Elmont...Response to Intervention (RtI) is primarily a general education initiative designed to address the needs of struggling learners early in their educational experience. The

ELMONT UNION FREE SCHOOL DISTRICT

RESPONSE to INTERVENTION PLAN

2012-2014

Board Approved: 8/15/12

Elmont Union Free School District

Reaching and Teaching for Excellence

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Elmont Union Free School District District Name: Elmont Union Free School District

BEDS Code:

280216020000

Superintendent: Al Harper

Address: 135 Elmont Road, Elmont, New York 11003

Phone: 516-326-5500 Fax:

516-355-2244

Email: [email protected]

Plan: Response to Intervention

Year(s) Plan is Effective:

2012-2014

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ELMONT UNION FREE SCHOOL DISTRICT Elmont, New York

BOARD OF EDUCATION 2012-2014

Michael A. Jaime, President

Lorraine Ferrigno, Vice President Kevin Denehy, Trustee

Patrick Emeagwali, Trustee Anthony S. Maffea Sr., Trustee

Deniece Walker, Trustee

CENTRAL OFFICE ADMINISTRATION

Al Harper Superintendent of Schools

Barbara Schwartz Director of Pupil Personnel Services

Kathleen Safrey Director of Curriculum & Instruction

David Polizzi Director of Facilities

BUILDING PRINCIPALS

Alden Terrace School Amy Buchanan Clara H. Carlson School Kenneth Rosner Covert Avenue School Mary Natoli Dutch Broadway School Walter Aksionoff Gotham Avenue School Marshall Zucker Stewart Manor School Hope Kranidis

DISTRICT RESPONSE TO INTERVENTION TEAM

Al Harper

Barbara Schwartz Kathleen Safrey Stephanie Muller Amy Buchanan Kenneth Rosner

Mary Natoli Walter Aksionoff Marshall Zucker Hope Kranidis

Cathy Rogan Adam Annemarie Bopp Stephen Chartier

Valerie Donoghue Jodi Luce

Rose Marino Jessica Oliveri

Ruby Pieri Beth Snyder

Nancy Spring

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ELMONT UNION FREE SCHOOL DISTRICT RESPONSE TO INTERVENTION PLAN

Table of Contents

Introduction Page

• Mission Statement • Introduction to Response to Intervention

I. Appropriate Instruction II. Screening Applied to All Students III. Instruction Matched to Student Need IV. Multi-Tier Instructional Service Delivery Model V. Repeated Assessments of Student Achievement VI. Application of Student Information to Make Educational Decisions VII. Considerations When Implementing RtI with Limited English Proficient English

Language Learners (LEP/ELL) VIII. Parent Information and Notification IX. The RtI Process in Determining a Learning Disability X. Child Study Team Referral Process XI. Student Progress XII. Documentation of Determination of Eligibility for Student Suspected Having Learning Disability XIII. Ensuring Staff Knowledge and Skills Necessary to Implement RtI Programs Appendix A. Research Bases and Description of Research-Based Practices in Literacy and Mathematics Appendix B. Response to Intervention Matrices:

• Literacy and English Language Arts • Mathematics • Behavior Matrices

Appendix C. CST Referral Process Appendix D. Student Performance Data Appendix E. New Eligibility Checklist for Determining Learning Disability Appendix F. Parent Notification Letters Appendix G. AIS Quarterly Progress Reports Appendix H. ESL Quarterly Progress Reports

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It is the mission of the Elmont Union Free School District to provide an education that will enable students to achieve excellence in academic achievement and to reach their maximum potential as responsible and productive members of society.

MISSION STATEMENT

Response to Intervention (RtI) is primarily a general education initiative designed to address the needs of struggling learners early in their educational experience. The language related to RtI was included in U.S. Education Law with the 2004 Reauthorization of the Individuals with Disabilities Education Act (IDEA). It was included due to the national trends which indicated the disproportionate representation of minorities and English language learners (ELLs) among those identified as learning disabled.

INTRODUCTION OF RESPONSE TO INTERVENTION

RtI begins with high quality research-based instruction in the general education setting provided by the general education teacher. Curriculum is aligned to the NY State Common Core Learning Standards and grade level performance indicators. In an RtI process, a student who is struggling receives additional instructional or behavioral support provided by matching instruction to a student’s individual needs through a multi-tier instructional model. Each tier provides instruction with increased intensity such as smaller groups or instructional time focused on specific areas. The focus is on targeted interventions directed to the needs of the individual student rather than broad based instruction. RtI aims to identify and address at-risk students so those students may become independent readers. National research in early intervention suggests that many struggling early readers can be caught up to grade level and that currently too many of these students are classified with learning disabilities. Differentiated learning activities (e.g., mixed instructional grouping, use of learning centers, peer tutoring) are utilized to address individual needs. Student intervention outcomes drive instructional decision making at every tier of the model. A systematic, data-based decision making (problem solving) method is used to decide not only what interventions to try but whether the implemented strategies are working for the student. RtI systems combine universal screening, progress monitoring, and high quality instruction for all students with interventions targeted at struggling students. The four essential components of Response to Intervention are:

• A school wide, multi-level instructional and behavioral system for preventing academic failure

• Universal Screening • Progress Monitoring • Data-based decision making for instruction, movement within the multi-level system, and

disability identification (in accordance with state law).

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•

APPROPRIATE INSTRUCTION

Appropriate instruction is defined in the “Response to Intervention: Guidance for New York State Districts – October 2010” as a core program that provides:

• High quality, research-based instruction to all students in the general education class

provided by qualified teachers;

• Differentiated instruction to meet the wide range of student needs;

• Curriculum that is aligned to the NYS Common Core Learning Standards and

performance indicators for all general education subjects; and

• Instructional strategies that utilize a formative assessment process.

For high quality early literacy instruction, the core reading program should minimally be scheduled for an uninterrupted 90-minute block of instruction daily. The language in NCLB is more specific with regard to reading requirements than any prior education legislation. The language of NCLB was shaped around the 2000 National Reading Panel Report (NRP, 2000); the language states that scientifically based reading instruction should include instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension, including the teaching of early literacy skills. No Child Left Behind and the Individuals with Disabilities Education Act of 2004 both require use of scientifically based curricula and interventions. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions/instruction provides our best opportunity to implement strategies that will be effective for a large majority of students. The Elmont Union Free School District uses a balanced literacy program that embraces all of the key areas noted in both NCLB and IDEA 2004. In addition, the district has been training teachers in various instructional methods that incorporate differentiated instruction to meet the needs of the variety of learners in the district. Information on the learning needs of English Language

A school district’s process to determine if a student responds to scientific, research-based instruction shall include appropriate instruction delivered to all students in the general education class by qualified personnel. 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 comprehension strategies. {8 NYCRR sec. 100.2 (ii) (1) (i)}

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Learners (ELL) is part of this ongoing discussion and training. District and building curriculum meetings, grade level meetings, faculty meetings, and professional development time, as well as Superintendent conference days are used to support the implementation of the District Response to Intervention Plan. Appropriate instruction for Limited English Proficient/English Language Learner (LEP/ELL) students must be both culturally responsive and linguistically appropriate. This includes research-based instruction that has been validated with LEP/ELL students and bilingual and English as a Second Language (ESL) instruction, at levels pursuant to Part 154 of the Regulations of the Commissioner of Education. Instructional methods based on scientific research identify those practices that demonstrate high learning rates and improved academic performance for most students. Scientifically-based research:

• Employs systematic, empirical methods that draw on observation

• Involves rigorous data analyses that are adequate to test the stated hypotheses and justify

the general conclusions

• Relies on measurements or observational methods that provide multiple

occasions/sessions to obtain measurable data

I.

SCREENING APPLIED TO ALL STUDENTS

Universal Screening Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief, conducted with all students at a grade level, and followed by additional testing and short-term progress monitoring to corroborate students’ risk. In screening, attention should focus on fidelity of implementation and selection of evidence based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths. Universal Reading and Math Screening Assessments The Curriculum Based Measures that are used for Universal Screening are:

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• Northwest Evaluation Association (NWEA), Measures of Academic Progress (MAP). Reading and Math, K-6

• The DIAL 4 • Houghton Mifflin Harcourt GO MATH! Benchmark Assessments

The instruments assess the essential elements of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Basic Reading Inventories, running records and other diagnostic assessments are also used and offer additional information to inform decision making regarding scientifically researched reading and math instructional strategies. Protocols The Central and Building administrators develop the schedule for the administration of the universal benchmarks. Protocols are in place to ensure proper administration of assessments and inter-rater reliability. During the start of each school year at the start of each benchmark screening period, Response to Intervention Service providers with experience administering the assessments with fidelity, will provide support to classroom teachers and one another to ensure inter-rater reliability, and will provide feedback as needed.

• Teachers will coordinate assessment schedule in conjunction with the building principal • Literacy specialists will assist the classroom teacher administering the assessment

These measures will be repeated for each new assessment that is added throughout the year. Analyzing Data After each benchmark period (fall, winter and spring), School Inquiry Teams at each building convene. The teams are comprised of the building principal and intervention specialists (which may include reading teachers, speech/language teachers, special education teachers, ESL teachers, and other support staff as appropriate) who meet with classroom teachers to discuss the students’ performance on the screening (benchmark assessment). Although teams consider benchmarks and cut points, they also consider other factors, including the results of District Formative Assessments, informal assessments such as running records, along with any other information teachers provide. The teams determine which students are not meeting benchmarks, and then decide what type of monitoring and intervention that a student needs, as part of a hybrid approach to assessment and intervention.

School Inquiry Teams analyze the data at least three times a year at the end of the benchmark assessment periods, but may meet more often if the need arises. The use of District formative assessments, running records, and other informal assessments during the course of each Elmont Curriculum Mapping Phase can provide teachers with additional information on which to base instructional decisions and to monitor progress.

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RESPONSE TO INTERVENTION (RTI)

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ELMONT UFSD Response to Intervention

Student Meets Eligibility Criteria

Written Parent Notification - Sept. 30

Develop Student RTI Plan

Determine Intensity Level

Design RTI Program of Instruction/ Student Support Services

RTI FLOW CHART

IMPLEMENT THE RTI PLAN

Documentation of Process Monitoring Process

Ongoing Communication of Services Parents Teachers Curriculum Support Staff Principals Director of Curriculum & Instruction Superintendent Board of Education NYS Education Department

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II.

INSTRUCTION MATCHED TO STUDENT NEED MULTI-TIER SERVICE

DELIVERY MODEL

Tier 1: Universal/Classroom Level

Tier 1 provides high quality instructional and behavioral supports for all students in general education.

In a Response to Intervention system, almost all students begin learning in their regular classroom. Teachers provide high quality instruction and behavioral supports.

NWEA Measures of Academic Progress Reading and Math (MAP) Assessments, Harcourt STORYtown Benchmark Assessments, Fountas and Pinnell running records, and Houghton Mifflin Harcourt GO MATH! Benchmark Assessments are administered at the beginning of the year. These tests indicate:

• Each student’s performance level

• Academic strengths and potential gaps in academic skills

Students with skill gaps are given additional instruction in small groups with other students struggling with similar problems. Classroom management and individual student behavior is based on expectations, responsibilities, positive reinforcement, and consequences.

According to the New York State Education Department students must achieve a score that is = or > 75% in English Language Arts and a score that is = or > 80% in mathematics. If a student fails to learn at a rate or level similar to his or her classmates, the teacher will:

• Document all methods used and how progress was measured

• Change the type of instructional or behavioral strategy (intervention)

• Increase the intensity or level of the intervention (for example, adding small group

instruction to whole group instruction)

• Increase the duration of the intervention (for example, increasing small group instruction

from 15 minutes to 30 minutes)

• Increase the frequency of the intervention (for example, from twice a week to four times

per week)

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80% - 90% of all students should be successful at the Universal or Classroom Level.

