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North Collins Elementary School

Response to Intervention Plan

Board Approved: 9/9/2014

Response to Intervention PlanNorth Collins Elementary School

The following individuals serve on the North Collins Elementary School Response to Intervention Team and have been involved in the writing and planning of the District RtI Plan:

Name Title/Position School BuildingJohn Cataldo Elementary Principal Elementary SchoolNicole Livingston-Neal School Psychologist DistrictAmy Bartell Staff Development Specialist BOCES-IESAmy Abad Kindergarten Teacher Elementary SchoolAnna Suranyi First Grade Teacher Elementary SchoolRozalin Warren Second Grade Teacher Elementary SchoolDave Burgstahler Third Grade Teacher Elementary SchoolDana Learn Fourth Grade Teacher Elementary SchoolCindy Ball Fifth Grade Teacher Elementary SchoolDonna Reiman Sixth Grade Teacher Elementary SchoolBarbara Ferry AIS Reading Teacher Elementary SchoolKatelyn Springer Special Education Teacher Elementary School

MISSION STATEMENT

The North Collins Central School District is a safe and supportive learning environment that strives to maximize educational opportunities for all students, faculty, staff and

community members. We nurture responsibility, creativity, energy, and open-mindedness to empower successful contributors to a global society.

Table of Contents2

Section page1 Introduction 4

RtI Defined Legislative Background and Regulatory Requirements

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2 RtI as a Multi-Leveled Intervention Model 7 Tier I 7-14 Tier 2 15-16 Tier 3 16-18

3 Assessment within an RtI Model 19 Universal Screening 19-20 Progress Monitoring 20-21 Additional Assessment 21

4 Data-Based Decision Making within an RtI Model 22Determining Student Response to Intervention 22-35LD Determination 36

5 Professional Development 376 Parent Notification 37

AppendixA. Tier 1 Screening and Intervention Record FormB. Tier 2 Screening and Intervention Record FormC. Tier 3 Screening and Intervention Record FormD. North Collins RtI Student Referral FormE. Observation Checklist

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9 References

SECTION 1: INTRODUCTION3

Response to Intervention (RtI) functions as a significant educational strategy or framework designed to identify students who may be at-risk for substandard academic performance and intervene by providing supplemental interventions targeted to their learning needs. The overall purpose of RtI at North Collins Elementary School is to adhere to the Commissioner’s regulations which require us to provide high quality instruction and early intervention to all students falling behind their grade level peers.

Response to Intervention DefinedResponse to Intervention integrates assessment and intervention within a Multi-level prevention system to maximize student achievement. With RtI, schools can use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of that intervention depending on a student’s responsiveness, and to identify students who are not making significant progress as students with possible learning disabilities. (NCRTI, 2010).

Legislative BackgroundIn September of 2007, the NYS Board of Regents approved multiple amendments

to 8 NY Code of Rules and Regulations that requires schools to establish an RtI policy and procedures for students in grades K -4 in the area of literacy. These amendments established a policy framework for RtI in regulations relating to school-wide screenings, minimum components of RtI programs, parent notification, and the use of RtI to identify students with learning disabilities. By adding Section 100.2(ii) to Part 100 of the Commissioner’s Regulations it set forth minimum requirements for using an RtI process to determine a student’s response to research-based intervention.

Minimum Requirements. The Regents policy framework for RtI:

1. Defines RtI to minimally 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.

• Screenings applied to all students to identify those students who are not making academic progress at expected rates.

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• Instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards.

• Repeated assessments of student achievement which should include curriculum based measures to determine if interventions are resulting in student progress toward age or grade level standards (progress monitoring).

• Data Collection and application of information about student progress with an intervention to make educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special education programs and/or services (when necessary).

• 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; ▪ strategies for increasing the student’s rate of learning; and ▪ parents’ right to request an evaluation for special education programs and/or services

2. Requires each school district to establish a plan and policies for implementing school-wide approaches and prereferral interventions in order to remediate a student’s performance prior to referral for special education, which may include the RtI process as part of a district’s school-wide approach. The school district must select and define the specific structure and components of its RtI program, including, but not limited to the: ▪ criteria for determining the levels of intervention to be provided to students, ▪ types of interventions, ▪ amount and nature of student performance data to be collected, and ▪ manner and frequency for progress monitoring.

[8 NYCRR section 100.2(ii)]

3. Requires each school district implementing an RtI program to take appropriate steps to ensure that staff has the knowledge and skills necessary to implement an RtI

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program and that such program is implemented consistent with the specific structure and components of the model.

[8 NYCRR section 100.2(ii)]

4. Authorizes the use of RtI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. “Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading.”

[8 NYCRR section 200.4(j)]

In addition to the above RtI requirements, regulations adopted by the Regents regarding screening of students with low test scores now requires a review of the students’ instructional programs in reading and mathematics to ensure that explicit and research validated instruction is being provided in reading and mathematics. • Students with low test scores must be monitored periodically through screenings

and on-going assessments of the student’s reading and mathematics abilities and skills.

• If the student is determined to be making substandard progress in such areas of study, instruction shall be provided that is tailored to meet the student’s individual needs with increasingly intensive levels of targeted intervention and instruction.

• School districts must provide written notification to parents when a student requires an intervention beyond that which is provided to the general education classroom. Such notification shall include: information about the performance data that will be collected and 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 by the Committee on Special Education to determine whether the student has a disability.

An RtI process as described above will meet the section 117.3 requirements to ensure a student’s progress toward meeting the State’s standards.

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SECTION 2 RTI AS A MULTI-TIERED PREVENTION FRAMEWORK

RtI serves as a multi-tiered prevention framework/model with increasing levels or tiers of instructional support. Within the North Collins Elementary School, a three-tiered model is used. The graphics presented below provides a visual illustration of the district’s RtI model. Further information for each tier follows the graphics.

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Tier One

Tier one is considered the primary level of intervention at North Collins Elementary School and always takes place in the general education classroom. ELA instruction will be held during 90 minute blocks. Tier one involves appropriate instruction of reading to all students in the general education class which is delivered by qualified personnel. At North Collins Elementary School grades K-2 utilize Scott Foresman Reading Street program as their core program, while grades 3-6 utilize the Expeditionary Learning program. The classroom teacher still differentiates instruction to include large group, small group, and individualized instruction as well as assessment and reinforcement activities. Analysis of Tier one student performance data by classroom teacher will be used to identify those students who may need additional intervention.

