 intervention is provided for small groups of students with push-in support in a regular education classroom. Tier 3 intervention is provided for small groups of students in a pull-out setting additional to regular classroom instruction who demonstrate a need for more intensive instruction.
All students in grades 6-8 will participate in universal screening which is an assessment procedure characterized by a 20-30 minute, computer based, grade appropriate evaluation of individual student English Language Arts and/or Mathematics skills. Having these screening measures in place will ensure compliance with Section 117.3 of the Regulations of the Commissioner of Education.
For the 2018-19 school year, the district will identify all students performing below the median scale score between a Level 2/partially proficient and a Level 3/proficient on a Grade 5-7 ELA or Mathematics state assessment shall be considered for additional support services. Upon identification of a student for consideration for instructional support using this initial measure, they will then consider multiple-measures of student performance for determining if the student needs an additional level of support.This procedure will be applied consistently at each grade level. These multiple measures will include, the following: Universal screening results (STAR) and curriculum based measures (common unit assessments).
Individual students will be progress monitored to determine student growth with each implemented intervention. Individual student growth may be referenced by each building’s Data Inquiry Team (DIT) when discussing student response to intervention services. Interventions and progress monitoring data will be documented in Schooltool by the classroom teacher or instructional specialists.
The District’s process of determining if a student responds to scientific, research-based instruction shall include the following: (a) instruction matched to student need with increasingly intensive levels of targeted intervention and, (b) instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet the CCLS at each grade level. Students receiving Tier 1, Tier 2, or Tier 3 intervention are considered as based upon student performance on common benchmark assessments, STAR Reading/Math, and state assessments results:
NYS Assessment Score
English Language Arts and Mathematics Tests Median Scale Score between Level 2 and Level 3
2018 Grades 3-8 English Language Arts and Mathematics Tests
Median Scale Score Between Level 2 and Level 3
Grade – English Language Arts – Mathematics
3 – 592 – 593
4 – 593 – 595
5 – 601 – 598
6 – 596 – 598
7 – 599 – 599
8 – 593 – 603
- At/Above Benchmark (Green) above 40%ile
- On Watch (Blue) below 40%ile
- Intervention (Yellow) below 25%ile
- Urgent Intervention (Red) below 10%ile
Common Benchmark Assessments:
- Demonstrate mastery on 85% or above on the standard(s) assessed
On Watch (71%-84%)
- Demonstrate mastery on 55%-70% on the standard(s) assessed
- Demonstrate mastery on less than 55% on the standard(s) assessed
The RtI model is a multi-tiered approach to providing instruction to students at increasing levels of intensity based on progress monitoring and data analysis. Rate of progress over time is used to make important educational decisions. Intervention fidelity is critical to the integrity of an RtI model. Intervention fidelity refers to delivering instruction in the way it was designed to be delivered. If students are not making progress after receiving an intervention with fidelity, the intervention should be customized by adding research-based practices. Although the instruction and interventions encompassing the RtI model may involve many different levels of intensity and individualization, they are usually considered to fall within the following three broad, fluid tiers:
Tier 1-Core Instruction
Tier 1 involves all students in the classroom. The Tier 1 model generally includes a daily 42 minute period of instruction for Math and ELA, respectively. The teacher should differentiate instructional practices to accommodate students in Tier 1 who are not meeting grade level standards.
Tier 2-Strategic Interventions
If a student meets the criteria for Tier 2 intervention students will receive push-in support. Student goals will be set and matched to an instructional approach. Students will be progress monitored at regular intervals to measure growth. Students may receive Tier 2 intervention as long as progress monitoring data continues to indicate growth.
Tier 3-Intensive Intervention
If a student meets the criteria for Tier 3 intervention, the student will receive a 42 minute period every other or every day with an Instructional Specialist in their area of need (ELA/Math) in addition to Tier 1 instruction. Tier 3 instructional groups will be comprised of a small group of students. Tier 3 interventions will be research-based and focused on prioritized, targeted student need. Student goals will be set and matched to an instructional approach. Students will be progress monitored at regular intervals (minimally 2-3 weeks depending upon frequency of intervention) to measure growth.
In accordance with section 100.2(ii) of the Regulations of the Commissioner of Education, when a student requires intervention services beyond that provided to all students and begins receiving Tier 2 intervention services, parents must be notified in writing. Parents will receive quarterly data-based documentation of student progress in conjunction with report cards. This is consistent with section 200.4(j) of the Regulations of the Commissioner of Education.
District coaches will continue to provide on-going, high-quality professional development for all instructional and supervisory staff. They will address multiple facets of RtI and Data Driven Instruction with a particular focus on research-based reading and math interventions. Professional development formats typically include: multi-day trainings, short workshops, professional book clubs, model lessons, and classroom coaching.
In addition to district leaders, highly knowledgeable outside consultants may be retained to provide on-going, high-quality professional development in specific technical and/or procedural aspects of RtI. This may include training and support with universal screening/progress monitoring software.
District and Building Level Data teams will receive selection criteria and specific tier information immediately following fall and winter universal screenings. This information will be used to determine intervention specifics.
STAR Reading and Math
Common Formative Assessments
It is important for all stakeholders to remember that Response to Intervention is an instructional concept/framework as opposed to an additional instructional method. Close communication with parents and the Data Inquiry Team is a driving factor for successful implementation of the RtI plan. Teachers and administrators should strive for fidelity when working with RtI. Therefore, proper and appropriate selection of interventions, as well as their frequency and intensity of implementation is required. Analysis of data is crucial in the identification of areas of need, intervention selection, and progress monitoring. When implemented with fidelity, the end result of RtI at the middle school level will be increased academic success.