Progress is monitored for a period of six to eight weeks. When several interventions have been tried and a student still is not successful, the teacher recommends the student to the Child Study Team and Tier 2.

Tier 2: The Targeted Level

Tier 2 provides targeted, specific prevention or remediation interventions for students whose academic performance or behavior is off track for their grade and educational setting. According to the New York State Education Department students must achieve a score that is = or > 75% in English Language Arts and a score that is = or > 80% in mathematics.

The Child Study Team uses achievement data, teacher records, behavior information, plus information from parent and student interviews to identify why the student is not achieving. The Child Study Team creates an action plan for specific interventions and regular progress monitoring or standardized mini-tests.

The action plan states:

• Which specific, targeted intervention/s will be used

• Who will provide the intervention/s and where (small group, tutoring)

• The frequency, duration and intensity of the intervention/s (greater than at Tier 1)

• The frequency and method of progress monitoring

The results of the progress monitoring tests are graphed. Interventions are changed or adjusted until the student is learning at a rate and level equal to his or her peers.

Only 5% - 15% of all students will need targeted interventions.

Progress is monitored for a period of six to eight weeks. When several interventions have been tried and a student still is not successful, the Child Study Team will move the student to Tier 3.

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Tier 3: The Intensive Level

Tier 3 provides intensive, individualized interventions for students who have an insufficient response to evidence-based interventions in the first two tiers.

The same process that was followed in Tier 2 will be followed in Tier 3. The Child Study Team uses achievement data, teacher records, behavior information, plus information from parent and student interviews to identify why the student is not achieving. The Child Study Team creates an action plan for specific interventions and regular progress monitoring or standardized mini-tests.

At this level, students need highly individualized, intensive interventions. These may include special education services, highly prescriptive instruction or behavior services, or the use of instructional specialists. The student may receive one or more services in Tier 3. The services may be yearlong or only of short duration until the learning deficit is closed.

Frequent progress monitoring tests are given and results graphed. Interventions are changed or adjusted until the student is learning at a rate and level equal to his or her peers.

Only 1% - 7% of all students will need intensive interventions.

IV. MULTI-TIER INSTRUCTIONAL SERVICE DELIVERY MODEL

Tier 1 Instruction

Description of Core Instruction Core instruction takes place in the general education classrooms and includes all students. Instruction is aligned to the NYS Common Core Learning Standards in Literacy and Mathematics. The Literacy and English Language Arts components are: phonemic awareness, phonics instruction, vocabulary, fluency, and comprehension. Mathematics instruction incorporates the New York State Common Core Standards in Mathematical domains, clusters and standards. The core instruction includes differentiation based on the abilities and needs of all students. A universal screening Northwest Evaluation Association (NWEA) using research-validated Measures of Academic Progress (MAP) Reading and Mathematics assessments are administered to all students twice a year (fall and spring). Houghton Mifflin Harcourt GO MATH! Benchmark Assessments are administered (three times per year) and are aligned to the grade level curriculum, which is based on the NYS Common Core Learning Standards in Literacy and

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Mathematics. In addition to the universal screening assessment measures, Harcourt Story town Benchmark Assessments (three times per year), READ 180 and System 44 SRI assessments, Fountas and Pinnell running records (four times a year) are administered throughout the year. Elmont Union Free School District utilizes research-based practices within its core instructional literacy programs. These practices include the following:

• Whole class and small group balanced literacy instruction;

• Analysis of assessment data to drive instruction and provide additional support in the

mainstream classroom;

• Leveled classroom libraries which provide a balance of literature and informational text

within the recommended text complexity range of each specific grade level.

The foundation of core instruction for LEP/ELL students should be culturally responsive and linguistically appropriate at levels pursuant to Part 154 of the Regulations of the Commissioner of Education. Behavioral interventions which are universal to the entire student population include but are not limited to participation in building-wide rewards or incentive plans, use of character education plans, building-specific programs or assemblies, and use of classroom-wide behavior modification plans.

Tier 2 Students Receive Core Instruction plus Targeted Intervention

Tier 2 is a secondary intervention intended for 5 -15% of students who are not responding to core instruction at Tier 1. This supplemental instruction is provided in addition to, and not in place of, the core instruction provided in Tier 1. Tier 2 interventions focus on areas of student academic deficits determined by the results of the Universal Screening (NWEA) and in combination with the uniform grade level district literacy assessments. Targeted interventions may also focus on areas of development which impact academic progress, such as language skills and social-emotional or behavioral functioning. The Child Study Team additionally reviews Benchmark Assessments which include:

• Northwest Evaluation Association, Measures of Academic Progress (MAP), Reading and

Mathematics Assessments

• Houghton Mifflin Harcourt, STORY town

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• READ 180, Next Generation, Scholastic Reading Inventory, SRI

• System 44, Scholastic Phonics Inventory, SPI

• Wilson Fundations Unit Tests

• Houghton Mifflin Harcourt, GO MATH! Benchmark and Chapter Tests

• Fountas and Pinnell Running Records

Other screenings may include but are not limited to:

• Speech-Language screenings, either standardized (i.e. CELF-4) or observational (i.e.

Mean Length of Utterance, Language Sample, Vocabulary Screener) and will be

determined by the Intervention Specialist

• Visual-Motor Screenings

• Any other developmental or behavioral screenings that are deemed appropriate by Child

Study Team Members

Behavioral screenings may include but are not limited to:

• Behavioral rating scales, such as the BASC-2, Connors Ratings Scales or Achenbach

scales

• Observational data (Antecedent-Behavior-Consequence data, Frequency data, etc.)

• Teacher report forms

• Informal observations

• Motivation Assessment Scale

Tier 2 Intervention specialists may include:

• Classroom Teachers

• Special Education Teachers who provide RtI support

• Reading Teachers

• ESL Teachers

• Speech/Language Teachers

• Math Specialists

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• School Psychologist

• Other highly qualified intervention specialists

The location of a Tier 2 intervention may be the classroom or an alternate location to be determined by the school. Group size is approximately 5 – 8 students. Frequency of intervention provided varies; however, generally it is no less than three times per week for a minimum of 20 – 40 minutes per session. The duration of the intervention may last anywhere from 8 – 16 weeks. Tier 2 interventions are supported by research and vary by curriculum focus, group size, frequency, and duration. Individual student’s needs affect the determination of these variables. Some students who receive a Tier 2 intervention will be monitored using Progress Monitoring Curriculum Based probes and some will be strategically monitored depending on the students’ levels. Once it is determined that a Tier 2 intervention is required, the student will receive direct, systematic, research based instruction. All intervention specialists work with the general education teacher to provide continuity and congruence of instruction. Participation in social-emotional or behavior interventions on the Tier 2 intervention level include but are not limited to participation in small groups which are either general or topic-specific (i.e. social skills, banana splits), use of individual behavior charts, increased communication with the parent, and crisis intervention services as needed.

Tier 3 Core Instruction plus Customized Intervention

Tier 3 provides tertiary intervention intended for about 1 – 7% of students who are not responding to instruction at Tiers 1 and 2. The third tier of this model creates intensive instructional interventions to increase an individual student’s rate of progress. This tier provides greater individualized instruction in an individualized or small group session. These services are considered supplemental instruction to Tier 1 and are not intended to replace Tier 1 instruction. Individual diagnostic assessments are conducted to determine specific patterns of skills that the individual has and does not have for the purpose of designing effective instruction to remediate the students’ deficits. Some or all of the following assessments may be used to design such instruction:





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Tier 3 intervention specialists may include:

• Special Education Teachers

• Reading Teachers

• ESL Teachers

• Speech/Language Teachers

• Math Specialists

• School Psychologists

• Other highly qualified intervention specialists

The location of a Tier 3 intervention is usually outside of the classroom. Group size is approximately 2 – 3 students but may be up to 5 (RtI groups). Frequency of intervention provided varies, but it is more frequent than Tier 2 interventions and for a time period of at least thirty minutes. The duration of the intervention may last anywhere from 8 – 16 weeks. Students who receive a Tier 3 intervention will be monitored for progress using weekly Progress Monitoring probes. Students in Kindergarten and First grade will also receive Fundations Probes every other week to monitor progress if their Tier 3 intervention is more intensive. Once it is determined that a Tier 3 intervention is required, one or more of the following research-based interventions may be chosen as a course of action:

• Read 180, Next Generation

• System 44

• Wilson Reading Program

• Speech-Language Therapy

• School-based counseling or use of a Behavior Intervention Plan or other intensive

behavior management plan with ongoing data collection

• Use of crisis management procedures to ensure the safety of the student and others

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All intervention specialists work with the general education teacher to provide continuity and congruence of instruction. In accordance with section 100.2 of the Regulations of the Commissioner of Education, when a student requires an intervention beyond that provided to all students and begins receiving a Tier 2 or Tier 3 intervention parents must be notified in writing. Parents are informed of increasing levels of instructional supplemental services including progress monitoring data, strategies used to increase students’ rate of learning and right to refer for special education.

V. REPEATED ASSESSMENTS OF STUDENT ACHIEVEMENT PURPOSE AND USE OF PROGRESS MONITORING

The National Center on Response to Intervention refers to progress monitoring as repeated measurement of academic performance to inform instruction of individual student progress in general and special education in grades K-8. It is conducted at least monthly to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction. Strategic Monitoring vs. Progress Monitoring Some students may need once monthly strategic monitoring (Tier 1 and some Tier 2 students to be done by the classroom teacher for students who are performing only slightly below average, as determined by NWEA and running record data), and some students may need weekly or bi-weekly progress monitoring (Some Tier 2 students & all Tier 3) students to be done by the intervention specialists for students who are performing well below average on multiple assessment measures. Instructional Support Teams will decide which type of monitoring is appropriate based on data from benchmark assessments and teachers’ observations. Data Review The Child Study Team generally examines multiple data points before any change in intervention.

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READING and MATHEMATICS ASSESSMENTS:









OTHER ASSESSMENTS

• Ongoing Speech-Language assessment

• Ongoing collection of behavioral data

Use of Universal Screening Data and Progress Monitoring by Tier Tier 1 Data from universal screening assessments and progress monitoring will inform students’ movement among tiers. The data can be plotted on graphs and used in Tier 1 to decide if students are progressing, and it may confirm or refute the results of the screening level assessment. The data can also inform decisions about core curriculum instruction. Tiers 2 and 3 In Tier 2 and Tier 3, strategic monitoring and progress monitoring are used to determine whether or not the intervention is helping students to progress adequately toward grade level expectations. Analysis of progress will take into account a student’s learning rate as compared to prior levels of performance, peer growth rate, and expected performance based on criterion-or-norm-referenced measures. Graphs are used to display data for analysis and decision making.

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III.

APPLICATION OF STUDENT INFORMATION TO MAKE EDUCATIONAL DECISIONS

Decision-Making Models When Child Study Teams meet to discuss students and their progress, they will use a hybrid decision making model. Although certain situations lend themselves more to one type of protocol than the other, we will avail ourselves of both in order to meet diverse students’ needs. Standard Protocol Model A standard protocol model will typically be used when addressing the needs of students who struggle at the word level. In most cases, the intervention for these students will be Wilson Fundations or Scholastic System 44 program. These are primarily scripted intervention protocols that are applied in a standardized way. In the event that these standard protocols are unsuccessful, or if the student is not integrating decoding strategies into real-world reading, a problem-solving model will then be employed. Problem-Solving Model A problem-solving protocol will typically be used when addressing the needs of students who struggle in the area(s) of vocabulary development, fluency, and/or comprehension. Using this protocol, teams will identify the key learning issues, decide what types of targeted instruction and interventions are needed, and evaluate the effectiveness of the intervention(s) over time by examining data from progress monitoring and informal assessments. Decision-Making Model Combined The hybrid approach will include using multiple assessments to determine instruction and interventions. These may include, but are not limited to:









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• Speech-Language screening/assessment

• Ongoing collection of behavioral data

Decision Making Time Frame Duration and intensity of interventions will be based upon student performance data, not a specified period of time. Effective data-based decision making includes regular review of data as appropriate to the intervention being monitored, sufficient number of data points, analysis of trend or trajectory toward grade level achievement (i.e., Is student closing gap?), visual representation of trend (i.e. graph), and a discussion about intervention fidelity (program fidelity where applicable).