“Differentiated instruction under Tier 1 requires identifying and grouping students to work on targeted skills…Differentiated instruction applies to all students, while Tier 2 instruction applies only to those who are at risk in key areas.” An example of this, “…during independent work time, students weak in vocabulary can practice vocabulary with a partner or in small groups, while other students form teams to brainstorm character traits and motivations for the main characters in the story they are reading that week. Data from the various screening and progress monitoring measures…should also serve a role in orchestrating differentiated instruction.”

(Downloaded from the Institute of Education Services: (http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf , page 17)Screening

● Universal Screening:Universal Screening will take place three times per year. Schedules will be determined and distributed by a school administrator one week prior to testing date. Universal screening will be given in the school computer lab and will be administered by the classroom teacher with the support of a reading specialist. Each class will be provided with a 40-50 minute period of time for Universal Screening

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http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf

administrationData Decision Rules, Screening & Progress Monitoring for Tier 1

Grade Tier 1 Data Decision Criteria Tier 1 Data Decision Rules

Kindergarten STAR Early Literacy Screening● Fall: <35th percentile● Winter: <50th percentile

If further diagnosis is needed, use:Dial 4

● Fall: <35th percentile● PreK Local Assessment● DIBELS LNF

If student data is below set criteria, referral to Tier 2 will be made to the RtI team.

If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collected will be applied for the period of 6-8 weeks in the general education classroom.

1 STAR Early Literacy Screening● Fall: IF < 50th percentile AND < 3 on

EOY Kindergarten writing assessmentTHEN

● DIBELS NWF < 50 AND● DIBELS PSF <35

● Winter: < 50th percentile

If further diagnosis is needed, use:DIBELS NWFDIBELS PSFDIBELS ORF (MOY & EOY BM)


If not below set criteria, Tier 1 differentiation with appropriately selected tools and data collections will be applied for the period of 6-8 weeks

2 STAR Reading● Fall/Winter/Spring: <35 percentile

Writing Assessment <3 on EOY 1st Grade

If <35%tile, administer the following assessments:DIBELS ORF

● Fall: <52 WPM● Winter: <72 WPM● Spring: <87 WPM

DIBELS NWF● < 50 %tile


If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collected will be applied for the period of 6-8 weeks.

3 STAR Reading● Fall/Winter/Spring: <40th percentile

If further diagnosis is needed, use:● District Writing Assessment● DIBELS ORF

○ Fall <70 WPM○ Winter <86 WPM○ Spring < 100 WPM

● NWF <50


If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collection will be applied for the period of 6-8 weeks.


NYSTP ELA● </ Level 2

District Writing Assessment● </ Level 2

If further diagnosis is needed, use:● DIBELS ORF

○ Fall <90 WPM

If student receives < 40 on STAR assessment and Level 2 on ELA State Assessment look at writing assessment and DIBELS ORF.

● If 1 on Writing Assessment refer to RtI team

● If 2 on Writing Assessment and <70 on DIBELS ORF refer to RtI team

● If 2 on Writing Assessment and >70 on DIBELS ORF provide Tier 1 support in the classroom.

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○ Winter <103 WPM○ Spring < 115 WPM






















Tier One InterventionThe Tier One Intervention level is intended to be utilized as a transition

between Tier One and Tier Two. This RtI level should provide students with differentiated activities that are tracked or progress monitored within the classroom setting.

Differentiation strategies: The following tools will be utilized for differentiation activities in the classroom with all Tier 1/Tier 1 intervention students. Tier 1 “intervention” is for those students in an “on watch” classification will be categorized by: 1.) Progress is monitored on a more frequent and formalized basis2.) Amount of time will increase in teacher-student differentiated activities and teacher-student ratio will be reduced, and3.) Differentiation plan will be discussed and planned with grade level team and reviewed according to the criteria selected11

Kindergarten

Pillar Tier 1 Supplemental Intervention Menu

Assessment for Progress Monitoring

& Data Collection

Phonemic Awareness - STAR Activities- Scott Foresman Sidewalks

- On the Mark- STAR Early Literacy- DIBELS PSF-Scott Foresman Reading Street Assessment Handbook

Phonics - Schoolhouse Phonics- Mini Lesson in Small Group- Scott Foresman Sidewalks

- On the Mark- STAR Early Literacy- DIBELS NWF/LNF-Scott Foresman Reading Street Assessment Handbook

Fluency - Scott Foresman (guided reading with leveled readers)- Scott Foresman Sidewalks

- On the Mark- Dolch Sight Word List- DIBELS LNF/NWF (difference between amount of information known & timed amount demonstrated)--Scott Foresman Reading Street Assessment Handbook

Vocabulary - Scott Foresman- Scott Foresman Sidewalks

- STAR Early Literacy

Comprehension (Listening/Reading)

- Scott Foresman Sidewalks

- On the Mark- STAR Early Literacy--Scott Foresman Reading Street Assessment Handbook

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Grade 1



& Data Collection


-STAR Early Literacy- DIBELS PSF--Scott Foresman Reading Street Assessment Handbook

Phonics - STAR Activities- Scott Foresman Sidewalks

-STAR Early Literacy- DIBELS NWF--Scott Foresman Reading Street Assessment Handbook

Fluency - STAR Activities- Guided reading with leveled readers- Scott Foresman Sidewalks

- Running Records (Accuracy & WPM) My Sidewalks- DIBELS NWF/ORF- Dolch Sight Word List--Scott Foresman Reading Street Fresh Reads

Vocabulary - STAR Activities- Guided Reading with Leveled Readers- Scott Foresman Sidewalks

- Text-based vocabulary questions.- STAR Early Literacy

Comprehension - STAR Activities- Guided Reading with Leveled Readers- Scott Foresman Sidewalks

- Text-based comprehension questions (literal & inferential) - STAR Reading/Early Literacy--Scott Foresman Reading Street Assessment Handbook

