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NYS Regulations define
Response to Intervention (RtI) as a school district's process to
determine if a student responds to scientific, research-based
instruction. 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 area of reading. (NYSED, 2009)
The New York State Education Department has
encouraged all school districts in the state (NYS) to take
timely actions to implement RTI programs in its schools. At
Schalmont, we initiated an RTI Steering Committee in September
2008 establishing a springboard for our upcoming RTI efforts.
The committee thoroughly researched various RTI models,
theories, and programs. During the 2009 – 2010 schoolyear, our
RTI initiative will focus on strengthening our general education
approaches, supports, and resources for students who are
struggling.
RTI is primarily an instructional framework
and philosophy, the goals and objectives of which include early
intervention for students who struggle to attain or maintain
grade level performance. It is an ongoing process of using
student performance and other data to guide instructional and
intervention decisions. Since there is great variability in
individual response rates to instruction among children,
carefully selecting and implementing scientifically-based
instructional interventions increases the likelihood that a
student will be the most successful at grade level. An
additional bonus of the RTI model is that student strengths are
also uncovered and can be utilized is peer tutoring situations.
RTI derives its name from the very practice of
offering interventions provided by the general education
teacher, such as additional instruction or small group
instruction, and then systematically evaluating the child’s
response. Interventions can also be delivered as supplemental
instruction provided by other trained interventionists within
the school.
Successful implementation of RtI involves three important
components: universal screening; multiple layers or “tiers” of
instruction, intervention, and support; and progress monitoring
(an integrated data collection and assessment system to inform
decision making). Implementation of these core components of RtI
can build upon existing practices and procedures.
Interventions are targeted instruction based on student need.
They are designed to be coordinated with the curriculum provided
in general education. Interventions are based on assessed
student skill deficit, targeted to address specific and discrete
skill deficits, intended to be short-term, explicit instruction,
monitored frequently to document and ensure progress, and
lastly, are revised as necessary based on student performance.
In RtI, interventions are provided at three instructional
levels: Tiers I, II, and III.
If a student continues to struggle despite targeted instruction
at the Tier III level, he or she may be referred to the
Committee on Special Education for an evaluation to determine if
the student has a disability under IDEA. At this time, the
documentation of RTI efforts becomes an important component of
the evaluation. Should a student then qualify for special
education services, he or she will then be eligible for the
supports and accommodations provided to students with
disabilities for purposes of leveling the academic playing
field.
Response to
Intervention Resource Links
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