VII. CONSIDERATIONS WHEN IMPLEMENTING RtI WITH LIMITED

ENGLISH PROFICIENT/ENGLISH LANGUAGE LEARNERS

Considerations when Implementing RtI with Limited English Proficient/English Language Learners English Language Learners (ELLs) The New York State Education Department cites considerations when implementing RtI with English Language Learners:

• Teaching is culturally responsive – the student’s prior experiences are considered. These include home language background and socio-cultural background.

• Reading Instruction – Teachers should consider the relationship between a student’s language proficiency and his/her literacy skills. Reading fluency and comprehension may be strongly determined by vocabulary and linguistic proficiency of both the first and second languages.

• Math Instruction – Linguistic proficiency and vocabulary comprehension are important

when understanding math concepts. Several concepts of math are necessarily universal. When designing the school district’s RtI process, literacy in both native and second languages, culture, and educational history are variables to be considered when assessing and planning instruction for ELLs. In all three tiers, these variables stay consistent.

• ESL is an integral part of core instruction for all LEP/ELL students. (Part 154 of the

Regulations of the Commissioner of Education)

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Matching Instruction to Student Need Differentiated instruction should be used for ALL students. However, differentiated instruction for ELLs should consider the student’s level of English proficiency and prior educational experiences to address cultural and linguistic differences. When determining appropriate instruction/intervention, the following list applies to all levels of ELL students:

• Consider the amount and type of ESL instruction the student received in the past and in

the present.

• If applicable, consider the amount and type of native language instruction in the past and

in the present.

• Ensure that the language(s) used for intervention matches the language(s) used for core

instruction.

• Consider the impact of language and culture on instruction and learning.

• Contact the family for guidance and feedback.

• Ensure that certified ESL teachers serve on the instructional decision-making (RtI) team

when applicable.

Tiers – ESL methodology is employed at all three tiers to help rule out limited English proficiency or lack of appropriate instruction as causes for learning disabilities. Tier 1, Tier 2, and Tier 3 services may be provided by the ESL teacher and/or by classroom teacher/intervention specialists. Tier 1 – The core instruction guidelines for differentiating instruction to meet the needs of ELLs are:

1. If possible, analyze assessment/screening data to determine performance levels in both L1 (primary language) and L2 (secondary language). NWEA will be used for universal and progress monitoring along with the Fountas and Pinnell running records.

2. Use these assessments to plan instruction.

3. Differentiate this instruction based on: academic performance levels, the student’s L1 and

L2 levels, and the cultural background of the student.

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Tiers 2 & 3 – Identical to native speakers of English, ELL students who continue to struggle with the academic material will need further intervention. The problem-solving team should:

1. Review and analyze the data collected in Tier 1 documentation and conduct further assessments as needed, and make recommendations for Tier 2 intervention(s). Include amount and type of native language instruction, if applicable.

2. Select the instructional areas that need more intense intervention.

3. Determine the extent of ESL instruction needed during Tiers 2 and 3 interventions to ensure the student will benefit from the interventions.

Progress Monitoring When monitoring the progress of ELL students:

1. On-going assessments should be conducted in the language(s) of instruction.

2. When evaluating instructional programs, the results of instruction should be compared to results for “true peers” (students with the same native language and culture and similar educational histories) when setting benchmarks, monitoring progress and deciding whether a LEP/ESL student is responding adequately to instruction or requires a more intensive intervention.

3. If possible, the comparative sampling of true peers should be large enough for making educationally valid decisions.

4. Knowledge of typical second language development and the student’s history of first and second language use should be considered when setting benchmarks and interpreting progress.

Basic Interpersonal Communication Skills (BICS) Versus Cognitive Academic Language Proficiency (CALP) At times, teachers may refer students for evaluation of learning and behavior problems because they do not believe that limited English proficiency is the issue. A student may be observed using English on a regular basis and the conclusion is made that language transition is no longer a factor. However, it is important to discriminate between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) in the second language. These acronyms are part of a language proficiency theory developed by Jim Cummins (1984)

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that explains the differences between social and academic languages, respectively. BICS is the basic language ability necessary for face-to-face social communication. It includes gestures, visual clues, and expressions, and it relies on situational context. It takes one to two years to achieve age-appropriate levels in BICS. CALP is the language ability necessary for academic achievement in a context-reduced environment such a classroom lectures and textbook reading. It takes five to seven years to achieve age-appropriate levels of CALP – with minimal assistance provided.

VIII.

PARENT INFORMATION AND NOTIFICATION

Parents are exposed to the concept of Response to Intervention through district informational parent meetings and letters. This information should provide a rationale for RtI and the procedures put in place to address the state and national regulations. The following information should be provided to parents: Elmont Union Free School District incorporates a Response to Intervention (RtI) model at the K-6 level in the area of Reading and Mathematics. Elmont UFSD model provides interventions at the universal, targeted, and intensive levels, with standard intervention protocols for each level of intervention.

1. Universal level: These are research-based interventions used with all students at a particular age or grade level in the classrooms.

2. Targeted level: These are research-based supplemental interventions used with students

whose progress places them at some risk for not meeting instructional goals.

3. Intensive level: These are research based interventions used with students whose progress places them at high risk for not meeting instructional goals and may require more individualized instructional approaches.

Within the RtI model, Elmont Union Free School District collects progress monitoring data on a schedule that:

• Allows comparison of a child’s progress to the performance of peers

• Is appropriate to a child’s age and grade placement

• Is appropriate to the content monitored

• Allows for interpretation of the effectiveness of the intervention

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The Elmont Union Free School District provides a balanced literacy program that is aligned with the Common Core Learning Standards. At each grade level, ninety minutes of instructional time is allotted to reading instruction for all students. For students identified as needing supplemental instruction, each school offers a range of interventions through general education. Tier 3 students are grouped according to ability and need and groups range in size from two to six students. The district monitors reading progress of all K-6 students three times a year. For students needing supplemental instruction, data is collected in a smaller period of time, such as weekly or monthly. The school will report the child’s progress to the parent. If several interventions have been implemented and progress is still limited, the parent may want to consent to an evaluation for special education services. The purpose of the evaluation is to determine a child’s educational needs are and to consider whether he or she may have a learning disability. Parents are essential to a child’s success in school. When a child needs supplemental instruction, school staff will describe that instruction to the parent. School staff may also ask the parent to tell them anything that they think may affect their child’s learning (i.e. frequent absences, trauma, problems with friends, etc.) and work with the school to design an effective intervention for their child. Parents are encouraged to partner with the school to provide extra practice to develop skills. A parent may request an evaluation for special education at any time, including during any stage of the RtI process. To request an evaluation, contact the principal, a special education teacher or the psychologist at the school. ELMONT TITLE I A PARENT INFORMATION Title I, Part A of the Elementary and Secondary Education Act (ESEA) provides funds to eligible K-12 schools based on the income level of households from the federal and state governments. These funds are utilized to ensure that students receive a quality education and meet academic standards. Five schools are identified as Title I schools in the Elmont Union Free School District: Alden Terrace School, Clara H. Carlson School, Covert Avenue School, Dutch Broadway School, and Gotham Avenue School. As the recipients of Title I funding, these schools must set goals for improvement, measure student progress, develop supplemental programs in addition to regular classroom instruction, and involve or inform parents on various aspects of the programs available.

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Title I schools can choose to implement a school wide program or a targeted assistance program. The Elmont School District provides a Targeted-Assistance Program and may use the funds for a smaller number of eligible students who are failing or are at risk of failing to meet state academic content standards through supplementary educational services. The schools are permitted to use Title I funds to provide high-quality educational programs, supplemental resources, well-trained staff, and promote school, family, and community relationships in order to raise the academic achievement of students. However, certain provisions are in place for each school and system that utilize funds from Title I. Each school must hold an annual meeting to inform parents or guardians of how Title I affects their child's school. Title I's funding, requirements, and the parents' right to be involved are explained. Schools recognized as Title I schools must develop a parental involvement policy. This policy describes what the school will do to involve and inform parents about the Title I program. It states how the school involves parents and how parents are informed on key issues such as the school's performance, student assessment results, and the school curriculum. During the year, the policy is studied and revised as needed. The Elmont UFSD in collaboration with administrators, teachers, and students has developed a district-level parental involvement policy. Each Title I school has adopted the District policy and it may be viewed on the District web site. All parents of Title IA student receive a copy of the Parent Involvement Policy. In addition to the school parental involvement policy, each school must develop and distribute a school-parent compact. A copy of each school's compact is given to the parents/guardians each school year for approval. It outlines how parents, school staff, and students share responsibility for improved student achievement. The parental involvement policy and compact are developed by each school's staff and parent representatives. An annual parent survey is also given to assess the strengths and weaknesses of the parental involvement component of Title I. Parents who are interested in participating in this process, please contact your child's school principal. Title I schools inform parents or guardians of student performance and progress. This is accomplished through diversified avenues of correspondence such as weekly papers and/or weekly progress reports, planners, mid-semester progress reports, report cards, or summaries of state test results. Title I schools encourage the involvement of parents. Parents can actively participate in the educational process of their child through varied means such as school committees, PTA, school meetings, parent/teacher conferences, volunteering, or parent sessions. Parents may monitor their child's progress by checking a planner or weekly progress report, homework, graded work, mid-

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semester progress reports, report cards, or assessment scores. There are many strategies parents can use to support or enhance their child's learning experience such as using flash cards to remember basic facts, having hands-on materials such as beans to solve problems, or asking the child questions, during a story, to check for understanding. Additionally, many of these strategies are demonstrated in parent sessions that are offered throughout the school year. To encourage parental involvement at home, parents also have access to monthly newsletters concerning relevant parenting topics

Procedures for Notification to Parents: (Parent RtI notification letters are continued in Appendix A)

A school district’s process to determine if a student responds to scientific, research-based instruction shall include written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom that provides 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 the structure and components of the

RtI program selected by the school district;

• Strategies for increasing the student’s rate of learning; and

• The parents’ right to request an evaluation for special education programs and/or

services. [8NYCRR 100.2(ii) (1) (vi)]

The RtI process includes specific parent notification requirements. Parents must be notified in writing and in a language or mode of communication they understand if their child needs an intervention beyond that which is provided to all students in a classroom. Parents receive written notification when beginning/ending intervention services as they move from tier to tier. This notification is sent by the principal. This letter includes:

• Reasons (amount and nature of data)

• Area of instruction

• Frequency and intensity of services

The letter should clearly explain the universal screening monitoring device. • Northwest Evaluation Association, Measures of Academic Progress (MAP), Reading and


• DIAL 4

Additional services provided will be based on the results of the universal screening.

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IX.

THE RtI PROCESS IN DETERMINING A LEARNING DISABILITY

This information is from the New York State “Response to Intervention: Guidance for New York State School Districts” (October 2010) and the “Individuals with Disabilities Education Improvement Act: (IDEA 2004).

According to Federal Law, A Specific Learning Disability is defined as follows:

(i) General. The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The data obtained through RtI can help document that the reason for a student’s poor performance in meeting reading and math benchmarks is not due to a lack of appropriate instruction or limited English proficiency. RtI can give important descriptive information about a child that can accompany data obtained from an individual evaluation, such as how a child learns, and why they are having difficulties reaching standardized benchmarks. Comprehensive and multidisciplinary evaluations include a social history, psychological evaluation and observation, physical evaluation, and any other appropriate evaluations (educational, speech and language, occupational or physical therapy). This information taken together with the instructional strategies used throughout the RtI process provide important information to the Committee on Special Education (CSE) about the student’s progress in meeting State approved grade level standards and benchmarks. When determining if a student has a learning disability, a number of exclusionary factors must also be taken into account, such that a learning disability is not the result of visual, hearing, or motor disabilities, mental retardation, emotional disturbance, or of environmental, cultural, or economic disadvantage. This data should include but is not limited to:

• Data that demonstrate that a student was provided appropriate instruction delivered by

qualified personnel, including research based instruction in reading.