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Grade 2



& Data Collection


-STAR Early Literacy-DIBELS PSF

Phonics - STAR Activities- Scott Foresman Sidewalks

-STAR Early Literacy-STAR Reading-DIBELS NWF

Fluency - STAR Activities- Scott Foresman Sidewalks-Fluency Passages

-STAR Reading-Running Record-DIBELS NWF/ORF

Vocabulary - STAR Activities- Scott Foresman Sidewalks

-STAR Early Literacy

Comprehension - STAR Activities- Accelerated Reader- Scott Foresman Sidewalks

- Accelerated Reader Quizzes-STAR Reading

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Grade 3



& Data Collection

Phonics - STAR Activities -STAR Early Literacy-DIBELS NWF

Fluency - STAR Activities- Repeated Readings with Leveled Passages

-STAR Reading-Running Records-Dolch Sight Word List-DIBELS ORF

Vocabulary - STAR Activities- Accelerated Reader Vocabulary Power Lessons (using readers at student’s IRL ATOS level)

- Accelerated Reader Vocabulary Quizzes- STAR Early Literacy

Comprehension - STAR Activities- Accelerated Reader Comprehension Power Lessons (using readers at student’s IRL ATOS level)- Readworks.org- Study Island

- Accelerated Reader Quizzes- Readworks text-based responses- Study Island data- STAR Reading

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Grade 4



& Data Collection

Phonics - STAR ActivitiesFluency - STAR Activities

- Guided Reading with Leveled Readers

- Running Records (Reading A-Z - Accuracy & Words per minute count)- Dolch Sight Word List- DIBELS ORF

Vocabulary - STAR Activities- Guided Reading with Leveled Readers-Accelerated Reader Vocabulary Power Lessons (using readers at student’s IRL ATOS level)

- Text-based vocabulary questions-Study Island- AR Quizzes

Comprehension - STAR Activities- Guided Reading with Leveled Readers-Accelerated Reader Comprehension Power Lessons (using readers at student’s IRL ATOS level)-Study Island

- Text-based comprehension questions (literate & inferential). At least 3 records, administered bi-weekly over a period of 6 weeks-STAR Reading-AR Quizzes-Study Island

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Grade 5

Pillar Tier 1 Supplemental Program Menu


& Data Collection

Phonics - STAR Activities -STAR ReadingFluency - STAR Activities

- Study Island-STAR Reading-Study Island-DIBELS ORF

Vocabulary - STAR Activities-Accelerated Reader Vocabulary Power Lessons (using readers at student’s IRL ATOS level)- Study Island

- STAR Activities- Accelerated Reader Vocabulary Quiz.

Comprehension - STAR Activities- Readworks.org-Accelerated Reader Comprehension Power Lessons (using readers at student’s IRL ATOS level)-Study Island

- Accelerated Reader Quizzes.- Readworks text-based responses- STAR Reading

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Grade 6

Pillar Tier 1 Supplemental Program Menu


& Data Collection

Fluency - STAR ActivitiesVocabulary - STAR Activities

-Accelerated Reader Vocabulary Power Lessons (using readers at student’s IRL ATOS level)

- Accelerated Reader Vocabulary Quizzes-Study Island

Comprehension - STAR Activities- Readworks.org-Accelerated Reader Comprehension Power Lessons (using readers at student’s IRL ATOS level)-Study Island

- Accelerated Reader Vocabulary Quizzes Readworks text-based responses-Study Island-STAR Reading

Progress Monitoring● Progress monitoring should take place for all students who do not meet STAR

benchmark. According to STAR results, students who are:○ On Watch will be progress monitored once per month.○ Intervention will be progress monitored twice per month.○ Urgent Intervention will be progress monitored weekly.

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Data Decision Rules, Screening & Progress Monitoring for Tier 1 Intervention

Grade(s) Tier 1 Data Decision Criteria Tier 1 Data Decision Rules

K-6 STAR Early LiteracySTAR Reading

IF the student does not progress at the moderate rate of improvement over a period of 6-8 weeks, with at least 3 data points on the appropriate STAR assessment, the student may be referred (as determined by the Grade Level RTI Team (see pages 22-24) to the School-Wide RTI Team using the “North Collins Elementary RTI Student Referral Form”

Additional documentation from intervention programs may be used as supporting evidence.

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Tier Two

Multi-Tiered Intervention FrameworkRTI Level Program(s

)Format Typical

SettingTypical Provider

Assessment Tools

Assessment Administrator

Tier 2

(10-15% of students)

Lexia(grades 1-6)

Road to the Code (K/1)

Minimum of 30 min per session

5 students maximum

3-5X/week

General Classroom or alternate location

Certified teacher or Specialist

Teacher Assistant (under the direction of certified teacher/specialist)

Bi-weekly administration of:

STAR Early Literacy (K-2)

STAR Reading (Grades 1-6)

AND

Tier 2 Instructional Program Progress Monitoring (ex: Lexia)

Optional-DIBELS (K-4)


Teacher Assistant (under the direction of certified teacher/specialist)

Within the North Collins Elementary Tier Two is typically small group, supplemental instruction. Supplemental instruction is provided in addition to, and not in place of, core instruction the students receive in Tier 1. Instruction/interventions provided at this level/tier are designed to address the needs or weaknesses of the student relative to the reading process.

Progress for students in Tier 2 will consist of measuring two types of data: supplemental program progress, as well as progress using the standardized measure used to place the child in this level of instruction.

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Data Decision Rules, Screening & Progress Monitoring for Tier 2


Specific measures

determined based on need and

grade level of individual student

STAR Early Literacy ScreeningSTAR Reading

● Progress at the moderate rate using the Goal Setting Wizard.

Other Diagnostic/Monitoring Information to be collected:Lexia or other curriculum-based measurement tool designed to measure progress with specific interventions

If student is progressing at the moderate rate of growth as set per the Goal Setting Wizard over a period of 9-12 weeks, .intervention will be continued and monitored until stabilization (reaching of benchmark) has occurred for at least 3 data points above the next benchmark over a period of 6 weeks.

If a student does not progress at the moderate rate, variables such as student grouping, instructional program, and intensity of frequency or time for Tier 2 interventions may be adjusted, or the student may be placed in Tier 3 intervention. This will be determined after a collection and review of all data, per the recommendation of the Building Level RTI Committee.

