Required Components of a Response to Intervention (RtI) Program
Island Park UFSD Response to Intervention Plan/Academic Intervention Services Plan Response to Intervention (RtI) Plan Consistent with section 100.2(ii) of the Regulations of the Commissioner, the Island Park UFSD follows all required components of a Response to Intervention (RtI) Program that includes, at minimum, the following components: 1. appropriate instruction delivered to all students in the general education class by qualified personnel; 2. appropriate instruction in reading means 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 comprehensive strategies; 3. screenings applied to all students in the class to identify those students who are not making academic progress at expected rates; 4. instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for 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; 5. repeated assessments of student achievement that include curriculum measures to determine if interventions are resulting in student progress toward age- or grade-level standards; 6. the application of information about the student's response to intervention to make educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special education programs and/or services; and 7. written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom, including information about:
the amount and nature of student performance data that will be collected and the general education services that will be provided pursuant to paragraph (2) of this subdivision; strategies for increasing the student's rate of learning; and the parents' right to request an evaluation for special education programs and/or services.
8. The school district defines the specific structure and components of the response to intervention program, including, but not limited to, the criteria for determining the levels of intervention to be provided to students, the types of interventions, the amount and nature of student performance data to be collected and the manner and frequency for progress monitoring. 9. The school district ensures that staff has the knowledge and skills necessary to implement a response to intervention program and that such program is implemented consistent with paragraph (2) of this subdivision. 10. RTI strategies address both learning and behavior. As noted above, RTI is a system of tiered, research-based teaching strategies, also called program interventions that are integrated into instructional practice. If a child does not respond to the initial changes in strategy or interventions in the general education classroom, more focused interventions are 1
used to help the child master the skill with which the child is struggling. The changes in instruction that a general education teacher may employ comprise Tier 1 of the RtI Plan. If Tier 1 interventions are not successful, more focused interventions or opportunities for targeted instruction may take place in the general education classroom by the classroom teacher or by a specialist pushing into the classroom. This is considered a Tier 2 intervention. In the event more intensive (duration) or regular intervention (frequency) is prescribed during ELA Lab or Math Lab periods during the school day, the student will be scheduled for supplemental instruction. Supplemental instruction that takes place with an ELA or math specialist is commonly referred to as a “pull out” program. In past years, eligibility and placement in AIS ELA or AIS Math periods were determined solely on the basis of Level 1 or Level 2 performance scores on NYS ELA and Math Assessments. And, a student could not place out of AIS without obtaining a score within the performance range of Level 3/Proficient or Level 4/More Sufficient on the requisite NYS ELA or Math Assessment. The State Education Department continues to identify mandated supplemental support instruction as AIS and requires ELA and Math State Assessment scores to be considered. However, districts may also use measures of assessment that are part of its own instructional programs to determine if academic support services are required. With this change, the district has changed the name of support services from AIS to Lab. Multiple measures are used for both placement in as well as placement out of Lab. The Lab periods (AIS) are considered to be RtI Tier 2 or Tier 3 instructional interventions. Parents cannot refuse the district’s assessments for their child or the Lab/AIS placement(s). Effective July 27, 2016, the Board of Regents amended Commissioner’s Regulations § 100.2 regarding the methodology by which school districts identify students in grades 3-8 to receive Academic Intervention Services (AIS) or the instructional time we now identify as ELA Lab or Math Lab. For more information see (http://www.regents.nysed.gov/common/regents/files/716brca7.pdf ). Consistent with the new amendment, for the 2016-17 school year, the Island Park UFSD will identify students to receive AIS through a two-step process. Step One First, all students performing below the median scale score between a level 2/partially proficient and a Level 3/proficient on a grade 3-8 English language arts (ELA) or mathematics state assessment will be identified for consideration of AIS. The tables below show the scale score ranges and median scale score between levels 2 and 3 for the NYS ELA and Mathematics Assessments in grades 3 to 8.
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Students who score below the median scale score between level 2 and level 3 (see shaded column in tables above) are identified as eligible for AIS. The measures used will be applied uniformly at each grade level and in each content area when determining which students are eligible to receive AIS.