• Progress monitoring data that describe how a student responded to particular

interventions of increasing intensity.

• Instructional information on a student’s skill level and rate of learning relative to grade

level standards on norm/criterion referenced benchmarks; and

• Evaluative data including Curriculum Based Measures (CBM) regarding a student’s

performance that is useful and instructionally relevant.

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Data from multiple sources must indicate that when a student receives appropriate instruction, he/she:

• Does not adequately achieve grade level standards and benchmarks in the area of reading

and math

• Is not making sufficient progress in meeting these benchmarks when provided with

appropriate instruction that is consistent with an RtI Model;

• Exhibits a pattern of strengths and weaknesses in performance and/or achievement

relative to age or grade level standards as found relevant by CSE;

• Has learning difficulties that are not primarily the result of a visual, hearing or motor

disability; mental retardation; emotional disturbance; cultural factors; environmental or

economic disadvantage or limited English proficiency.

X.

CHILD STUDY TEAM REFERRAL PROCESS

If a child is having a problem that is academic, social, emotional, behavioral, physical-medical or any combination thereof, the following steps should be taken:

• Referral is made to the Child Study Team

• Notice of upcoming Child Study Team meeting is sent to all team members, the

classroom teacher and referring teacher

• On the meeting date, all team members, including referring teacher, receive copies of

referral form

• Team meets and accomplishes the following:

Referring teacher describes issue(s)

The Personal Intervention Plan is developed or reviewed

Pertinent data is shared (test scores, report cards, documentation from external

sources, etc.) Refer to Appendix C

Behavioral statement of desired goal(s)/outcome(s) generated

Team identified interventions already attempted, resources already working with

child

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Team brainstorms interventions (including scientifically based interventions) to

help the student reach the desired goal(s)

Team assigns a follow-up person

Team sets date to review progress/effectiveness of plan generated

In cases where a learning disability is suspected, the Team will recommend trials

of RtI

A Child Study Team member will monitor the student’s progress. The Child

Study Team member will be decided based on the referral.

XI.

STUDENT PROGRESS REPORTS

Student progress reports will document progress of students and may be used to assist in the decision to discontinue services. Progress reports will be sent to the student’s parents quarterly. The following records must be kept for each student. Individual AIS teachers will maintain the records and folders for each of their students.

• RtI Intervention Service Parent Notification Letter

• RtI Intervention Services Elementary Referral Form

• RtI Intervention Services Quarterly Reports

• Anecdotal Records

• Ongoing data collection

• Parent Contact Log

• Parent Release Notifications

XII.

DOCUMENTATION OF THE DETERMINATION OF ELIGIBILITY FOR A STUDENT SUSPECTED OF HAVING A LEARNING DISABILTY

Section 200.4(j)(5) of the Regulations of the Commissioner of Education requires that the committee on Special Education (CSE) prepare a written report of the determination of eligibility of a student suspected of having a learning disability that contains a statement of the following information:

1. The CSE has reviewed the individual evaluation results for ________________which indicate that the student:

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• Has a learning disability requiring special education services.

• Does not have a learning disability.

2. This decision was based on the following sources, including aptitude and achievement

tests, parent input, and teacher recommendations, as well as information about the student’s physical condition, social or cultural background, and adaptive behavior in accordance with section 200.4(c)(1) of the Regulations.

3. The relevant behavior noted during the observation of the student and the relationship of that behavior to the student’s academic functioning indicate;

4. The educationally relevant medial findings, if any, indicate:

5. To ensure that underachievement in a student suspected of having a learning disability is

not due to lack of appropriate instruction in reading or mathematics, the CSE must, as part of the evaluation procedures pursuant to section 200.4(b) and (c) consider:

• Data that demonstrate that prior to, or as part of, the referral process, the student

was provided appropriate instruction in regular education settings, delivered by qualified personnel.

• Data-based documentation of repeated assessments of achievement at reasonable

intervals, reflecting formal assessment of student progress during instruction, which was provided to the student’s parents.

6. The CSE has determined, consistent with section 200.4(j)(3) of the Regulations, that:

• The student does not achieve adequately for the student’s age or to meet State-approved grade-level standards in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics, calculations, mathematics problem solving;

• The student either does not make sufficient progress to meet age or State-

approved grade-level standards in one or more of the areas identified in this paragraph when using a process based on the student’s response to scientific, research-based intervention pursuant to section 100.2(ii);

• Exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age. State-approved grade level standards or intellectual

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development that is determined by the CSE to be relevant to the identification of a learning disability, using appropriate assessments consistent with section 200.4(b).

• The student’s learning difficulties are not primarily the result of a visual, hearing

or motor disability, mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency.

If the student has participated in a process that assesses the student’s response to scientific, research-based intervention document the following:

• List the instructional strategies that were implemented at each Tier • Submit a portfolio that contains multiple sources of student academic assessment

and performance data • Submit parent notification documents that list the names and assessment scores

that were used to decide the Tier placement, the general education services that will be provided; strategies for increasing the student’s rate of learning; and the parents’ right to request an evaluation for special education programs and/or services.

7. CSE Member Certification of the Determination of a Learning Disability:

The determination of eligibility for special education for a student suspected of having a learning disability must be made by the CSE, which must include the student’s regular education teacher and a person qualified to conduct individual diagnostic examinations of students (such as a school psychologist, teacher of speech and language disabilities, speech/language pathologist or reading teacher). The following CSE members must certify in writing whether the report reflects his or her conclusion. If not, the member must submit a separate statement presenting his or her conclusions.

District Representative Parent of Student Regular Education Teacher Special Education Teacher School Psychologist

Parent Member Others: Specify

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XIII.

ENSURING STAFF KNOWLEDGE AND SKILLS NECESSARY TO

IMPLEMENT RtI PROGRAMS

A school district shall take appropriate steps to ensure that staff has the knowledge and skills necessary to implement a Response to Intervention program and that such program is implemented consistent with the specific structure and components of the RtI process selected by the school district. (8 NYCRR100.2 (ii)(3) Fidelity of Implementation: Fidelity addresses not only the steps involved in an intervention, but also the integrity of the screening and progress monitoring procedures as well. In order to ensure high levels of fidelity, the district will make sure that staff receives appropriate and sustained professional development relative to assessment procedures and interventions. These professional development activities may include, but are not limited to:

• Job embedded and on-going training as part of the district’s overall Professional

Development Plan

• Professional development provided by staff that are knowledgeable in the areas of

early literacy, data-based decision making and progress monitoring

• District staff development hours

• Professional conferences

• Turnkey trainers

Fidelity of the process at the school level means consistency with which the various components are implemented across classrooms and grade levels. Fidelity of Implementation will be monitored by building level Child Study Team members and building administrators in the following areas:

• Intervention/instruction is delivered with fidelity.

• Screening and progress monitoring procedures which include Northwest

Evaluation Association, Measures of Academic Progress in Reading and

Mathematics, Wilson Fundations Unit tests, Fountas and Pinnell running records

and Houghton Mifflin Harcourt Benchmarks, and are administered in a

standardized manner, and an explicit decision-making model is followed.

• Instruction and intervention are implemented consistent with research or

evidence-based practice.

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• The staff receives professional development.

• Administrators provide supervision and serve as instructional leaders.

The district RtI Committee will develop strategies for evaluation of implementation and effectiveness of the model from initial steps forward. These evaluations should describe progress over the year and allow for adjustment to the RtI process if necessary. Administrative staff will serve as instruction leaders and ensure that individuals within the building and/or district have a whole-picture understanding of the model, know what data can be collected to evaluate systematic implementation, and have the skill to understand and analyze data.

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APPENDIX A

Research Bases and Description of Research-Based Practices in Literacy and Mathematics

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NATIONAL CENTER ON RESPONSE TO INTERVENTION http://www.rti4success.org/ NEW YORK STATE RESPONSE TO INTERVENTION http://www.nysrti.org/ INTERVENTION CENTRAL: ACADEMIC INTERVENTIONS http://www.interventioncentral.org/academic-interventions WHAT WORKS CLEARINGHOUSE: LITERACY http://ies.ed.gov/ncee/wwc/topic.aspx?sid=8 WHAT WORKS CLEARINGHOUSE: MATHEMATICS http://ies.ed.gov/ncee/wwc/sitesearch.aspx?Search=MATH&website=NCEE%2FWWC&x=4&y=7 WHAT WORKS CLEARINGHOUSE: IMPROVING READING COMPREHENSION IN KINDERGARTEN THROUGH 3RD GRADE

http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=14 WHAT WORKS CLEARINGHOUSE: IMPROVING READING COMPREHENSION IN GRADES 4-6

http://ies.ed.gov/ncee/wwc/sitesearch.aspx?Search=COMPREHENSION+GRADES+4-6&website=NCEE%2FWWC&x=12&y=9 INTERVENTION CENTRAL: BEHAVIORAL INTERVENTIONS http://www.interventioncentral.org/behavioral-interventions WHAT WORKS CLEARINGHOUSE: BEHAVIORAL INTERVENTIONS http://ies.ed.gov/ncee/wwc/sitesearch.aspx?Search=BEHAVIOR&website=NCEE%2FWWC&x=11&y=11 INTERVENTION CENTRAL: RTI HELP CENTER http://www.interventioncentral.org/rti TITLE I PARENT RESOURCES http://www.elmontschools.org/eufsd/Web_Index_Title1A.pdf

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APPENDIX B

Response to Intervention Matrices: Literacy and English Language Arts

Mathematics Behavior Matrices

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ELMONT UFSD Behavior Matrix For RtI Levels of Support Entrance Criteria Service Intensity Exit Criteria

TIER 3: HIGH INTENSITY Classroom Teacher Administration Psychologist or Social Worker Outside Service Providers

• Suspension (in school and out of school) • Data collection indicating ongoing

interfering behaviors in the school environment

• CSE referral for behavioral needs • Need for intensive/frequent individual

support

• Functional Behavior Assessment

• Development of a Behavior Support Plan or Behavior Intervention Plan

• Individual Mandated counseling • Intensive, individual

interventions • Crisis management procedures

to ensure the safety of the student and others

• Determined by individual need

• As specified by BSP or BIP

• As specified by IEP

• Data collection as specified on BSP or BIP

• Number of disciplinary referrals • Consideration of need for alternate

level of service • CSE recommendation • Observation of student’s level of

functioning in the school community

TIER 2: MODERATE INTENSITY Classroom Teacher Child Study Team Involvement Building Level Team

• Use of screening materials, i.e. behavior observation forms and/or rating scales

• Child Study Team involvement • Individual observation of student in the

educational or social setting • Parent referral or involvement with team

personnel • Teacher recommendation or Child Study

Referral • CPS report or involvement • Outside agency referral or involvement

(i.e. counseling agency, medical referral)

• Number of disciplinary referrals • Involvement of support staff after

repeated disciplinary incidences • Academic performance

• At-Risk groups • Social skills training • Educationally Related Support

Services, i.e. individual or group counseling

• Targeted group interventions (i.e. bereavement, Banana Splits, etc.)