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Tier ThreeMulti-Tiered Intervention Framework

RTI Level Program(s)

Format Typical Setting

Typical Provider

Assessment Tools

Assessment Administrator

Tier 3

(5% of students)

Orton-Gillingham(grades 1-6)

Road to the Code (K/1)

Minimum of 45-60 min per session2-student maximum4-5X/week

Alternate Location


-Weekly administration of:STAR Early Literacy (K-2)STAR Reading (Grades 1-6) ANDTier 3 Instructional Program Progress Monitoring (ex: O/G)

Optional-DIBELS (K-4)


Tier Three is designed for those students who have been unresponsive to Tier 2 intervention or who demonstrate such significant needs that warrant intensive instruction or intervention. The following matrix provides details on the nature of Tier 3 at (North Collins Elementary in terms of program options, interventionist, frequency, duration, location and group size.

Tier Three

Grade Program Options

Interventionist

Frequency

Duration Location

Group Size

K Road to the Code

Reading Interventionist

3-5X per week

30-45 min Pull -out separate location

1-2 Students per group

1-6 Orton Gillingham

Specifically Trained

3-5X per week

30-45 min Pull -out separate location

1-2 Students per group

Within the North Collins Elementary Tier Three is typically individualized, intensive instruction which is supplemental, or in addition to, and not in place of, core instruction the student receives in Tier 1. Instruction/interventions provided at this 22

level/tier are designed to address the needs or weaknesses of the student relative to the reading process.

Progress for students in Tier 3 will consist of measuring two types of data: supplemental program progress, as well as progress using the standardized measure used to place the child in this level of instruction.

Data Decision Rules, Screening & Progress Monitoring for Tier 3


Specific measures

determined based on need and

grade level of individual student

STAR Early Literacy ScreeningSTAR Reading

● Progress at the moderate rate using the Goal Setting Wizard.

Other Diagnostic/Monitoring Information to be collected:Road to the Code or Orton Gillingham process tracking and weekly assessments.

If student is progressing at the moderate rate of growth as set per the Goal Setting Wizard over a period of 15-20 weeks, .intervention will be continued and monitored until stabilization (reaching of benchmark) has occurred for at least 3 data points above the next benchmark over a period of 6 weeks.

If a student does not progress at the moderate rate, variables such as student grouping, instructional program, and intensity of frequency or time for Tier 2 interventions may be adjusted, or the student may be referred to the Committee on Special Education. This will be determined after a collection and review of all data, per the recommendation of the Building Level RTI Committee.

Program options available to students at this tier are based on the student needs. Appendix B provides information on the nature of program options available at Tier 3 for each grade level.

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SECTION 3: ASSESSMENT WITHIN AN RTI FRAMEWORK

An RtI framework uses a variety of assessments that are used to support decisions about a student’s at-risk status, response to instruction or intervention, and the nature of instruction. These include universal screening, progress monitoring, and diagnostic assessments. Each assessment type is used at different points within an RtI process for different purposes.

ScreeningScreening is an assessment procedure characterized by brief, efficient, repeatable testing of age-appropriate academic skills (e.g., identifying letters of the alphabet or reading a list of high frequency words) or behaviors. Screenings are conducted for the purposes of initially identifying students who are “at-risk” for academic failure and who may require closer monitoring, further assessment, or supplemental instruction. Evidence of psychometric accuracy on early literacy and reading can be found on the star website at:

Reading: https://resources.renlearnrp.com/US/Manuals/SR/SRRPTechnicalManual.pdf

Early Lit: https://resources.renlearnrp.com/US/Manuals/SEL/SELRPTechnicalManual.pdf

The table presented below provides descriptive information regarding the universal screening procedures used at North Collins Elementary.

Screening Tool(s): STAR (Early Literacy K-2)

STAR (Reading 1-6)

Frequency of Administration:

Beginning of Year (September)

Middle of Year (January)

End of Year (May/June)

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Grades Screened: K-6

Screening Administrator(s): General Education Teacher

Reading Specialist

Location: Computer Lab

A Screening Assessment Schedule is provided that details the nature of screening assessment per grade level at multiple intervals across the school year.

Considerations for English Language Learners: Additional assessment is often needed to determine the risk-status of students whose native language is not English. Research shows that Hispanic students requiring ELD/ELL services demonstrated lower performance on Oral Reading Fluency measures in comparison to their Hispanic peers not receiving EDL/ELL services; this result may have been due to language proficiency and vocabulary differences. Crosson and Lesaux (2010) demonstrated that overall reading comprehension was influenced strongly by both fluent reading of text as well as measures of oral language proficiency including vocabulary and listening comprehension. Students with lower language proficiency in English are likely to need substantial language support in addition to strong reading instruction to achieve reading comprehension at expected levels. Collecting language proficiency data in addition to using the reading screening measures will help to determine the extent and kind of reading and language support students will need to meet important reading goals. (NCRTI, 2010).

English Language Learners will be given STAR Universal Screening to identify and monitor their needs for instructional support at a Tier 1 or Tier 2 level. The student ‘s language skills will also be evaluated to determine current levels of performance. In addition, the student’s current level of performance and his/her literacy experiences , language proficiencies, cultural and experiential backgrounds should be assessed.

Progress Monitoring25

Progress monitoring is the practice of assessing student performance by using assessments on a repeated basis to determine how well a student is responding to instruction or intervention. Data obtained from progress monitoring can (1) determine a student’s rate of progress, (2) provide information on the effectiveness of instruction and whether to modify the intervention, and (3) identify the need for further or additional information. Progress monitoring data is also used to determine a student’s movement through tiers. The intensity of instruction/intervention will determine the frequency of progress monitoring.

North Collins Elementary school uses STAR progress monitoring to determine a student’s movement across the tiers by examining rate of progress and level of performance over time. The table below provides logistical information regarding progress monitoring procedures within Tiers 1, 2, and 3 at North Collins Elementary School.

Tier 1 Intervention

Tier 2 Tier 3

Frequency of Administration:

Bi-weekly with STAR Bi-weekly with STAR

Weekly STAR

Administrator(s): Classroom Teacher Interventionist Interventionist

Location: Classroom Interventionist determined

location, with minimal

distraction

Interventionist determined

location, with minimal distraction

Additional Assessment: Diagnostic

Screening and progress monitoring tools occasionally provide sufficient information to plan instruction, but most often they do not since they tend to focus on quick samples of student performance as opposed to greater in-depth information about a student’s abilities. Assessments that are diagnostic in nature provide greater detail about individual students’ skills and instructional needs. They provide educators with information that informs the “what to teach” and the “how to teach.” They are typically administered to students who fall significantly behind an established benchmark or when such students have not demonstrated sufficient progress (Center on Teaching and Learning, n.d.).

