K-5 RtI Plan 

The Plainedge Public School District has developed a plan based on an outline provided by New York State.  This plan outlines our District’s phase-in timeline and will be reviewed on a yearly basis.  At the time of developing this plan, we structured RtI within the framework of current staffing, state recommendations, and available resources.

RtI is a process designed to help schools focus on high-quality instruction that is matched to student needs and is monitored on a more frequent basis.  Information gained from the RtI process is used by school personnel to develop specific interventions and to make data-based decisions regarding the student’s educational program.  Each student will be placed in one of three “tiers” (pictured below).  In this structure, programs are more appropriately modified to fit a student’s specific needs.  In addition to the tiered interventions, the teachers will utilize our current reading and mathematics programs to support struggling learners.  These programs will be utilized within the various RtI tiers so that students can acquire the necessary skills for current and future success. 

Tier I

The core, researched-based curriculum is implemented by classroom teachers in the general education classroom.   Appropriate instruction and research-based instructional interventions in this tier should meet the needs of at least 80 percent of all learners and align with the New York State learning standards. Universal screening will be administered to all students in the general education classroom three times per year.   Students in need of additional support are monitored weekly by the classroom teacher for five or six weeks.  This additional intervention is implemented by the classroom teacher and monitored for fidelity and effectiveness using multi-tier differentiated instruction. Students in need of additional support move fluidly through the three tiers as needed, to best support each individual student’s learning goals. 

• Research-based core curriculum

• Includes all students

• Universal screening 3 times yearly

Tier II

Tier II includes individualized, target supports for students with more significant academic concerns. Tier II intervention is typically small-group supplemental instruction.  This supplemental instructional intervention is provided in addition to the classroom instruction provided in Tier I. Students identified as at-risk by one or more data sources receive additional instruction or interventions within the general education classroom in small groups based on the need identified. Students receiving Tier II intervention are provided classroom instruction plus supplemental intervention in a small group, multiple times a week, which may occur inside (Tier II in class) or outside (Tier II pull-out) of the classroom. Students move fluidly through the three tiers as needed, to best support each individual student’s learning goals. 

• Tier II interventions shall be targeted interventions matched to students’ specific academic strengths and needs.  All interventions will be research-based interventions.

• Interventions may occur in the classroom or in pull-out models.

• School personnel (classroom teacher, AIS provider, special education team member, or other staff members as assigned) must conduct regular fidelity checks to determine if the intervention was implemented the way it was intended.

• Interventions will target the foundational components of reading and mathematics instruction based on student need.

• The recommended length of time a student spends in Tier II intervention will vary depending on factors such as skill set and rate of progress. 

• Strategic monitoring in Tier II will occur after 10-15 days of targeted instruction using curriculum-based measurement (CBM) that measures targeted skills.

• If progress monitoring indicates that the student has achieved targeted skills, the intervention will be discontinued. The student will be progress monitored until the student demonstrates proficiency. 

Tier III

Tier III intervention is designed for those students who demonstrate insufficient progress in Tier II.  Tier III differs from Tier II instruction in terms of such factors as time, duration, group size, frequency of progress monitoring, and focus.  This tier provides greater individualized instruction in a smaller group setting than Tier II and meets at a greater frequency.  Tier III interventions occur outside the general classroom. Students move fluidly through the three tiers as needed, to best support each individual student’s learning goals. 

• Interventions will target essential components of reading and mathematics instruction based on student need.

• Instruction is provided by school personnel who are highly skilled and trained. 

• The recommended length of time a student spends in Tier III intervention may vary depending on the skill set to be learned. The rate of the student’s progress and whether the student is making adequate progress to change their learning trajectory to achieve grade-level proficiency in a reasonable amount of time.  

• The progress of students in Tier III is monitored weekly to determine the student’s response to intervention.

• A student must remain in Tier III until at least five (5) progress monitoring data points are reached, so the student’s progress can be properly evaluated.

• If the student is successful with the plan over a period of time, a student may return to Tier II or Tier I based on student need.

• If after a period of time, the student does not make progress deemed sufficient by the RtI Team, a referral to Special Education may be appropriate.

RtI Team Process

Eastplain Elementary School, Charles E. Schwarting Elementary School, and John H. West Elementary School will use the same general procedures and forms for the RtI team review process.  This uniformity will serve to provide fidelity of the implementation of the team processes so that all children have access to early intervention according to their learning needs.  A system for monitoring student data will be compiled and will transition with the student from grade to grade.  

Each RtI Team may consist of the following team members:

A general education teacher, special education teacher, reading specialist, mathematics specialist, speech-language pathologist, school psychologist, ENL teacher, administrator, nurse, and guidance counselor.

Each RtI team will include:  

1. Facilitator

2. Scribe

3. Time Keeper

4. Case Manager/Point Person

Procedures:  

1. Review the student referral, tiered classroom intervention planning sheet, and data collected.

2. Identify one or two specific areas to target.

3. Determine tier and intervention strategies or services.

4. Design an intervention plan as a team and provide the teacher with the necessary information.

5. Assign a case manager/point person to oversee plan implementation and progress monitoring.  

6. The classroom Teacher or Specialist will communicate (verbally/written) with parents.

7. Schedule a follow-up meeting (approximately six (6) to eight (8) weeks later).

By the end of the meeting, teachers will have a Student Intervention Plan to target the areas of difficulty. 

Entrance and Exit Criteria 

Fountas and Pinnel Independent Level Expectations for Reading