• Use of individual behavior charts

• Formal parent communication plan

• Crisis intervention services as needed

• Varies according to building or program schedule

• Varies according to need • Services as

recommended by Child Study Team

• Observational or data-based measures to monitor progress

• Team consensus of Child Study Team members

• Number of disciplinary referrals • Individual observation of student

in the educational or social setting • Teacher or Support Staff

recommendation • Information provided on report

card • Ongoing data collection of

interfering behaviors in the classroom, i.e. frequency data or ABC data (Antecedent-Behavior-Consequence Data)

• Review of parent communication log

TIER 1: UNIVERSAL Classroom Teacher Building Wide Support Building Wide Code of Conduct

• DIAL behavioral observations • Previous school records from prior years

in school • Discipline records, i.e. suspensions,

student management system (SMS) • Number of formal discipline letters or

parent contacts • Office referrals • Participation in building level

interventions, i.e. peer mediation or use of conflict resolution strategies

• Observations of school setting including classroom functioning

• Beginning of the year class reviews • Number of minor classroom incidents

• Participation in building-wide reward or incentive plan

• Use of a character education/conflict resolution plan (i.e. Second Step)

• Building specific special programs or character education assemblies (i.e. Red Ribbon Week, Bully Prevention programs)

• Use of classroom behavior modification plans (i.e. token economy or Traffic Light system)

• Varies according to building or program schedule

• Varies according to need

• Formal or informal teacher observation

• Behavior Ratings on report cards • Informal progress monitoring

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Elmont Union Free School District Response to Intervention

Tiered Model of Instruction 2012-2014

TIER 1

CORE INSTRUCTION

Tier One Service Model Entrance Criteria Service/Intensity Exit Criteria

The classroom teacher must modify instruction or provide classroom accommodations in Tier 1 to help a struggling child. The focus is on effective instruction and ongoing assessment to ensure that a majority of children are on track toward proficiency. If a child is not achieving at a level commensurate with his or her peers, the classroom teacher will refer the child to the Child Study Team for a review to consider the need of the Tier 2 RtI intervention approach. At this point, we know that a child referred for Tier 2 services is not doing as well as the majority of students, and needs extra help.

Northwest Evaluation Association, Measures of Academic Progress (MAP), Reading and Mathematics Assessments RIT Scores

UNIVERSAL SCREENING

DIAL 4

ADDITIONAL ASSESSMENTS

Houghton Mifflin Harcourt, STORY town Benchmark and Theme Tests Fountas and Pinnell Running Records Houghton Mifflin Harcourt, Go Math Benchmark and Chapter Tests Report Card Grade = or < 2 NYS ELA and Math Assessments, Grades 3-6 Performance Index = or > PL 2H

Student Growth Percentile On Track toward proficiency

RESPONSE TO INTERVENTION ACTION NETWORK

http://www.rtinetwork.org/essential/tieredinstruction/tier1

FOCUS GROUP All students PROGRAM Balanced Literacy Guided Reading Fountas and Pinnell Leveled Readers Harcourt Story Town STUDENT GROUP Whole class and small group TIME 90 minutes uninterrupted block of reading instruction PROGRESS MONITORING Every 6 – 8 weeks ASSESSMENTS DIAL 4 NWEA Wilson Fundations Tests Harcourt Benchmarks Harcourt Theme Tests Fountas and Pinnell Running Records HMH, Go Math Benchmark and Chapter Tests SETTING General Education Classroom STAFF PROVIDER General Education TeacherSETTING1120 med reading in

Exit to Progress Monitoring Student is on track to proficiency as defined by the New York State Education Department ELA proficiency = or >75% Math proficiency = or > 80% On grade level results on local assessment

http://www.rtinetwork.org/essential/tieredinstruction/tier1�


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TIER 2: MODERATE INTENSITY Tier Two Service Model Entrance Criteria Service/Intensity Exit Criteria

If a child is not achieving at a level commensurate with his or her peers, the classroom teacher will refer the child to the Child Study Team for a review to consider the need of the Tier 2 RtI intervention approach

In Tier 2, the Problem-Solving Model (PSM) can be used to help children who are struggling academically.

The Problem Solving Model includes four steps: problem identification; problem analysis; intervention/ development/implementation; and; intervention/evaluation/modification

Unlike the Tier 1 instructional modifications or classroom accommodations, the child’s learning problem is identified and interventions are designed specifically to help the struggling child learn and succeed.

In Tier 2, the child should receive a research based intervention. The student’s progress is carefully monitored to determine if the intervention is working. Changes in the intervention are made until success is achieved.

In Tier 2, the intervention and assessment should be tailored to the individual child. The child will receive additional instruction from other teachers (e.g., reading teacher) special education teacher and/or related services providers (e.g., school psychologist, speech language therapist).

UNIVERSAL SCREENING

Northwest Evaluation Association, Measures of Academic Progress (MAP), Reading and Mathematics Assessments RIT Scores Off Track toward proficiency DIAL 4


Houghton Mifflin Harcourt, STORY town Benchmark and Theme Assessments Off Track toward proficiency Fountas and Pinnell Running Records Off Track toward proficiency Houghton Mifflin Harcourt, Go Math Benchmark and Chapter Tests Off Track toward proficiency NYS ELA and Math Assessments, Grades 3-6 Performance Index = or < PL 2

Student Growth Percentile (SGP) Off Track toward proficiency

RESPONSE TO INTERVENTION ACTION NETWORK http://www.rtinetwork.org/essential/tieredinstruction/tier2 FOCUS GROUP Students who are not achieving grade level reading standards PROGRAM Harcourt Strategic Intervention Fountas and Pinnell Leveled Readers Wilson Fundations STUDENT GROUP 6-8 students TIME 90 minutes uninterrupted block of reading instruction Three to five 40 minute supplementary Literacy and or Math Instructional sessions per week AM and PM Tutorial Academic Summer School ELA and Math Academies Saturday and Summer Enrichment Program PROGRESS MONITORING Monthly ASSESSMENTS NWEA DIAL 4 Wilson Fundations Tests Harcourt Benchmarks Harcourt Theme Tests Fountas and Pinnell Running Records HMH, Go Math Benchmark and Chapter Tests SETTING General Education Classroom AIS Classroom STAFF PROVIDER General Education Teacher AIS Provider

Exit to Progress Monitoring Student is on track to proficiency as defined by the New York State Education Department ELA proficiency = or >75% Math proficiency = or > 80% On grade level results on local assessments



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TIER 3: HIGH INTENSITY Tier Two Service Model Entrance Criteria Service/Intensity Exit Criteria

If the student is not making progress and Tier 2 interventions have been implemented with fidelity, The child will be referred to the Child Study Team for a review and considered for Tier 3 RtI intensive interventions.

Before a student can be found eligible for special education services under IDEA, the District must conduct a multidisciplinary evaluation using multiple data sources. (20 USC 1414(a-c)) After this evaluation, the District CSE will decide if the student meets the criteria whether the child is eligible for special education services.

In RtI, Tier 3 special education services are not dramatically different from Tiers 1 and 2 interventions. The special education services in the Individualized Education Program (IEP) are to be “based on peer-reviewed research” (20 USC 1414(d)(1)(i)(IV)) as intensive progress monitoring continues.

The level of service intensity is different. Students in Tier 3 are likely to receive individualized instruction in an attempt to remove the barriers to learning.

Although special education was once thought of as a “place,” IDEA 2004 clearly states that special education is “a service for such children rather than a place where such children are sent.” (20 U.S.C. 1400(c)(5)(C)).

Tier 3 services are similar but more intense than Tier 2 services. The student may receive special education services in an inclusive or general education setting. The intensity depends on the student’s educational needs and learning style.

UNIVERSAL SCREENING

Northwest Evaluation Association, Measures of Academic Progress (MAP), Reading and Mathematics Assessments Off Track toward proficiency DIAL 4


Houghton Mifflin Harcourt, STORY town Benchmark and Theme Assessments Off Track toward proficiency READ 180, Scholastic Reading Inventory, SRI AND Progress Reports Off Track toward proficiency System 44 SRI AND Progress Reports Off Track toward proficiency Wilson Fundations Unit Tests Off Track toward proficiency Fountas and Pinnell Running Records Off Track toward proficiency NYS ELA and Math Assessments, Grades 3-6 Performance Index = or < PL 2

Student Growth Percentile Off Track toward proficiency

RESPONSE INTERVENTION ACTION NETWORK http://www.rtinetwork.org/essential/tieredinstruction/tier3/consideringtier3 FOCUS GROUP Individualized; small group intensive, research based intervention services to students who did not respond to Tier 2 services. PROGRAM READ 180 System 44 Wilson Fundations Fountas and Pinnell Touch Math Harcourt Intensive Intervention Services STUDENT GROUP One to five students TIME 90 minutes uninterrupted block of reading instruction Additional time varies according to individual student need AM and PM Tutorial Academic Summer School ELA and Math Academies Saturday and Summer Enrichment Program PROGRESS MONITORING Weekly ASSESSMENTS NWEA READ 180 SRI and Progress Reports Systems 44 Assessments and progress Reports DIAL 4 Wilson Fundations Tests Harcourt Benchmarks Harcourt Theme Tests Fountas and Pinnell Running Records HMH, Go Math Benchmark and Chapter Tests SETTING General Education Classroom RTI Provider Classroom STAFF PROVIDER Classroom Teacher AIS Teacher Resource Room Teacher Co Teacher Speech Language Teacher Tutorial and Summer School Teacher

Exit to Progress Monitoring When the student is on track to proficiency as defined by the New York State Education Department ELA proficiency = or >75% Math proficiency = or > 80% On grade level results on local assessments

http://www.rtinetwork.org/essential/tieredinstruction/tier3/consideringtier3�

http://www.rtinetwork.org/essential/tieredinstruction/tier3/consideringtier3�

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APPENDIX C

CST REFERRAL PROCESS

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CHILD STUDY TEAM REFERRAL FORM

Please complete all sections of this form

Student’s Name: _______________________________ Date of Birth: ________________________

Date of Referral: _______________________________ Grade/Class: _________________________

Year of Enrollment: ____________________________ Teacher: ____________________________

Student’s Dominant Language: ___________________ Other Language Spoken in home: ________

Previous referrals to CST (dates/grades if known): ____________________________________________ _____________________________________________________________________________________ Statement of Concern(s): ________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Please list the student’s strengths: __________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

STUDENT STANDARDIZED DATA SUMMARY: Year Attendance Physical Health

Limitations (see nurse)

Free or Reduced Lunch (See Asst. Principal)

Absences Latenesses

Current Year Prior Year

SPECIAL SERVICES: check all that apply

Year 504 ESL Tutorial Beg. Intermed. Adv. Reading Math

Current Year Prior Year

AIS: Area Math Reading (Intensity) Direct Instruction

High Medium Low Current Year

Prior Year

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SPECIAL EDUCATION SERVICES:

IEP: ______ Yes _______ No

Classification (Please Check): Learning Disabled Speech Impaired Other Health Impaired Emotionally Disturbed Multiple Disabilities Other

Placement/Services (Check all that apply) Special Class Co-Teaching Resource Room/STARS Speech-Language/Speech Improvement Individual Counseling OT PT Group Counseling/Socialization

STANDARDIZED ASSESSMENT DATA: Terra Nova: Grade 1 NCE ______ NPR ______ GE ______ Grade 2 NCE ______ NPR ______ GE ______

ELA Grade Math Grade 3 4 5 6 3 4 5 6

Standard Score Standard Score Performance Level Performance Level

ELMONT UFSD ACADEMIC ASSESSMENT DATA: Subject Area Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

ELA (Lang Arts) Math Writing Sample

CLASSROOM BEHAVIORS: M (Most of the Time) S (Sometimes) N (Never) Disruptive in Class Attention seeking behaviors Disrespectful to teacher or adults in authority Difficulty relating to his/her peers Physically aggressive toward others Worries Impulsive Shy/timid Refusal to comply with adult directives Overly depends on others Defies authority Frequently off task Foul Language Disorganized Damages School Property Difficulty concentrating Poor Work Habits Short attention span Withdrawn Difficulty following directions Fearful Cries easily, sulks, pouts-seems sad Does not complete classwork/homework Fidgety-can’t stay seated Talks out of turn Limited expression of feelings Other (specify) Does not take risks Other (specify) Other (specify)

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CLASSROOM INTERVENTION STRATEGIES: STRATEGY DATE

IMPLEMENTED RESULT

Revised/adapted classroom materials (layout, directions, readability levels, word banks, study guides)

Modified assignments (specify) Seated student next to teacher Provided a study carrel Provided fewer problems on a page Provide time before a transition Used activities that require minimal writing Provided a print copy of notes from smart board

Read tests to students and allow oral responses

Omitted assignments which require recopying Presented content orally before reading the textbook

Provided a peer partner Reduced the number of academic tasks Provide Near Point copying Ignored behaviors that are NOT seriously disruptive

Arranged for students to voluntarily leave the room for a designated “safe place” when under periods of high stress

Used color coded notebooks and folders to help students organize

Other:

Please describe specific behavior intervention techniques that you have implemented: _______________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Please describe any parent contact/involvement: ____________________________________________________________________________________

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CONTACT INFORMATION:

Parent/Guardian Phone Numbers:

Home ___________________ Work ____________________ Cell ____________________ Other: ______________________________________________________________________________ Additional Comments: _________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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CHILD STUDY TEAM REFERRAL PACKET

Attached is a Child Study Team Referral Packet which contains Three (3) pages. These forms are to be filled out by the classroom or referring teacher. Please complete all necessary sections and make sure the CST Referral Packet has been routed to the following staff, in this order:

1. Support Staff (AIS, ESL, etc.) 2. Nurse

When the packet is completed, please submit to the Principal in the Main Office. You will be notified of a meeting time and date a week or two after submission.