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SECTION 4:DATA-BASED DECISION MAKING

A key component of an RtI framework is the use of data to inform educational decision-making at the individual student, classroom, and school levels. Benchmark/screening assessments and progress monitoring data inform decisions relative to risk status, level and type of interventions needed to help individual students make progress.

Within an RtI framework, two major decisions need to be made relative to student performance:

1. Which student’s may be at-risk for academic failure?

2. How well is the student responding to supplemental, tiered instruction/intervention?

Determining Student Response to InterventionAnother key decision made by the RtI Core Team is whether or not a student who is receiving supplemental instruction or intervention is making progress. The North Collins Elementary School makes use of progress monitoring data and other data sources to examine the student’s level of performance and rate of progress over time. By graphing the student’s performance and examining the data path, the RtI Core Team can make an informed decision about a student’s response to intervention. The information presented below provides further information regarding the nature of this decision.

Meetings● Tri-Annual Congruency Meetings

● Beginning of the Year ○ Meeting Preparation

■ Universal Screening proctored 3rd full week of school in computer lab as per school-wide schedule. 1 full day is needed for meeting preparation for each AIS Reading Teacher to analyze data and

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group students into initial tiers○ Meeting Scheduling

■ Grade level congruency meeting within 2 weeks of Universal Screening. Grade level congruency meetings will be 2 hours in length for each grade level

○ Meeting Follow-up■ Reading Specialist will provide each grade-level teacher and

administrator with copies of meeting notes per note-taking form● Middle of the Year

○ Meeting Preparation■ Universal Screening proctored 3rd week of January as per school-wide

schedule. 1 full day for meeting preparation for each reading specialist to analyze data and group students

○ Meeting Scheduling■ Grade level congruency meeting within 2 weeks of Universal

Screening. Grade level congruency meetings will be 2 hours in length for each grade level


administrator copies of meeting note form● End of Year

○ Meeting Preparation■ Universal Screening proctored 3rd week of May as per school-wide

schedule. 1 full day for meeting preparation for each reading specialist to analyze data and group students

○ Meeting Scheduling■ Grade level congruency meeting within 2 weeks of Universal

Screening. Vertical congruency meetings will be ½ day in length for each grade level


administrator copies of meeting note form

● Congruency Meeting Components○ Timeline: Must take place 1-2 weeks after Universal Screening○ Members present: Grade level teachers, Reading Specialist for given grade level, At

least 1 administrator.○ Responsibilities

■ Reading specialists: ● Come to meetings with students grouped by goals for Tiers 2

and 3. Determine needed interventions for Tier 2 and Tier 3.■ General Education Teachers:

● Determine student groups for Tier 1 differentiation and Tier 1 intervention. Determine goals, interventions/strategies, data

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collection/ evidence needed for student groups using (from If, Then menu and Tier 1 Toolkit)

■ Administrator: ● Approve Tier placement & interventions● Secure logistics (time, teachers, materials)

■ School Psychologist: ● Analyze data● Assist in determining interventions for all Tiers

○ Roles:■ Time Keeper■ Note-taker■ Facilitator (provide prompts)

○ Form for note-taking: Screening Intervention Record Form (SIRF)

Monthly Grade Level RtI Team Meetings● 1x Monthly during common planning period calendared for 40 minutes● Members present:

○ 2 grade level teachers○ At least 1 administrator or intervention specialists (i.e. BOCES PD specialist,

school administrator, or reading specialist● Roles: Note taker, time keeper, facilitator● Responsibilities: Discuss progress towards goals and possible tier movement re: RtI

Referral form & checklist

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Data Analysis for Instructional Decision Making: Team Process

Part I. Initial/Fall Goal Setting and Instructional Planning SessionBefore the data team meeting:· Data sets/packets are prepared for meeting in teacher-friendly format· Data are provided to the team (teachers and other school personnel) in advance.· Session facilitator (permanent) is identified by the principal/designee, and is trained in team facilitation.· Meeting logistics, including the date/time, place, and an agenda, are arranged by principal or designee.

Team sets a measurable goal or goals to achieve by the next review point.· Goal should be stated in terms of % of students making x (give a number) progress toward identified benchmark.· Example: “By -----, -----% of students will attain the benchmark of ------ or above.”· STAR, % of students scoring Advanced or Proficient· STAR example: “By ----, ----% of students will achieve scores of Proficient or above.”Teams may generate goal for both

“What goal(s) shall we aim for by our next review point?”

Record measurable goal(s) in correct format on SIRF.

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Tier 1Procedure Typical Prompts Record Keeping

During the meeting:Team uses district-provided data sets.

Team is provided with data to be analyzed.

Data sets in question Use formats without student names.

Team identifies current performance of grade-level assessment on relevant benchmark for grade and time of year. Note if grade level and individual students made substantial growth (at least a year)· STAR or other measure (% at benchmark [low risk], % on-watch and intervention [some risk], % intensive intervention [high risk])

Facilitator: “Let’s analyze how our students are doing on (benchmark skill).”

Summarize salient data on the Screening and Intervention Record Form (SIRF).

ORF and STAR Proficiency.For STAR, team needs to then review either Item Analysis to identify specific skills that large numbers of students missed. This will help to identify skills to address.Team selects instructional strategies that directly address the benchmark and may select strategy to address

“Let’s list some effective strategies that will assist our students to meet our goal(s).”

Record ideas.

Team analyzes suggested instructional strategies according to the following filters:· Strategy should be evidence based· Strategy should be practical.· Curricular materials should be available to implement strategy or can be readily created.

“Let’s rate these ideas.· Which ones have a good research base?· Of those, which ones are most practical?· What materials do we have available?· What materials do we need?”

Annotate ideas.

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Team selects strategies and agrees to implement them during coming intervention period.

“Based on what we see on the display, what’s our choice for the best strategy(ies)?”

Write an explicit description of the strategy on the SIRF.

