Response to Intervention
Response to Intervention (RTI) is an initiative designed to ensure that all students benefit from standards-based curriculum, high-quality instruction, appropriate interventions, and close monitoring of progress. A multi-tiered approach is used to identify general education students in grades K-5, who are struggling in the academic areas of reading, writing, and mathematics, and provide them with systematically applied, research-based instruction at increasing levels of intensity and frequency. The progress that students make at each level is closely monitored and used in further decisions regarding their instructional program. Scarsdale Schools provide a wide array of elementary support services to students.
In Scarsdale, RTI is a multi-faceted program that differentiates the core curriculum and targets the tier interventions to meet students’ specific needs in reading and mathematics from Kindergarten through Grade 5. RTI begins with high quality research-based instruction in the general education setting, provided by the general education teacher. Instruction is matched to student need through provision of differentiated instruction in the core curriculum. A progression of lessons will be designed to build skills over time in both individual and small groups. If needed, supplemental intervention is delivered in a multi-tier format with increasing levels of intensity and targeted focus of instruction delivered by Special Education teacher.
Tier 1
In Tier 1 teachers use assessment data to plan and implement small group instruction based on students’ needs. Students identified as being “at risk” through universal screenings and/or results on state or district wide tests are eligible for supplemental instruction during the school day in the regular classroom. Teachers will meet with the principal and identify targeted skills necessary for a child to succeed. The parents will receive a verbal notification of a child entering Tier 1 services. Supplemental instruction is provided in addition to, and not in place of, the core instruction that all students receive in the classroom. Each child’s specific skills need to be targeted and lessons aimed at building competency. Data on student performance is collected weekly and noted on the RTI Tier 1 Student Intervention Plan. The data should be considered when designing further instruction. After six to eight weeks of service, the teacher evaluates the overall effectiveness of the interventions used and determines the next steps in consultation with the administration. Services may be continued for another 6 to 8 week cycle, if students continue to require support. Students who have received two or more cycles of Tier 1 support services should be referred to the Child Study Team to assess if Tier 2 services are warranted.
Tier 2
Tier 2 intervention services are small-group supplemental instruction delivered by the Learning Center teacher in addition to, and not in place of, instruction delivered by the classroom teacher. The services are offered to students outside of the general education classroom. Before commencing Tier 2 services, a review by the school’s child/pupil study team (CST/PST) is necessary. Parent notification and consent are also required. These students will continue to be assessed by the CST/PST every 6 to 8 weeks to determine if the interventions are appropriate.
Tier 3
Students who have been on Tier 2 for six to eight weeks are referred to the Child Study Team (CST) for review. The CST decide if it is appropriate to continue on Tier 2 or move to Tier 3. The data collected in Tier 1, Tier 2 and Tier 3 are included and used to make an eligibility decision. If Tier 3 is decided, the child is recommended for an initial evaluation to the Committee of Special Education. Students receiving Tier 2 intervention for a total of 32 weeks must be referred to the Committee on Special Education.
With the parent’s permission, a comprehensive evaluation will include a Psychological Evaluation, Speech and Language Evaluation, Educational Testing and Occupational Evaluation if recommended. This must be completed within 60 days of the recommendation. The Committee of Special Education will then convene, with the parents, to review the results of the testing and make a determination if the child is eligible for Special Education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). If he/she is eligible, they will receive an Individual Educational Plan, IEP, which includes goals that target the areas of instructional concentration. The child will then receive support from a special educator who is well versed in techniques to ensure they fulfill the requirements of the IEP. The committee will meet yearly to amend goals and determine an educational plan. At any time, a parent may refer his/her child to the CSE for an initial evaluation. The RTI process may not be used to delay or deny a parent’s evaluation request.