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LITERACY ASSESSMENTS ASSESSMENT SCORES

Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) in Literacy

Literacy RIT Score: ______

New York State ELA Assessment Student Growth Percentile: ______ Harcourt Benchmark Assessments Level: ______ READ 180 Scholastic Reading Inventory Assessment (SRI) SRI Score: _____ System 44 Assessment Score: ____ Fountas and Pinnell Running Record Level: ____ Report card grades Reading Level _____ Classroom performance and teacher observations

MATHEMATICS ASSESSMENTS ASSESSMENT SCORES Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) in Mathematics

Mathematics RIT Score: ______

New York State Assessment in Mathematics Student Growth Percentile: ______ Houghton Mifflin Harcourt GO MATH Benchmark Assessment

Mathematics Level_____

Additional Comments/Concerns:

Classroom Strategies Used to Address Student’s Needs

Please check areas which have been implemented and comment if necessary Strategy

√

Comment

Was it Effective?

Peer Tutoring

Morning Tutorial

Small Group Instruction

Re-teaching skill/concept

Modified Assignments (Specify)

Behavior Modifications (Specify)

Discussion with Student

Parent Contact/Involvement

Differentiated Instruction

Other: i.e. – used color coded notebooks and folders to help students with organization

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SUPPORT STAFF COMMENTS:

HEALTH HISTORY (to be completed by School Nurse)

STUDENT: Date:

Significant Health History (if applicable)

Current Attendance (circle one): Satisfactory Frequently Late Frequently

Absent

Most Recent Medical Exam Date:

Findings/Recommendations:

Vision (Near): Date: R L

Vision (Far): Date: R L

Hearing: Date: R L

Findings/Recommendations:

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ELMONT UNION FREE SCHOOL DISTRICT Child Study Team

Accommodation Tracking Form (To Be Completed by Child Study Team)

Name: Grade:

Teachers who receive copies:

Date

Areas of Difficulty

Accommodations

Implemented

Result

Re-discuss Date

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Academic Interventions ‘Critical Components’ Checklist This checklist summarizes the essential components of academic interventions. When preparing a student’s Tier 1, 2, or 3 academic intervention plan, use this document as a ‘pre-flight checklist’ to ensure that the academic intervention is of high quality, is sufficiently strong to address the identified student problem, is fully understood and supported by the teacher, and can be implemented with integrity. NOTE: While the checklist refers to the ‘teacher’ as the interventionist, it can also be used as a guide to ensure the quality of interventions implemented by non-instructional personnel, adult volunteers, parents, and peer (student) tutors. Directions: When creating an academic intervention plan, review that plan by comparing it to each of the items below.

• If a particular intervention element is missing or needs to be reviewed, check the ‘Critical Item?’ column for that element

• Write any important notes or questions in the ‘Notes’ column

Allocating Sufficient Contact Time and Assuring Appropriate Student-Teacher Ratio The cumulative time set aside for an intervention and the amount of direct teacher contact are two factors that help to determine that intervention’s ‘strength’ (Yeaton & Sechrest, 1981) Critical Item?

Intervention Element Notes

Time Allocated. The time set aside for the intervention is appropriate for the type and level of student problem (Burns & Gibbons, 2008; Kratochwill, Clements & Kalymon, 2007). When evaluating whether the amount of time allocated is adequate, consider: • Length of each intervention session • Frequency of sessions (e.g., daily, 3 times per week) • Duration of intervention period (e.g., 6 instructional weeks)

Student-Teacher Ratio. The student receives sufficient contact from the teacher or other person delivering the intervention to make that intervention effective. NOTE: Generally, supplemental intervention groups should be limited to 6-7 students (Burns & Gibbons, 2008).

Matching the Intervention to the Student Problems

Academic interventions are not selected at random. First, the student academic problem(s) is defined clearly and in detail. Then, the likely explanations for the academic problem(s) are identified to understand which intervention(s) are likely to help—and which should be avoided. Critical Item?

Intervention Element Notes

Problem Definition. The student academic problem(s) to be addressed in the intervention are defined in clear, specific, measurable items (Bergan, 1995; Witt, VanDerHeyden & Gilbertson, 2004). The full problem definition describes: • Conditions Describe. the environmental conditions or task demands

in place when the academic problem is observed. • Problem Description. Describe the actual observable academic

behavior in which the student’s engaged. Included rate, accuracy or other quantitative information of student performance

• Typical or Expected Level of Performance. Provide a typical or expected performance criterion for this skill or behavior. Typical or expected academic performance can be calculated using a variety of sources

Appropriate Target. Selected intervention(s) are appropriate in the identified student problem(s) (Burns, VanDerHeyden & Boice, 2008). TIP: Use the Instructional Hierarchy (Haring et al, 1978) to select academic interventions according to the four stages of learning:

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• Acquisition. The student has begun to learn how to complete the target skill correctly but is not yet accurate in the skill. Interventions should improve accuracy.

• Fluency. The student is able to complete the target skill accurately but works slowly. Interventions should increase the student’s speed of responding (fluency) as well as to maintain accuracy.

• Generalization. The student may have acquired the target skill but does not typically use it in the full range of appropriate situations or settings. Or the student may confuse the target skill with similar skills. Interventions should get the student to use the skill in the widest possible range of settings and situations, or to accurately discriminate between the target skill and ‘similar’ skills.

• Adaptation. The student is not yet able to modify or adapt an existing skill to fit novel task-demands or situations. Interventions should help the student to identify key concepts or elements from previously learned skills that can be adapted to the new demands or situations.

Can’t Do/Won’t Do Check. The teacher has determined whether the student problem is primarily a skill or knowledge deficit (‘can’t do’) or whether student motivation plays a main or supporting role in academic underperformance (‘won’t do’). If motivation appears to be a significant factor contributing to the problem, the intervention plan includes strategies to engage the student (e.g., high interest learning activities; rewards/incentives increased student choice in academic assignments, etc.) (Skinner, Pappas & Davis, 2005; Witt, VanDerHeyden & Gilbertson, 2004)

Incorporating Effective Instructional Elements

These effective ‘building blocks’ of instruction are well-known and well-supported by the research. They should be considered when selecting or creating any academic intervention. Critical Item? Intervention Element Notes

Explicit Instruction. Student skills have been broken down into manageable and deliberately sequenced steps and the teacher provided overt strategies for students to learn and practice new skills (Burns, VanDerHeyden & Boice, 2008)

Appropriate Level of Challenge. The student experienced sufficient success in the academic task(s) to shape learning in the desired direction as well as to maintain student motivation (Burns, VanDerHeyden & Boice, 2008)

Active Engagement. The intervention ensures that the student is engaged in active accurate responding (Skinner, Pappas & Davis, 2005) at a rate frequent enough to capture student attention and to optimize effective learning.

Performance Feedback. The student receives prompt performance feedback about the work completed (Burns, VanDerHeyden & Boice, 2008).

Maintenance of Academic Standards. If the intervention includes any accommodations to better support the struggling learner (e.g., preferential seating, breaking a longer assignment into smaller chunks), those accommodations do not substantially lower the academic standards against which the student is to be evaluated and are not likely to reduce the student’s rate of learning (Skinner, Pappas & Davis, 2005).

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Verifying Teacher Understanding & Providing Teacher Support The teacher is an active agent in the intervention, with primary responsibility for putting it into practice in a busy classroom it is important, then, that the teacher fully understands how to do the intervention, believes that he or she can do it, and knows whom to seek out if there are problems with the intervention. Critical Item? Intervention Element Notes

Teacher Responsibility. The teacher understands his or her responsibility to implement the academic intervention(s) with integrity.

Teacher Acceptability. The teacher states that he or she finds the academic intervention feasible and acceptable for the identified student problem.

Step-By-Step Intervention Script. The essential steps of the intervention are written as an intervention script – a series of clearly described steps—to ensure teacher understanding and make implementation easier (Hawkins, Morrison, Musti-Rao & Hawkins, 2008).

Intervention Training. If the teacher requires training to carry out the intervention that training has been arranged.

Intervention Elements: Negotiable vs. Non-Negotiable. The teacher knows all of the steps of the intervention. Additionally, the teacher knows which of the interventions steps are ‘non-negotiable’ (they must be completed exactly as designed) and which are ‘negotiable’ (the teacher has some latitude in how to carry out those steps) (Hawkins, Morrison, Musti-Rao & Hawkins, 2008)

Assistance With the Intervention. If the intervention cannot be implemented as designed for any reason (e.g., student absence, lack of materials, etc.) the teacher knows how to get assistance quickly to either fix the problem(s) to the current intervention or to change the intervention.

Documenting the Intervention & Collecting Data

Interventions only have meaning if they are done within a larger data-based context. For example, interventions that lack baseline data, goal(s) for improvement, and a progress monitoring plan are ‘totally flawed’ (Witt VanDerHeyden & Gilbertson, 2004) Critical Item? Intervention Element Notes

Intervention Documentation. The teacher understands and can manage all documentation required for this intervention (e.g., maintaining a log of intervention sessions, etc.)

Checkup Date. Before the intervention begins, a future checkup date is selected to review the intervention to determine if it is successful. Time elapsing between the start of the intervention and the checkup date should be short enough to allow a timely review of the intervention but long enough to give the school sufficient time to judge with confidence whether the intervention worked.

Baseline. Before the intervention begins, the teacher has collected information about the student’s baseline level of performance in the identified area(s) of academic concern (Witt, VanDerHeyden & Gilbertson, 2004)

Goal. Before the intervention begins, the teacher has set a specific goal for predicted student improvement to use as a minimum standard for success (Witt, VanDerHeyden & Gilbertson, 2004). The goal is the expected student outcome by the checkup date if the intervention is successful.

Progress-Monitoring. During the intervention, the teacher collects progress-monitoring data of sufficient quality and at a sufficient frequency to determine at the checkup date whether that intervention is successful (Witt, VanDerHeyden & Gilbertson, 2004).