Team plans logistics of implementing strategy:· Team assists all teachers in learning strategy (if not already used) using:· peer modeling and coaching· grade-level “chats” regarding implementation· assistance by content specialists, school psychologist, etc.)· Team locates or creates instructional materials.· Team plans for self-monitoring of use of strategy.· Time to create/adapt materials· Strategies for teaching strategies to novice teachers (e.g., peer coaching, modeling)

“As a team, how can we make this really happen for our students?”“What do we have to do to make sure we all use this strategy as planned?”“Who can help us with implementation and how will we know that we are on track?”

Annotate the SIRF with “to-do’s.”

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Tier 2Procedure Typical Prompts Record Keeping

Team identifies which students will be considered for Tier 2 interventions.· Review all available data on these students· Identify students who are in each section (upper and lower ends) of the “emerging” or “strategic” area of the distribution on the most recent benchmark tests.· Check for corroboration across different subtest or assessment measures (e.g., ORF and STAR scores).· Decide which students need Tier 2 interventions.

“Which students do we really have to watch this quarter?”“How far behind are these students?”“What has been their slope since the last assessment?”“How do the STAR scores compare with their other scores?” (for intermediate grades and above)“Which students do we think will get to benchmark without extra supports?”“Which students will need Tier 2 supports this quarter?”

Data sets in question. Use formats with student names and data from ongoing performance monitoring.Record names on SIRF.

Team sets a measurable goal to achieve by the next review point for the each student identified for Tier 2 supports.Goal for each student should be stated in terms of the desired score to be attained by the next benchmark assessment (typically the next benchmark score), or improvement on specific skill related to 4Sight data.

“What goal(s) shall we aim for by our next review point for this student?”

Annotate measurable goal(s) in correct format on SIRF.

Team selects the standard protocol strategy that they feel best matches to the student’s identified area of need in Tier 2.

“Let’s discuss which standard protocol strategy matches this student’s needs best.”

Record strategy on SIRF.

Team plans logistics of implementing strategy:· Team identifies the instructional group in which the intervention will occur.· Team identifies frequency and duration (amount of time each day) of the intervention.· Team plans for self-monitoring of use of strategy.

“What standard protocol intervention group shall we use for this student?”“When and how often will the intervention be delivered?”“What do we need to do as a team to make this really happen for our students?”“What do we have to do to make sure we all use this strategy as planned?“How will we know that we are on track?”

Annotate the SIRF with “to-do’s.”

Interim Steps (between meetings):· Monitor fidelity of intervention.· Monitor student’s progress (CBM).· Change (fine-tune) strategy (may or may not require team meeting—teachers are encouraged to continue to adjust instructional “practice” based on classroom performance and observation).

Part II. Building RTI (Follow-up) MeetingsThis team will consist of the following members:

- School psychologist- Administrator- Teacher of student in review (one primary, one intermediate)- Reading Specialist- Math Specialist

Before the meeting:· Team accesses students’ new progress-monitoring data.· Data are provided to the team (teachers and other school personnel) in advance. Data sets include STAR data as well as Diagnostic and Classroom information.· Session facilitator is identified by the principal/designee, and is trained in team facilitation.· Meeting logistics, including the date/time, place, and an agenda, are arranged by principal or designee.

Tier 1 AnalysisProcedure Typical Prompt Record Keeping

Team compares new data to:· Present grade-level goal· Appropriate STAR benchmark for grade and time of year· % at risk· % some risk· % low risk· Proficiency levels for STAR and Writing Assessment, with additional information from Item Analysis or Subtest Averages

“Let’s analyze how are our students doing on (benchmark skill)?”

Summarize salient data on STAR and the Local Writing Assessment.

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Team evaluates effectiveness of strategies used:· Gains were clearly linked to strategies for all students.· Strategies worked for some students and not others.· Strategies worked poorly.· Strategies were not implemented with fidelity (as planned).

“How did our strategies work this past quarter?”

Record successful and unsuccessful strategies.

Team sets a measurable goal or goals to achieve by the next review point.· Goal should be stated in terms of % of students making x progress (give a number) toward identified benchmark or % of students scoring at Benchmark or above on STAR.

“What goal(s) shall we aim for by our next review point?”


Team decides on continuation of existing strategies or selects new ones. If new strategies are designed, analyze with filters:· Strategy should be evidence based.· Strategy should be practical.· Curricular materials are available to implement strategy or can be readily created.Note: Strategies may need to change because instructional targets have advanced.

“Based on where our students are now, shall we keep our existing strategy or plan for another?”

Write an explicit description of the strategy on the SIRF.

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Team plans logistics of implementing strategy:· Team assists all teachers in learning strategy (if not already used) using:· peer modeling and coaching· grade-level “chats” regarding implementation· assistance by specialists (reading specialist, school psychologist)· Team locates or creates instructional materials.· Team plans for self-monitoring of use of strategy.

“What do we have to do to make sure we all use this strategy as planned?“Who can help us with implementation?”“How will we know that we are on track?”

“What goal(s) shall we aim for by our next review point for this

student?”

Annotate measurable goal(s) in correct format

on SIRF.

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Tier 2 AnalysisProcedure Typical Prompts Record Keeping

Team reviews progress of students who have received Tier 2 interventions.· Review all scores (e.g., DIBELS and STAR) for each student using lists or data spreadsheet.

· Check for corroboration across different subtest or

assessment measures (e.g., ORF and STAR

scores).

“How did our students do in Tier 2 this quarter?”“How far behind are these students?”“What has been their slope since the last assessment?”“How do the DIBELS scores compare with their STAR scores?”

Data sets in question (e.g., DIBELS, 4Sight Proficiency lists). Use formats with student names and data from ongoing performance monitoring.

Team evaluates effectiveness of strategies used, to determine if:· Gains are clearly linked to strategies for each student· Strategies worked for some students and not others· Strategies worked poorly· Strategies were not implemented as planned

“How did our strategies work this past quarter?”“Did we implement the plan with fidelity?”

Progress monitoring data on each student.Completed level-of-implementation protocols.

Team decides which students need:· Continued Tier 2 interventions· Tier 3 interventions· To discontinue Tier 2 interventions

“Which students have hit or are near benchmark and will be OK without Tier 2 supports?”“Which students are making some gains, but will continue to need Tier 2 supports this quarter?”“Which students are falling further behind and need a more intensive intervention (Tier 3)?”