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Step Two Second, we will use a district-developed procedure that relies on additional measures, to be applied uniformly at each grade level (fourth through eighth), for determining the students who are to receive AIS. In September, the measures will include three or more of the following: Student Performance Measures
Associated Eligibility Scores
May/June performance from the previous school year on Northwest Evaluation Association™ (NWEA™) Measures of Academic Performance (MAPs) in Reading, Language Usage, and Mathematics Note: For students new to the district, performance from the Northwest Evaluation Association™ (NWEA™) Measures of Academic Performance (MAPs) in Reading, Language Usage, and Mathematics administered in the testing window period as close to the time of enrollment as possible. Developmental reading assessments for grades K-6: − AIMSWeb (Academic Improvement Measurement System based on the web) − DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
A RIT scale score below the national average on the 2015 norms
− WADE (Wilson Assessment for Decoding and Encoding) New York State English as a Second Language Achievement Test (NYSESLAT) Academic/Achievement grades on June Report Card from the previous school year in ELA, Math, Science and Social Studies. Work Habits/Effort grades on June Report Card from the previous school year in ELA, Math, Science and Social Studies. Scores from targeted computer assisted instruction programs such as: − Achieve 3000 Level-Set Assessment
− Scholastic Reading Inventory (SRI) via Read 180 or System 44
− AIMSWeb: A nationally normed Lexile measure that is below grade level. − DIBELS: Composite Score indicates student is at high risk of not meeting their end of year goal. Or, Composite Score indicates the student is at some risk and needs specific help in two or more areas: Vocabulary and Language Skills; Reading Comprehension; Phonemic Awareness, Accurate and Fluent Reading of Connected Text; Phonics. − WADE: Score confirming performance within the lowest 30 th percentile of the grade. Score(s) confirming performance within the Entering, Emerging or Transitioning ranges. 75% or lower 2H or lower B- or lower Middle School: 75% or lower Elementary School: Inconsistent or Minimal
− Level-Set: Lexile measure of the student falls within the below grade level category of “Not on Track,” e.g., Falls Far Below or Approaches − SRI: Performance Band and Lexile Range correlate to a Level 1/Below Basic or Level 2/Basic. 4
Benchmark and lesson-embedded assessments that teacher selected or designed for reading and math in grades K-6 in the previous school year. Common formative assessments that provide information about students’ skills.
Psycho-educational evaluations based on a variety of assessments and inventories.
Quantitative score provided by the previous year’s teacher confirming student’s performance within the lowest 30 th percentile of the grade on teacher selected or designed assessments in reading and/or math. Quantitative score provided by the previous year’s teacher confirming student’s performance within the lowest 30 th percentile of the grade on common formative assessments in reading and/or math, e.g., Unit Tests Fundations, Journeys and Go Math. Performance 1.5 or greater standard deviations below mean, or as determined by the Instructional Support Team
After the district considers a student’s scores on the multiple measures of student performance noted above, the district determines whether the student is required to receive ELA Lab and/or Math Lab (AIS). Parents will be notified in writing, if their child is identified for these mandatory services. This information will be posted on the district website.
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the amount and nature of student performance data that will be collected and the general education services that will be provided pursuant to paragraph (2) of this subdivision; strategies for increasing the student's rate of learning; and the parents' right to request an evaluation for special education programs and/or services.
8. The school district defines the specific structure and components of the response to intervention program, including, but not limited to, the criteria for determining the levels of intervention to be provided to students, the types of interventions, the amount and nature of student performance data to be collected and the manner and frequency for progress monitoring. 9. The school district ensures that staff has the knowledge and skills necessary to implement a response to intervention program and that such program is implemented consistent with paragraph (2) of this subdivision. 10. RTI strategies address both learning and behavior. As noted above, RTI is a system of tiered, research-based teaching strategies, also called program interventions that are integrated into instructional practice. If a child does not respond to the initial changes in strategy or interventions in the general education classroom, more focused interventions are 1
used to help the child master the skill with which the child is struggling. The changes in instruction that a general education teacher may employ comprise Tier 1 of the RtI Plan. If Tier 1 interventions are not successful, more focused interventions or opportunities for targeted instruction may take place in the general education classroom by the classroom teacher or by a specialist pushing into the classroom. This is considered a Tier 2 intervention. In the event more intensive (duration) or regular intervention (frequency) is prescribed during ELA Lab or Math Lab periods during the school day, the student will be scheduled for supplemental instruction. Supplemental instruction that takes place with an ELA or math specialist is commonly referred to as a “pull out” program. In past years, eligibility and placement in AIS ELA or AIS Math periods were determined solely on the basis of Level 1 or Level 2 performance scores on NYS ELA and Math Assessments. And, a student could not place out of AIS without obtaining a score within the performance range of Level 3/Proficient or Level 4/More Sufficient on the requisite NYS ELA or Math Assessment. The State Education Department continues to identify mandated supplemental support instruction as AIS and requires ELA and Math State Assessment scores to be considered. However, districts may also use measures of assessment that are part of its own instructional programs to determine if academic support services are required. With this change, the district has changed the name of support services from AIS to Lab. Multiple measures are used for both placement in as well as placement out of Lab. The Lab periods (AIS) are considered to be RtI Tier 2 or Tier 3 instructional interventions. Parents cannot refuse the district’s assessments for their child or the Lab/AIS placement(s). Effective July 27, 2016, the Board of Regents amended Commissioner’s Regulations § 100.2 regarding the methodology by which school districts identify students in grades 3-8 to receive Academic Intervention Services (AIS) or the instructional time we now identify as ELA Lab or Math Lab. For more information see (http://www.regents.nysed.gov/common/regents/files/716brca7.pdf ). Consistent with the new amendment, for the 2016-17 school year, the Island Park UFSD will identify students to receive AIS through a two-step process. Step One First, all students performing below the median scale score between a level 2/partially proficient and a Level 3/proficient on a grade 3-8 English language arts (ELA) or mathematics state assessment will be identified for consideration of AIS. The tables below show the scale score ranges and median scale score between levels 2 and 3 for the NYS ELA and Mathematics Assessments in grades 3 to 8.