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References Bergen, J.R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2). 11-123. Burns, M.K, & Gibbons, K.A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York. Burns, M.K., VanDerHeyden, A.M. & Boice, C.H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1151-1162). Bethesda, MD: National Association of School Psychologists. Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R Research in the classroom. Columbus, OH: Charles E. Merritt Publishing Co. Hawkins, R.O., Morrison, J.Q., Musti-Rao, S., & Hawkins, J.A. (2008). Treatment integrity for academic interventions in real-world settings. School Psychology Forum 2(3), 1-15. Kratochwill, T.R., Clements, M.A., & Kalymon, K.M. (2007). Response to intervention: Conceptual and methodological issues in implementation. In Jimerson, S.R., Burns, M.K., & VanDerHeyden, A.M. (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer. Skinner, C.H., Pappas, D.N., & Davis, K.A. (2005) Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403. Witt, J.C., VanDerHeyden, A.M., & Gilbertson, D.N. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 31, 363-383.\ Yeaton, W.M. & Sechrest, L. (1981). Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness. Journal of Consulting and Clinical Psychology, 49, 156-167.

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ELMONT UNION FREE SCHOOL DISTRICT 2010-2011

“COMMITMENT TO EXCELLENCE’ PERSONAL INTERVENTION PLAN

INSTRUCTIONS: Following a review of student assessment data, both formal and informal, as well as a consultation with the student’s classroom teacher, this Personal Intervention Plan (PIP) must be completed by September 29, 2010-by the school’s Academic Intervention team for any student who is receiving academic intervention services. Student Name: School: Grade: Class: Teacher:

Gender: M F Date of Birth: Grade Holdover: Y N # of Years in Grade: (including current Year)

Section 504 Plan: Y N Testing Modifications:

ELL: Y N Home Language: NYSESLAT Score (If applicable):

Student in Temporary Housing: Y N

Attended Academic Summer School/Enrichment Program Y N ELA Math Days absent:

# of years in AIS Level of Intensity:

AM Tutoring: Yes No After School Program: Yes No

STUDENT PERFORMANCE PROFICIENCY LEVELS (Circle level & fill in scale score. In addition, please attach a copy of the student’s test history from e-schools) NYS ASSESSMENT SPRING 20__: ELA LEVEL: 1 2 3 4 Scale Score Math Level: 1 2 3 4 Scale Score ___ NYS SGP _____ NYS ASSESSMENT SPRING 20__: ELA LEVEL: 1 2 3 4 Scale Score Math Level: 1 2 3 4 Scale Score ___ NYS SGP _____ Independent Reading Level (i.e., Fountas and Pinnell, QRI-4 DRA, Lexile, or other leveling system used in the school)

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PERSONAL INTERVENTION PLAN 2010-2011

Student Name: Date/Subject

Assessments Administered Name & Date Results Include Phase writing samples

Behavioral or Social-Emotional Need(s) to be Addressed (e.g. attending to task, aggression, general compliance, etc.)

Targeted Interventions Targeted Interventions: Describe the targeted interventions to be provided to the student during the 2010-2011 school year. The Academic Intervention Team should review the PIP in December, March & June to determine if the intervention service(s) should be continued, modified, or discontinued. (Services/Strategy, Frequency, Duration, Intensity, Provider’s Name, Mode)

Approved Documentation This PIP must be reviewed during the school year and signed by the school principal according to the schedule noted below. Team must specify recommendation (continue, modify, or discontinue intervention service.) By CST/AP/Principal

BEHAVIOR September December March June

September RECOMMENDATIONS December RECOMMENDATIONS March RECOMMENDATIONS June RECOMMENDATIONS ______________________

Key: Service/Strategy: Indicate what intervention program(s) were selected for the student based on his/her area(s) of need. Frequency: How often the service(s) will be provided (e.g., 3x per week); Duration: What the length of each targeted intervention session will be (e.g., 1 hour per day); Place of Service: When the targeted intervention will provide (e.g., during school-push in or pull out? Before or after school? Weekend); Provider: Who will be the provider of the targeted intervention (e.g., classroom teacher, AIS teacher, paraprofessional, speech teacher, community-based organization, other (specify); Format: one-to-one tutoring, small group tutoring, peer assisted tutoring, other (specify).

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PERSONAL INTERVENTION PLAN 2010-2011 Student Name: Date/Subject

Assessments Administered Name & Date Results Include Phase writing samples

Academic Need(s) to be Addressed (e.g., decoding, fluency, comprehension, etc.)

Targeted Interventions Targeted Interventions: Describe the targeted interventions to be provided to the student during the 2010-2011 school year. The Academic Intervention Team should review the PIP in December, March & June to determine if the intervention service(s) should be continued, modified, or discontinued. (Services/Strategy, Frequency, Duration, Intensity, Provider’s Name, Mode)

Approved Documentation This PIP must be reviewed during the school year and signed by the school principal according to the schedule noted below. Team must specify recommendation (continue, modify, or discontinue intervention service.) By CST/AP/Principal

MATH September December March June

September RECOMMENDATIONS ______________________ December RECOMMENDATIONS _____________________ March RECOMMENDATIONS ______________________ June RECOMMENDATIONS ______________________

Key: Service/Strategy: Indicate what intervention program(s) were selected for the student based on his/her area(s) of need. Frequency: How often the service(s) will be provided (e.g., 3x per week); Duration: What the length of each targeted intervention session will be (e.g.,) 1 hour per day); Place of Service: When the targeted intervention will provide (e.g., during school-push in or pull out? Before or after school? Weekend); Provider: Who will be the provider of the targeted intervention (e.g., classroom teacher, AIS teacher, paraprofessional, speech teacher, community-based organization, other (specify); Format: one-to-one tutoring, small group tutoring, peer assisted tutoring, other (specify).

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PERSONAL INTERVENTION PLAN 2010-2011 Student Name:

Consultation Participants Consultation Name (s) Consultation Date(s) Signatures (sign at meeting) Academic Intervention Team

With Classroom Teacher

With Parent(s)/Guardian(s)

With School Counselor (Social Worker/Psychologist)

* If parent/guardian is unavailable for signature, list dates of telephone conference with a “T” next to the date or “L” for a letter sent to parent with interventions to be provided. SOCIALIZATION GROUP-SCHOOL BASED/OUTSIDE COUNSELING: (e.g., counseling) (indicate whether student has received services in this area, including nature of service(s), frequency, duration and other relevant information.)

VISION/HEARING CHECK: (Indicate last date of examination and any follow up needed.)

REFERRALS; (Indicate provider, e.g., to Child Study Team or other internal/external entity, etc.)

PRIOR INTERVENTION SERVICES PROVIDED: (Indicate date(s), name(s), duration, frequency and format.)

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ELMONT UNION FREE SCHOOL DISTRICT Grades K through 2

Building: _____________________________________ Grade: ______________________Teacher: ______________________

Response to Intervention Service Progress Report (_______________)

School Year DIRECTIONS: Please enter all requested information for the students that you provided AIS services to during the _________ school year.

Student’s Name

Grade

Ethnicity

Years in AIS

Intensity TIER

NWEA Universal

Harcourt Benchmark Composite Assessment Score

F/P Running Record Level

DIAL 4

Elmont Report Card

Other Assessment

s Wilson,

etc. Score

_________

CST Move s student to new RtI Tier

ELA Math ELA Math R W M Y N

NWEA RIT SCORE NHARCOURT BENCHMARK COMPOSITE SCORE FOUNTAS AND PINNELL LEVEL NEW YORK STATE PERFORMANCE LEVEL, SCALE SCORE, and STUDENT GROWTH PERCENTILE ELMONT REPORT CARD (READING, WRITING, and MATH GRADE READ 180 OR SYSTEM 44 SCORES MOVE TO NEXT RtI TIER

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ELMONT UNION FREE SCHOOL DISTRICT

Grade 3 through 6

Building: _____________________________________ Grade: ______________________Teacher: ______________________ Academic Intervention Service Progress Report (_______________)

School Year DIRECTIONS: Please enter all requested information for the students that you provided AIS services to during the _________ school year.

School Year Student’s Name

Grade

Ethnicity

Years in AIS

Intensity TIER

NWEA Universal

Harcourt Benchmark Assessment Score Composite

F/P Running Record Level

NYS ELA

NYS MATH

Elmont Report Card

READ 180 System 44

CST Move s student to new RtI Tier

ELA Math Reading Math PL SS SGP PL SS SGP R W M Y N

NWEA RIT SCORE NHARCOURT BENCHMARK COMPOSITE SCORE FOUNTAS AND PINNELL LEVEL NEW YORK STATE PERFORMANCE LEVEL, SCALE SCORE, and STUDENT GROWTH PERCENTILE ELMONT REPORT CARD (READING, WRITING, and MATH GRADE READ 180 OR SYSTEM 44 SCORES MOVE TO NEXT RtI TIER

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APPENDIX D

STUDENT PERFORMANCE DATA

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CUMULATIVE STUDENT FOLDERS (Confidential student folders located in the Main Office)

PRE KINDERGARTEN

• Speed Dial • Parent Teacher Conference Summary • Observation Checklist (September and May) • Handwriting Without Tears (end of the year)

KINDERGARTEN • Student Report Card • AIS and ELL Progress Reports • Attendance Cards • Academic screening results for school years (Dial 4, Woodcock, LAB-R) • Home Language Survey (ELL teachers must initial and check if student is English proficient

or takes the Language Assessment Battery-Revised) • NYSESLAT Results (For ELL’s Only)

GRADES ONE AND TWO • Student Report Card • AIS and ELL Progress Reports • Instructional Data Warehouse CHAP Report • Attendance Cards • Academic screening results for school years (Dial 4, Woodcock, LAB-R) • Home Language Survey (ELL teachers must initial and check if student is English proficient

or takes the Language Assessment Battery-Revised, LEP eligible) • NYSESLAT Results (For ELL’s Only)

GRADES 3, 4,5 and 6 • Student Report Card • AIS and ELL Progress Reports • New York State ELA Individual Student Reports • New York State Math Individual Student Reports • New York State Science Individual Student Reports • Instructional Data Warehouse CHAP Report • Attendance Cards • Academic screening results for school years (Dial 4, Woodcock, LAB-R) • Home Language Survey (ELL teachers must initial and check if student is English proficient or

takes the Language Assessment Battery-Revised) • NYSESLAT Results (For ELL’s Only)

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STUDENT ELA AND MATH PORTFOLIOS

Grade Level

Multiple Sources of Assessment Data

K • Northwest Evaluation Association (NWEA), Measures of Academic Progress (MAP), Reading and Mathematics, RIT scores

• Harcourt Benchmark Assessments , Beginning, Mid Year, End of the Year ( profiles and booklets) • Harcourt Theme Tests (student test booklets; one per phase according to map) • Harcourt Theme Writing Samples (student work sample; one per phase according to map) • Fountas and Pinnell Running Records (one per phase) • READ 180, System 44, Wilson Fundations (Based on student) • Harcourt Go Math Benchmarks and Chapter Tests/On Core Tests

1 • Northwest Evaluation Association (NWEA), Measures of Academic Progress (MAP), Reading and Mathematics, RIT scores

• Harcourt Benchmark Assessments , Beginning, Mid Year, End of the Year ( profiles and booklets) • Harcourt Theme Tests (student test booklets; one per phase according to map) • Harcourt Theme Writing Samples (student work sample; one per phase according to map) • Fountas and Pinnell Running Records (one per phase) • READ 180, System 44, Wilson Fundations (Based on student) • Harcourt Go Math Benchmarks and Chapter Tests/On Core Tests


• Harcourt Benchmark Assessments , Beginning, Mid Year, End of the Year ( profiles and booklets) • Harcourt Theme Tests (student test booklets; one per phase according to map) • Harcourt Theme Writing Samples (student work sample; one per phase according to map) • Fountas and Pinnell Running Records (one per phase) • READ 180, System 44 SRI and Progress Reports (Based on student) • Wilson Fundations (Based on student) • Harcourt Go Math Benchmarks and Chapter Tests/On Core Tests





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APPENDIX E

NEW ELIGIBILITY CHECKLIST FOR DETRMINING LEARNING DISABILITY

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ELMONT UFSD Pupil Personnel & Special Education

THE NEW ELIGIBILITY CHECKLIST FOR DETERMINING LEARNING DISABILITY 1

Name of Student: Date of Birth: Date of Meeting: School Attending Recommendation: I. The EVALUATION REPORT drew upon information from the following sources:

A. YES NO Date of Evaluation

• Aptitude and achievement tests ____ ____ ________________ • Parent input ____ ____ ________________ • Teacher recommendations ____ ____ ________________ • Physical condition ____ ____ ________________ • Social or cultural background ____ ____ ________________ • Adaptive behavior ____ ____ ________________ • Classroom Observation ____ ____ ________________

In New York the sources must include:

• A Psychological Evaluation ____ ____ ________________ • A Social History ____ ____ ________________ • A Physical Examination ____ ____ ________________ • Information from an observation of the ____ ____ ________________

student in routine classroom instruction and monitoring of the student’s performance, completed either before the student was referred or with parental consent after a referral to the CSE is made.