Record names on SIRF.

Team sets a measurable goal or goals to achieve by the next review point for the students identified for Tier 2 or 3 supports.Goal for each student should be stated in terms of the desired score to be attained by the next benchmark assessment, (typically the next benchmark score)Team selects the standard protocol strategy that they feel best matches to the student’s identified area of need in Tier 3.





Annotate the SIRF with “to-do’s.”Use standard protocol checklist to determine fidelity of intervention.

Team plans for progress monitoring: Tier 3-weekly.Progress monitoring for skills such as comprehension or vocabulary will need team consideration and may be based on the Standard Protocol Intervention selected.

“How will we measure their progress?”“Who will conduct this assessment?”

Annotate SIRF with progress monitoring plan.

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Tier 3 AnalysisProcedure Typical Prompts Record Keeping

Team reviews progress of students who have received Tier 3 interventions.· Review all scores (e.g., DIBELS and STAR) for each student using lists or spreadsheet.· Check for corroboration across different subtest or assessment measures (e.g., ORF and 4Sight scores).

“How did our students do in Tier 3 this quarter?”“How far behind are these students?”“What has been their slope since the last assessment?”“How do scores compare with other scores?” (for intermediate grades and above)

Data sets in question Use formats with student names and data from ongoing performance monitoring.

Team evaluates effectiveness of strategies used, to determine if:· Gains are clearly linked to strategies for each student· Strategies worked for some students and not others· Strategies worked poorly· Strategies were not implemented as planned

“How did our strategies work this past quarter?”“Did we implement the plan with fidelity?”

Progress monitoring data on each student.Completed level-of-implementation protocols.

Team decides which students need:· Continued Tier 3 interventions· To discontinue Tier 3 interventions and return to only Tier 2 supports· To be referred for an evaluation for special education eligibility

“Which students have made good progress and will be OK without Tier 3 supports?”“Which students are making some gains, but will continue to need Tier 3 supports this quarter?”“Which students are falling further behind and need to be referred for a multi-disciplinary evaluation?”

Record names on SIRF.

Team sets a measurable goal or goals to achieve by the next review point for the students identified for Tier 2 or 3 supports.

“What goal(s) shall we aim for by our next review point for this student?”


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· Goal for each student should be stated in terms of the desired score to be attained by the next benchmark assessment (typically the next benchmark score), or improvement on specific skillTeam selects the standard protocol strategy that they feel best matches to the student’s identified area of need in Tier 3.





Annotate the SIRF with “to-do’s.”Use standard protocol checklist to determine fidelity of intervention.

Team plans for more frequent monitoring (Tier 2-monthly; Tier 3-weekly).

“How will we measure their progress?”“Who will conduct this assessment?”

Annotate SIRF with progress monitoring plan.

Interim Steps (between meetings):· Monitor fidelity of intervention.· Monitor student’s progress (CBM).· Change (fine-tune) strategy (may or may not require team meeting—teachers are encouraged to continue to adjust instructional “practice” based on classroom performance and observation).

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Determination of Learning DisabilitiesEffective on and after July 1, 2012, a school district must have an RtI process in place as it may no longer solely use the severe discrepancy between achievement and intellectual ability to determine that a student in kindergarten through grade four has a learning disability in the area of reading. In making a determination of eligibility for special education under the classification of LD, the CSE must determine that a student’s academic underachievement is not due to the lack of appropriate instruction in reading. Appendix F includes an SED approved form that is used for LD documentation purposes.

SECTION 5:40

PROFESSIONAL DEVELOPMENTPart 100.2(ii)(3) requires each school district take “appropriate steps to ensure that staff have the knowledge and skills necessary to implement a RtI program and that such program is implemented consistent with…” the specific structure and components of the RtI process selected by the school district. The North Collins Elementary School provides:

● Professional Development for all Elementary School teachers who may be administering the STAR Enterprise Assessments

○ One professional development workshop in the fall and one workshop in the winter○ Topics needed: giving the test with fidelity, analyzing data/ interpreting reports,

using guidance documents from Renaissance Learning, and grouping students for intervention

○ Materials needed: Presentation/ hosted site & handout for teachers○ Presenter: BOCES Staff Developer

SECTION 6: PARENT NOTIFICATION

In the North Collins Elementary School parents are notified when their child requires an intervention beyond that provided to all students in the general education classroom. Notification is provided to parents when a student is recommended to receive Tier 2 or Tier 3 intervention via letter that indicates:

The nature of the intervention their child will be receivingo Type of interventiono Frequencyo Durationo Interventionisto Location

The amount and nature of student performance data that will be collectedo Type of datao Screening toolo Review date of progresso Strategies for improving the student’s rate of learning

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APPENDIX

Tier 1 Screening and Intervention Record Form

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Date: ____________ Meeting: ___ Beginning ___ Midyear ___ End of Year Grade:___________

Meeting Attendees Position Meeting Attendees Position

Target Skill: Percentage of students at proficient level based on benchmark/standard

Goal for Next Quarter: Percentage of students at proficient level based on benchmark/standard

Strategies Selected for Implementation This Quarter (Tier 1)

Logistics for Implementation of Strategies Selected (“To-do’s”)

Tier 2 Screening and Intervention Record FormStudents Identified for Tier 2

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Student Name

Assessment

Measure Score

Assessment

Measure ScoreAssessment

Measure Score

Goal for Next Quarter (Tier 2)

Strategies Selected for Implementation This Quarter (Tier 2)

Logistics for Implementation of Strategies Selected (“To-do’s”)

Measurement Assessment PlanStudent Name Measure Person Responsible Frequency

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Tier 3 Screening and Intervention Record FormStudents Identified for Tier 3

Student Name

A Assessment

Measure

Score

Assessment M Measure

S Score

A assessment

Measure

Score

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Goal for Next Quarter (Tier 3)

Strategies Selected for Implementation This Quarter (Tier 3)Student Name Strategies Person Responsible Frequency

Measurement Assessment PlanStudent Name

Measure Person Responsible

Frequency

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NEXT MEETING Date:________ Location:___________________ Time:________

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North Collins Elementary RTI Student Referral FormStudent Information

