RTI: Critical Components - Schalmont Central School District

Reading and Math Critical Components

Focus
- For ALL students
Program
- Research-based curricula
Grouping
- Differentiated and flexible grouping formats to meet student needs.
Frequency
- Grades K-5: 60 minutes per day or more for reading/math and required periods daily.
- Grades 6-12: As required by district using differentiated instruction.
Duration
- Throughout school year
Progress Monitoring
- Three times a year, unless otherwise specified.
Resources
- Journeys, NYS Modules

Focus
- For students identified with marked difficulties who have not responded to Tier I instruction.
Program
- Core instruction + additional research-based intervention and strategies designed to enhance Tier I instruction.
Grouping
- Differentiated and flexible grouping formats to meet student needs.
Frequency
- Frequency varies; however, it should be delivered in addition to Tier 1 instruction.
Duration
- In order to determine the effectiveness of an intervention, a minimum of six to eight data points are necessary.
- Multiple interventions should be implemented at each tier before considering moving a student to a more restrictive tier.
Progress Monitoring
- At regular intervals
Resources
- LLI, AIMSWEB
- Intervention Central Florida Center for Reading Research

Focus
- For students with significant skill deficits and/or a lack of sustained adequate progress with interventions.
Program
- Core instruction + additional research based explicit interventions designed to meet the individual needs of the student.
- Instruction is tailored to specific individual student learning goals.
Grouping
- Differentiated and flexible grouping formats to meet student needs
Frequency
- Frequency varies; could increase from Tier 2 and/or group size can be decreased.
- Should be delivered in addition to Tier 1.
Duration
- To determine the effectiveness of an intervention, a minimum of six to eight data points are necessary.
- Multiple interventions should be implemented at each tier before considering moving a student to a more restrictive tier.
Progress Monitoring
- At regular intervals.

Focus
- For ALL students
Program
- Systematic plan for teaching/reteaching expectations.
- District Code of Conduct
Grouping
- Multiple and flexible grouping formats to meet student needs.
Frequency
- Daily
- Thoroughly teach school/classroom expectations.
- Provided by general education teachers.
Duration
- Beginning of school and review after each extended break.
Assessment
- Behavior rubric (for use with students not responding to tier 1 intervention).
Progress Monitoring
- Review office visits and/or referrals at regular intervals.
Resources
- School pledge
- School handbook
- Polk Elementary Resource
- Kelsoe’s choice
- Clip chart system
- Parent call/note home
- Loss of recess
- Send to principal,
- Seat change
- Loss of privilege
- Praise when on task
- Prize box
- Earn privilege
- Positive communication to parent

Focus
- For students identified with marked difficulties who have not responded to Tier I instruction.
Program
- Systematic plan for teaching/reteaching expectations.
- District Code of Conduct
- Direct Social Skills Instruction
Grouping
- Multiple and flexible grouping formats to meet student needs.
Frequency
- Based on student need and responsiveness.
Duration
- Based on student need and responsiveness.
Assessment
- Behavior rubric (completed every 2-3 weeks)
- Gain 3 data points.
Progress Monitoring
- Review office visits on a more frequent schedule.
Resources
- Social work lunch groups
- School counseling
- Carol Gray social stories
- Informal behavior plans for individual students
- Polk Elementary Resource

Focus
- For students with significant skill deficits and/or a lack of sustained adequate progress with interventions.
Program
- Systematic plan for teaching/reteaching expectations.
- District Code of Conduct
- Direct Social Skills Instruction individualized to student needs.
- Instruction individualized to student needs.
Grouping
- Homogeneous small group/individual instruction with a maximum of three students.
- Instructional focus must be on same skill deficits.
Frequency
- Based on student need and responsiveness.
Duration
- Based on student need and responsiveness.
Assessment
- Behavior rubric
- Completed weekly until student reaches desired goal.
Progress Monitoring
- Review documentation of progress monitoring for the behavior of concern.
Resources
- Behavior Intervention plans
- FBA’s
- Individual/small group counseling of students with similar needs.
- Polk Elementary Resource