• Functional Behavior Assessment if ____ ____ ________________ behavior interferes with educational Performance

• Other evaluations necessary to determine ____ ____ ________________ the nature of the child’s disability and extent of the child’s needs

B. The Team carefully considered and reviewed ____ ____ ________________ information listed above.

Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language. Spoken or written, which manifests itself in an imperfect ability to listen, think speak, read, write, spell, or to do mathematical calculations as determined in accordance with (6) of this Part. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, or emotional disturbance, or of environmental, cultural or economic disadvantage. A student shall not be determined eligible for special education if the determinant factor is: (1) lack of appropriate instruction in reading, including explicit and systematic instruction in phonetic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies. N.Y.C.R.R. 200.4© (2).

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C. In making its recommendation the Team reviewed and considered:

YES NO

• The relevant behavior, if any, noted during the observation of the ____ ____ Child and the relationship of that behavior to the child’s academic Functioning; (See observation report (date and name of observer)

The educationally relevant medical findings, if any: (Describe) ____ ____

II. ELIGIBILITY DETERMINATION YES NO A. Does the student achieve adequately for his/her age and/or ____ ____ adequately to meet state approved grade level standards?

1) RULE OUT LACK OF APPROPRATE INSTRUCTION IN READING OR MATH (To determine whether the student’s underachievement is due to a lack of appropriate instruction in reading or math, the Team reviewed and considered):

YES NO • Data to demonstrate that prior to, or as a part of ____ ____

the referral process, the student was provided appropriate instruction in regular education settings, delivered by qualified personnel (List the programs and review accompanying date) AND

• Data based documentation of repeated assessments of ____ ____ Achievement at reasonable intervals, reflecting formal Assessment of student progress during instruction; (copies of data attached)

• The data was received by the Parents. ____ ____

2) RtI– Using a process based on the student’s response to scientific, research based interventions, the Team found that the student did not make sufficient progress to meet age or state approved grade level standards in one or more of the following areas: 2

____ Oral expression ____ Listening comprehension ____ Written expression ____ Reading skills ____ Reading fluency skills ____ Reading comprehension ____ Mathematics calculation ____ Mathematical problem solving

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3) FOR RtI ONLY

____ Documentation that the Parents were notified in accordance with the procedures governing the implementation of RTI in general education, pursuant to the Board’s policy.

____ List the instructional strategies used and the student-centered data collected to support the Team’s findings.

4) Are the findings above primarily the result of:

YES NO DATE

A visual, hearing or motor disability; ____ ____ ____________ Mental retardation; ____ ____ ____________ Emotional disturbance; ____ ____ ____________ Cultural factors; ____ ____ ____________ Environmental or economic disadvantage; OR ____ ____ ____________ Limited English proficiency ____ ____ ____________

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APPENDIX F

Parent Notification Letters

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Elmont Union Free School District REACHING AND TEACHING FOR EXCELLENCE

AL HARPER Superintendent of Schools KATHY SAFREY Director of Curriculum and Instruction

Date: Dear , The Elmont Union Free School District is committed to providing English Language Arts and Mathematics support to ensure that all students are able to meet and/or exceed the New York Common Core Standards in Literacy and Mathematics. The New York State Education Department requires that schools carefully observe and assess each child and provide support to students who may need it. This support is called Response to Intervention Services (RtI). Based on the following assessment data, a response to intervention specialist will provide academic support to your child.

Literacy Math Other

The services which will be offered to by . Student Provider Please contact to review assessment data.

RESPONSE TO INTERVENTION (RTI) SERVICE

SUBJECT TIER LEVEL TIMES PER WEEK

TEACHER

Morning Tutorial After School Tutorial Supplemental Instruction (during the school day)

Your child’s progress will be monitored through ongoing evaluation to determine the specific level of interventions and the need to continue or terminate these services each year. Providing Response to Intervention Services will increase the likelihood that your child will be successful in meeting the New York State Standards and will be college and career ready when they graduate from high school. Sincerely, _________________________ Principal

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ RESPONSE TO INTERVENTION SERVICES

Please fill out and return to your child’s classroom teacher.

Child’s Name: _____________________________________________________ Grade: Classroom Teacher:

I have been notified that my child will receive Supplemental Instruction during the school day.

Date Parent’s Signature

Administrative Offices

135 Elmont Road Elmont, NY 11003-1609 516-326-5500, Ext. 42022 Fax: 516-355-2244 www.elmontschools.org

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REACHING AND TEACHING FOR EXCELLENCE AL HARPER Superintendent of Schools KATHY SAFREY Director of Curriculum and Instruction

Date:

Dear

Your child, has been recommended to continue receiving Response to Intervention Services through the following support(s) and service(s) based on the following criteria:

Literacy Math Other

The services which will be offered to by . Student Provider Please contact to review assessment data. The following RtI services will include:

RESPONSE TO INTERVENTION (RTI) SERVICE

SUBJECT TIER LEVEL TIMES PER WEEK

TEACHER

Morning Tutorial After School Tutorial Supplemental Instruction (during the school day)

Your child’s progress will be monitored through ongoing evaluation to determine the specific level of interventions and the need to continue or terminate these services each year. Providing Response to Intervention Services will increase the likelihood that your child will be successful in meeting the New York State Standards and will be college and career ready when they graduate from high school. Sincerely,

_________________________ Principal

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ RESPONSE TO INTERVENTION SERVICES

Please fill out and return to your child’s classroom teacher. Child’s Name: _____________________________________________________ Grade: Classroom Teacher: I have been notified that my child will continue to receive Supplemental Instruction during the school day.


Administrative Offices

135 Elmont Road Elmont, NY 11003-1609 516-326-5500, Ext. 42022 Fax: 516-355-2244 www.elmontschools.org

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Elmont Union Free School District REACHING AND TEACHING FOR EXCELLENCE

AL HARPER Superintendent of Schools KATHY SAFREY Director of Curriculum and Instruction

Date:

Dear Parent/Guardian:

Congratulations! Based on significant progress towards meeting the New York State Common Core Standards in Literacy and Mathematics evidenced by the following multiple sources of assessment data, your child no longer requires or qualifies for Response to Intervention Services (RtI).

Literacy Math Other

Your child’s progress will be monitored through ongoing evaluation to determine if your child must resume Response to Intervention services in the future. Thank you for supporting your child. Sincerely,

_________________________ Principal

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

RESPONSE TO INTERVENTION SERVICES Please fill out and return to your child’s classroom teacher.

Child’s Name: _____________________________________________________

Grade:

Classroom Teacher:

I have been notified that my child no longer requires or is eligible for Response to Intervention Services.


Administrative Offices 135 Elmont Road Elmont, NY 11003-1609 516-326-5500, Ext. 42022 Fax: 516-355-2244

www.elmontschools.org

http://www.elmontschools.org/�

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APPENDIX G

AIS QUARTERLY PROGRESS REPORTS

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BUILDING: _____________________________________ GRADE: ______________________TEACHER: ______________________

ACADEMIC INTERVENTION SERVICE PROGRESS REPORT (2011-2012)

GRADES K THROUGH 2

DIRECTIONS: Please enter all requested information for the students that you provided AIS services to during the 2011-2012 school years.

Student’s Name Grade Ethnicity Intensity Level

Years in AIS

Reading Report Card

Grade

Math Report Card

Grade

Writing Report Card

Grade

Individual Standardized Assessment List title of assessment (Woodcock, WADE,BRI)

Individual Standardized Assessment NCE or %

Terra Nova Progress Continue/

Discontinue Service

Read Math

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BUILDING: _____________________________________ GRADE: ______________________TEACHER: ______________________

ACADEMIC INTERVENTION SERVICE PROGRESS REPORT (2011-2012)

GRADES 3 THROUGH 6

DIRECTIONS: Please enter all requested information for the students that you provided AIS services to during the 2011-2012 school years.

Student’s Name Grade Ethnicity Intensity Level

Years in AIS

Reading Report

Card Grade

Math Report Card

Grade

Writing Report Grade

NYS ELA

NYS MATH

Progress Continue/

Discontinue

PL SS PL SS

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APPENDIX H

ESL QUARTERLY PROGRESS REPORTS

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ESL REPORT CARD Kindergarten

School Year _______

Student Name: _________________________

ESL Teacher: _________________________

Classroom Teacher: _________________________

Academic Report:

LISTENING November February April June

Understands when other children speak English

Listens carefully and waits for turn to speak

Follows the teacher’s directions

Understands the teacher

SPEAKING November February April June

Responds to questions appropriately in English

Speaks clearly

Uses appropriate vocabulary and grammar

Tells/Retells a story

READING November February April June

Knows letters

Knows sounds of letters

Participates in choral reading, singing, chants

Answers and asks questions about a story

WRITING November February April June

Writes name

Expresses ideas with pictures

Copies and forms letters and words

Comments:

Academic Performance Scale: 4 Consistently performs at mastery level 3+ Demonstrates proficiency 3 Generally, demonstrates competency 2 Approaching competency 1 Not yet meeting competency NA Not applicable at this time

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ESL REPORT CARD Grades 1 and 2

School Year _______

Student Name: ________________________

ESL Teacher: ________________________

Classroom Teacher: ________________________

Academic Report:

LISTENING November February April June Understands when other children speak English Listens attentively Follows the teacher’s directions Understands when the teacher reads Understands the teacher’s instruction SPEAKING November February April June Responds to questions appropriately in English Participates in class discussions Speaks clearly Uses appropriate vocabulary and grammar Tells/Retells a story READING November February April June Recognizes and identifies letters of the alphabet Identifies titles, first/last words, punctuation Decodes new words Reads sight words and high-frequency words Demonstrates understanding of text WRITING November February April June Writes name Expresses ideas with pictures Applies basic letter sound skills when writing words Writes sentences with proper punctuation and capitalization

Writes a paragraph with topic sentence and details

Comments:


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ESL REPORT CARD Grades 3-6

School Year _______

Student Name: _______________________

ESL Teacher: _______________________

Classroom Teacher: _______________________

Academic Report: LISTENING November February April June Understands conversation in English Listens attentively Follows the teacher’s directions Understands when the teacher reads Understands the teacher’s instruction SPEAKING November February April June Responds to questions appropriately in English Participates in class discussions Speaks clearly Uses appropriate vocabulary and grammar Uses complex structures READING November February April June Decodes new words Reads sight words and high-frequency words Demonstrates understanding of text Demonstrates reading fluency Relates text to own experience WRITING November February April June Writes sentences with proper punctuation and capitalization

Applies letter sound skills when writing words Applies rules of grammar, syntax, and usage Shows variety in sentence structure and vocabulary

Develops topic with relevant details Organizes thoughts in paragraphs, stories, essays

Comments:

Academic Performance Scale:

4 Consistent and outstanding

performance in ESL class

3+ Demonstrates mastery of ESL materials

3 Fulfills expectations of ESL teacher

2 Approaching expectations of ESL

teacher

1 Not yet meeting expectations of ESL

teacher

NA Not applicable at this time


Documents

Elmont...Response to Intervention (RtI) is primarily a general education initiative designed to address the needs of struggling learners early in their educational experience. The