Student: Grade:Date of Birth: Classroom Teacher:Parent/Guardian: Phone Number:

Prior to the Meeting

Parent notified by classroom teacherObservation Checklist completed & attachedProgress Monitoring Data has been gathered- STAR Student Progress Monitoring Report(only necessary for Tier 1 Intervention Review meetings)Complete and bring to the meeting: Tier 1 Classroom Intervention Plan(only necessary for Tier 1 Intervention Review meetings)

Specific Areas of Tier 1 Intervention (check one)

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Describe the current intervention and outcome: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Are there other factors that need to be considered? (academic, behavioral, attendance, medical, or other factors that seem to negatively impact the student’s progress)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe the student’s strengths:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

-------------------------------------------------------------------------------------------------------------------------------------Date Received: ___________________________ Meeting Date:________________________________

North Collins Central Schools48

Confidential RTI Team Observation ChecklistCheck all that Apply

Listening Comprehension Social/Emotional

Difficulty understanding spoken language

Lacks motivation

Difficulty following verbal directions Lacks self-control

Other: Easily frustrated

Oral Expression Sudden change(s) in mood

Difficulty expressing thoughts and ideas Inconsistency in performance

Limited speaking vocabulary Seeks frequent approval

Other: Interrupts/distracts class

Attention and/or Organization Verbally aggressive toward others

Difficulty with organization Physically aggressive toward others

Easily distracted Difficulty interpreting social cues

Difficulty beginning a task Difficulty making/keeping friends

Difficulty completing a task Difficulty accepting responsibility for behavior

Under-active/lethargic Easily influenced by others

Loses or forgets work/materials Poor self-concept

Overactive/excessive motor movements

Expresses thoughts of dropping out

Difficulty following classroom routines Legal issues

Homework not completed and turned in Sleeps in class/lethargic

Speech Poor hygiene or deterioration in appearance

Difficulty speaking clearly Home support concerns

Difficulty articulating speech sounds Wellness concerns-briefly explain below

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Memory Perceptual/Motor Skills

Difficulty retaining information over time

Difficulty with letter formation

Difficulty remembering what is seen Difficulty with spacing

Difficulty remembering what is heard Letter/number reversals

Reading Difficulty with directional tracking

Difficulty with letter names Other:

Difficulty with letter sounds Written Expression

Difficulty with phonemic awareness Difficulty with writing speed

Difficulty with phonics Difficulty with spelling

Limited reading vocabulary Difficulty with writing mechanics

Difficulty with fluency Difficulty expressing thoughts in writing

Speech Difficulty organizing thoughts in writing

Difficulty speaking clearly Other:

Difficulty articulating speech sounds

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Date: ________________

Dear Parent/Guardian of: ____________________________

Our school uses a problem solving model called Response to Intervention (RTI). RTI is a process designed to address the needs of all students and is intended as an early intervention to prevent long-term academic failure. Our RTI Team meets on a regular basis to offer assistance to students, teachers and parents regarding student success here in school

A referral has been made to the Building RTI Team regarding your child's progress. The team will be reviewing all available information in order to develop an intervention plan and make other recommendations, as appropriate, to better assist your child in making successful progress in school. This letter is to provide you with written notice that the RTI Team will be gathering data from a wide variety of sources including the student's cumulative file, school health records, teacher reports, other school records, and classroom work. If you have any additional information that you would be willing to provide that might help the RTI Team in planning effective educational strategies and recommendations for your child, please contact me.

Date:Time:Location:Address:Phone:Contact:

Sincerely,

North Collins RTI Team Chairperson

Attachment: Parent Confirmation Letter, form F10

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Response To Intervention (RTI) Requesting a Move from Tier 1 to Tier 2 Parent Notification Letter

Parent Confirmation to Attend Letter

In response to the notification of the RTI committee meeting to discuss my child’s academic success, I ______________________________________,

(check one)

I waive my participation in the RTI committee meeting, and I designate the remaining members of the RTI committee as the decision-makers for all purposes.

I cannot attend in person, but I wish to participate by telephone. The number at which I can be reached at the time of the meeting is ( ) _________________

I would like to attend, but can’t due to a scheduling conflict. Please contact me to reschedule this meeting at ( ) ______________

Parent/Guardian Signature ________________________________

Date ________________________________

Please return this completed form in the self-addressed envelope provided to the RTI Chairperson’s office at your child’s school by [Insert date].

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Response To Intervention (RTI) Requesting a Move from Tier 1 to Tier 2 Parent Notification Letter

North Collins Elementary SchoolRTI Schedule 2014-2015

Week of: Week

Meeting Activity STAR

September 9 BOY ScreeningSeptember 15& 16 STAR TrainingSeptember 22 BOY CongruencySeptember 29 1 Grade Level RTI T 1/2/3October 6 2 T 3October 13 3 Grade Level RTI T 2/3October 20 4 T 3October 27 5 T 1/2/3November 3 6 Grade Level RTI T 3November 10 7 T 2/3November 17 8 Building RTI T 1/2/3November 24 1 T 3December 1 2 T 2/3December 8 3 Grade Level RTI T 3December 15 4 T 1/2/3December 22 X XDecember 29 X XJanuary 5 5 T 2/3January 12 6 Grade Level RTI T 1/2/3January 19 7 MOY ScreeningJanuary 26 8 MOY Congruency/Building RTI T 1/2/3February 2 1 T 3February 9 2 T 2/3February 16 X XFebruary 23 3 Grade Level RTI T 1/2/3March 2 4 T1/2/3March 9 5 T 3March 16 6 Grade Level RTI T 2/3March 23 7 T 3March 30 8 Building RTI T 1/2/3April 6 X XApril 13 1 T 2/3April 20 2 T 3April 27 3 Grade Level RTI T 1/2/3May 4 4 T 2/3May 11 5 T 3May 18 6 Grade Level RTI T 1/2/3May 25 7 T 2/3June 1 8 EOY ScreeningJune 8 1 EOY Congruency/Building RTI T 1/2/3June 15 2 T 2/3

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June 22 3 T 3

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Documents

northcollinsrti.weebly.comnorthcollinsrti.weebly.com/uploads/1/6/8/1/16819326/... · Web view2020. 1. 30. · Response to Intervention (RtI) functions as a significant educational