1. Seaford School District
Reading RtI
Math AIS

2. ELA Standards READING – Fiction and Non Fiction
WRITING – Opinion, Informative and Narrative
WORD STUDY (Foundational Skills & Language) - Phonics, Word Recognition, Fluency, Conventions, Vocabulary, Comprehension
SPEAKING & LISTENING – Collaboration, Comprehension, and Presentation of Ideas
SUZANNE

3. Math Standards
COUNTING & CARDINALITY OPERATIONS & ALGEBRAIC THINKING NUMBERS & OPERATIONS IN BASE TEN NUMBERS & OPERATIONS - FRACTIONS MEASUREMENT & DATA GEOMETRY
JOHN

4. ELA Shifts Read as much non-fiction as possible
Learn about the world by reading
Read more challenging material closely
Discuss reading using evidence
Write about non-fiction using evidence
Increase academic vocabulary
LAURIE

5. Math Shifts FOCUS – Learn more about fewer, key topics
COHERENCE – Build skills within and across grades
RIGOR – Develop speed and accuracy
Really know it and really do it
Use it in the real world
Think fast and solve problems
JOHN

6. Elementary Curriculum
ELA Domains (K-2) and Modules (3-5)
Visit engageny.org
Go Math
Word Study
Content Area (Social Studies & Science)
Targeted Instruction Period: Independent Reading, Teacher Conferences, Guided Reading & Writing
CAILIN

7. matched to student needs
What is RtI?
RtI is the practice of providing high-quality instruction/intervention
matched to student needs
and
monitoring progress on a frequent basis by examining learning rate over time and level of performance to
inform educational decisions.
LIZ

8. Components of RtI
1. High quality, research-based instruction and intervention
2. Interventions with increasing intensity
Measurement
Universal screening for all 3 times per year
Systematic and frequent progress monitoring to determine response by examining:
level of performance
rate of performance
4. Data-based decision-making
5. Multi-tiered Model
SUZANNE

9. RtI Triangle
LAURIE

10. Reading Intervention
Tier 1 – Classroom Teacher (small group within the whole class) \
Tier 2 – Reading Specialist providing targeted interventions (small group 3 x 30)
Tier 3 – Reading Specialist providing more intense support (smaller group 5 X 30)
LIZ: Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary. During that time, student progress is closely monitored using STAR, a validated screening system, which is a curriculum – based measurement.At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.
(CAILIN) Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.
(LAURIE) Tier 3: Intensive Interventions and Comprehensive Evaluation
At this level, students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services. The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.
It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education.

11. Reading and Math AIS and RtI Providers
Mrs. Cailin Healey
Mrs. Suzanne Elefante
Mrs. Laurie Walegir
Mrs. Liz Vaeth
Mr. John Berry (Math)
JOHN

12. How students are identified for Reading Services:
NYS ELA – Grades 3, 4, & 5
STAR Reading and Early Literacy
TCRWP Benchmarks
Classroom Assessments
Teacher Observation and Recommendation
SUZANNE

13. Reading Interventions
Leveled Literacy Intervention
Targeted Direct Instruction
Fundations
LAURIE

14. Components of LLI
A combination of reading, writing, phonics, and word study
Emphasis on comprehension strategies
Attention to the features of fiction and nonfiction texts
Specific work on sounds, letters, and words in activities designed to help children notice the details of written language and how language works
Vocabulary-building
Explicit teaching for fluent and phrased reading
CAILIN

15. Suggestions for Reading at Home
Schedule a family reading time where your child reads independently for enjoyment for an extended period of time
Allow your child to read to you
Read to your child (especially when they want to read more complex texts they have difficulty reading on their own)
Be good role models, let your child see you reading.
Take your child to the library or bookstore.
Maintain contact with your service provider.
Make reading and reading services important! Be on time!
Visit Engageny.org
LIZ

16. How students are identified for Math Services:
New York State Math Test Gr. 3, 4, 5
STAR Math
GO Math Assessments
Classroom Performance
Teacher Observation and Recommendation
JOHN

17. Math AIS Curriculum Supports classroom curriculum
GO Math Tiered Interventions
Continues to build basic foundations
Hands-on activities
JOHN

18. Helping Your Child at Home
Practice basic facts – addition, subtraction, multiplication, & division (flash cards, computer games)
Participate in Math Sprints to master basic facts
Use math in everyday situations – show why math is important
Good communication with support provider
Play math games – practice word problems
Encourage use of THINK CENTRAL
JOHN

19. Thank you for joining us!
Working together for our children