What is RtI ? I n New York City

1. What is RtI? In New York City Fundamentally…

2. RtI is: • A 3-Tier Reading Model that provides a framework for preventing reading difficulties. • Reading in the early grades is a primary focus of the RtI process as this is the curriculum area in which the most students are identified with learning difficulties • Effective July 1, 2012, all school districts in NYS must have an RtI program in place as part of its evaluation process to determine if a student in grades K-4 is a student with a learning disability in the are of reading. (NYSED, 2009)… • In New York City the grades are K-5

3. Time… • The minutes of instruction • …at each session • The frequency of instruction • …times per week • The duration of instruction • …number of weeks

4. Intensity… • Decrease group size • Increase the amount of practice when teaching • a new skill • Slow the pace of instruction • Reduce the number of new skills taught at any one • time • Increase the specificity of the topic – i.e. • not story elements, but characters, or, setting, or plot, • etc. Basically during Tier 1 instruction

5. The goal of RtI is to prevent small challenges from becoming larger gaps… It is not a wait-to-fail model – “He’ll grow out of it.”

7. How effective is RtI??? Prevention studies in reading commonly show that 70-98%of at risk children - bottom 20% in K- 2 can learn to read in average range. (Lyon et al., 2006) 81

8. Three Tier Model Intensive Referral to CSE if needed Tier III Targeted Tier II >> Tier I Core, Universal 8

9. All students receive high-quality, evidence-based core instruction in Tier I. • Students who are not progressing at the rate expected based on progress of TRUE PEERS receive Tier II targeted interventions IN ADDITION TO CORE INSTRUCTION. • Students who respond to Tier II interventions may be removed from the targeted interventions or continue to receive these interventions. • Students who DO NOT respond to Tier II interventions receive Tier III intensive interventions. • Students who respond to Tier III interventions may go back to Tier II or Tier I. • After sufficient time for intervention to be effective, students who DO NOT respond to Tier III interventions may be referred to CSE. • ESL is provided in all three tiers and ESL methods should be incorporated into interventions at Tiers II & III.

10. Where Does RtI Begin?Tier I • RtI begins with high quality research-based instruction in the general education setting provided by the general education teacher • Teachers provide differentiatedinstruction in the core curriculum • Supplemental intervention is delivered in a multi-tier format with increasing levels of intensity using a targeted focus for instruction for students who have not mastered critical skills or who are not making satisfactory progress (Guidance for New York State School Districts)

11. Tier I continued… • Classroom teacher may provide interventions for 6 weeks before student is discussed with the team (See how to increase intensity in Tier I) • During that time, the teacher gathers information and documents any accommodations made for the student • Teacher documents the student’s response to that intervention

12. What is appropriate Tier I instructionin reading?? • A scientific research-based reading program that includes explicit and systematic instruction: 5 Pillars of Reading • Phonemic awareness • Phonics • Vocabulary development • Reading fluency (including oral reading skills) • Reading comprehension strategies (listening comprehension for non- readers) The 5 pillars of reading are essential components of an effective reading program!

13. To Review…Tier I(Core instruction intended for all studentsin the general education classroom) • Interventionist: general education teacher • Setting: general education classroom • Grouping: variable and flexible grouping formats • Curriculum: (appropriate instruction) scientific, research-based instruction aligned to state learning standards in core academic areas • Duration: year-long • Length of Instructional Sessions: involves a minimum of 90 minutes of uninterrupted, ELA instruction per day • Assessment: all students are screened at least 3 times per year (Fall, Winter, Spring) • Progress Monitoring: students initially identified as at-risk on screening measures are progress monitored on a weekly basis for 5-6 weeks (This takes place in the general education classroom by the general education teacher) www.nysrti.org

14. Tier ll(Supplemental, small group instruction, - in addition to- NOT IN PLACE OF- core reading instruction, focused on identified student need of weakness) • Interventionist: trained, skilled and knowledgeable school personnel (SETTS, or Sp Ed teacher or classroom teacher trained in intervention strategies and/or programs) • Setting: variable, can occur in and /or outside of general education classroom • Grouping: small, homogeneous grouping (1:3 - 1:5) • Curriculum: scientifically research-based instruction designed to remediate skill deficits of targeted students, carefully structured and sequenced • Duration: varies – based on rate of progress and performance of students: (10 – to 30 weeks minimum) • Length of Instructional Sessions: 20 – 30 minutes, 3 to 4 times per week • Assessment: may include formal and informal measures to inform instruction • Progress Monitoring:twice monthly to examine rate and level of performance www.nysrti.org

15. Tier lll(Designed for those students who demonstrate insufficient progress in Tier ll) • Interventionist: highly trained, skilled and knowledgeable school personnel • Setting: most often takes place outside of general education classroom • Grouping: small, homogeneous grouping (1:1 - 1:2 or 1:3) • Curriculum: customized, intensive, systematic and research-based instruction that targets academic areas of greatest need • Duration: varies – a minimum of 10 – 30 weeks • Length of Instructional Sessions: 30-60minutes 5 times per week • Assessment: may include formal and informal measures to inform instruction • Progress Monitoring:minimum once per week www.nysrti.org

16. How do we determine who has not mastered critical skills or has not made satisfactory progress??? • Discuss with your table group • Chart • Group share

17. SYSTEMS & STRUCTURES

18. Page 38 of Guide

21. attention to fidelity

24. Decides which Students to discuss Sets agenda Knows what’s going on in the classroom

25. What Information Should the Classroom Teacher Bring to the InitialRtI meeting? • List with your table group • Whole group share

26. RtI team coordinator sets up date for next meeting…see handouts

30. CORE COMPONENTS ASSESSMENT

31. SCREENINGS • Screenings are conduced to identify students who are “at-risk” for academic failure and who may require closer monitoring and/or further assessment • Commissioner of Education requires that students with low test scores shall be monitored periodically through screenings and on-going assessments (Customarily, students below a Level 3 are considered “at-risk, but, due to the increased difficulty of this year’s tests, the DOE regards the bottom 10% as ”at-risk”.)

34. Helping All Students Achieve Proficiency

36. CORE COMPONENTS LITERACY INSTRUCTION TIER I

38. CORE COMPONENTS LITERACY INSTRUCTION TIERS 2 & 3

45. CORE COMPONENTS DOCUMENTATION

48. Proof of delivery of service…including dates!