2
Students who score below the median scale score between level 2 and level 3 (see shaded column in tables above) are identified as eligible for AIS. The measures used will be applied uniformly at each grade level and in each content area when determining which students are eligible to receive AIS.
3
Step Two Second, we will use a district-developed procedure that relies on additional measures, to be applied uniformly at each grade level (fourth through eighth), for determining the students who are to receive AIS. In September, the measures will include three or more of the following: Student Performance Measures
Associated Eligibility Scores
May/June performance from the previous school year on Northwest Evaluation Association™ (NWEA™) Measures of Academic Performance (MAPs) in Reading, Language Usage, and Mathematics Note: For students new to the district, performance from the Northwest Evaluation Association™ (NWEA™) Measures of Academic Performance (MAPs) in Reading, Language Usage, and Mathematics administered in the testing window period as close to the time of enrollment as possible. Developmental reading assessments for grades K-6: − AIMSWeb (Academic Improvement Measurement System based on the web) − DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
A RIT scale score below the national average on the 2015 norms
− WADE (Wilson Assessment for Decoding and Encoding) New York State English as a Second Language Achievement Test (NYSESLAT) Academic/Achievement grades on June Report Card from the previous school year in ELA, Math, Science and Social Studies. Work Habits/Effort grades on June Report Card from the previous school year in ELA, Math, Science and Social Studies. Scores from targeted computer assisted instruction programs such as: − Achieve 3000 Level-Set Assessment
− Scholastic Reading Inventory (SRI) via Read 180 or System 44
− AIMSWeb: A nationally normed Lexile measure that is below grade level. − DIBELS: Composite Score indicates student is at high risk of not meeting their end of year goal. Or, Composite Score indicates the student is at some risk and needs specific help in two or more areas: Vocabulary and Language Skills; Reading Comprehension; Phonemic Awareness, Accurate and Fluent Reading of Connected Text; Phonics. − WADE: Score confirming performance within the lowest 30 th percentile of the grade. Score(s) confirming performance within the Entering, Emerging or Transitioning ranges. 75% or lower 2H or lower B- or lower Middle School: 75% or lower Elementary School: Inconsistent or Minimal
− Level-Set: Lexile measure of the student falls within the below grade level category of “Not on Track,” e.g., Falls Far Below or Approaches − SRI: Performance Band and Lexile Range correlate to a Level 1/Below Basic or Level 2/Basic. 4
Benchmark and lesson-embedded assessments that teacher selected or designed for reading and math in grades K-6 in the previous school year. Common formative assessments that provide information about students’ skills.
Psycho-educational evaluations based on a variety of assessments and inventories.
Quantitative score provided by the previous year’s teacher confirming student’s performance within the lowest 30 th percentile of the grade on teacher selected or designed assessments in reading and/or math. Quantitative score provided by the previous year’s teacher confirming student’s performance within the lowest 30 th percentile of the grade on common formative assessments in reading and/or math, e.g., Unit Tests Fundations, Journeys and Go Math. Performance 1.5 or greater standard deviations below mean, or as determined by the Instructional Support Team
After the district considers a student’s scores on the multiple measures of student performance noted above, the district determines whether the student is required to receive ELA Lab and/or Math Lab (AIS). Parents will be notified in writing, if their child is identified for these mandatory services. This information will be posted on the district website.
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