1. Response to Intervention
Changing the process of the Instructional Support Team and the referral to Special Education
NYS law under IDEA requirements
Presentation created by: Leana Scibetta, UPES IST facilitator

2. What does RTI mean?
Under section of IDEA it states that the school district:
-(i) may use a process that determines if the student responds to scientific, researched-based intervention as part of the evaluation procedures
AND
• (ii) is not required to consider whether a student has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation or mathematical reasoning.

3. What do we do to show RTI?
Did the child respond to research-based program interventions?
- Was there an intervention in place, showing that the child did not respond during the amount of time allotted, compared to other achieving students at grade level?

4. Step 1 to RTI:
Identify under-achieving student compared to other achieving students.
- This can be discussed at grade-level meetings.
- Data MUST be collected by using baseline data and assessment tools.

5. Step 2: Picking an Intervention Plan Specific to the Child’s Needs and Deficits
After the child has been identified as under-achieving, an intervention plan should be put into place.
The intervention should be in place for at least 6-8 weeks to show progress or no progress. At the 4 week point, a referral to IST should be submitted if no significant progress is made.

6. Step 2: IST continued
The SST determines how frequently the team should meet to review this intervention plan.
The SST will be looking at ASSESSMENT TOOLS and DATA PROGRESS-MONITORING

7. IST (cont.): Progress Monitoring
Child is showing 3 or more data points of improvement
good progress,
continue monitoring

8. IST Progress Monitoring
If the child is showing 6 or more data points of improvement and is at grade level
program is successful and can be dropped

9. IST Progress Monitoring – not successful
Student is still achieving below his peers and there are less than 3 data points showing improvement
Move to TIER II
Continue IST Process

10. IST (cont.) – Progress Monitoring is Not Successful
In order to move to the next stage (TIER II), the student needs to show that he/ she did not respond to the intervention in the time allotted.
A speech/ language, OT, PT, reading or math screen can be requested at this point.

11. IST (cont.) – TIER II
Student is now in TIER II when his/ her performance and rate of progress lag behind the norm for their grade and educational setting.
Targeted intensive intervention services – AIS
Intervention services must show use of a researched- based intervention program
Progress is monitored and charted for weeks and reviewed at IST meetings.

12. Progress Monitoring in Tier II
3 or more data points showing improvement ∙
Maintain program and continue monitoring ∙

13. Progress Monitoring in Tier II
                                                                                                                                                                                 
                                                     
6 or more data points showing improvement at grade level
Drop program = success

14. Progress Monitoring in Tier II
Still performing below grade level and achieving peers
Refer to CSE – TIER III

15. TIER III- Referral to Committee of Special Education
Comprehensive evaluation by multi-disciplinary team to determine eligibility for special education services