Williamsville Central School District

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Students with Disabilities

Adoption Date: 3/6/2012, Revised: 2/11/2014
7000 - Students

7618 DISTRICT POLICY REGARDING RESPONSE TO INTERVENTION (RTI) PROCESS

In accordance with Commissioner's Regulations, the Board of Education must adopt a written policy to establish administrative practices and procedures for implementing school-wide initiatives and pre-referral intervention strategies to remediate a student’s performance deficits prior to a referral to the Committee on Special Education. A Response to Intervention (RTI) process has been developed by the District, applicable to all elementary-aged students (grades K-4), as a method for meeting this requirement. For students suspected of having a potential learning disability in the area of reading, the District will provide appropriate RTI services pursuant to Commissioner's Regulations prior to a referral to the Committee on Special Education (CSE) for evaluation.

The District has selected and defined the specific structure and components of the response to intervention program, including, but not limited to, the criteria for determining the levels of intervention to be provided to students, the types of interventions, the amount and nature of student performance data to be collected, and the manner and frequency for progress monitoring.

Minimum Requirements of District's RTI Program

The District's RTI process shall include the following minimum requirements:

  • Scientific, research-based instruction in reading provided to all students in the general education class by  qualified personnel. Instruction in reading, per Commissioner's Regulations, shall mean 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;
  • Universal screening administered 3 times annually to students enrolled in grades K-4 to dentify those students  who are not making academic progress at expected rates;
  • Scientific, research-based instruction matched to student need with increasingly intensive levels of targeted interventions for those students who do not make satisfactory progress with regard to levels of performance and/or in rate of learning to meet age or grade level standards;
  • Repeated assessments of student achievement to determine if interventions are effective;                                                      
  • Application of student achievement data and response to intervention to inform educational decisions regarding changes in goals, method of instruction and/or provision of services, as well as when to initiate a referral to the Committee on Special Education for evaluation; and
The building child support and/or grade level teams shall be responsible for reviewing such student information (including, but not limited to results from universal screening, progress monitoring, local assessments, classroom performance, etc.) and applying district determined cut points and decision rules to determine appropriate intervention strategies; and

  • Written notification to the parents/guardians when the student requires an intervention beyond that provided to all students in the general education classroom. Such notice shall include the following:
  1. The amount and nature of student performance data that will be collected and the general education services that will be provided as enumerated in Commissioner's Regulations;
  2. Strategies for increasing the student's rate of learning; and
  3. The parents' right to request an evaluation for special education programs and/or services.
Structure of Response to Intervention Program

The District shall employ a problem-solving RTI model consistingof multiple tiers of increasingly intensive levels of targeted intervention to promote early identification of lags in performance and/or rate of learning, and to help raise achievement levels for all students.

Child Support and/or Grade Level Teams, whose members may include, but are not limited to, regular education teachers, special education personnel, the school psychologist, reading specialists, designated administrators, and other individuals deemed appropriate by the District, will be designated for each elementary building to facilitate the implementation of the District's RTI process.

Responsibilities of the Child Support and/or grade level Team shall include, but are not limited to, the following:

  • Determining interventions and student performance criteria appropriate for each tier of the RTI model;
  • Analyzing information/assessments concerning a student's response to intervention and making educational decisions about changes in goals, instruction and/or services;
  • Determining whether to make a referral for special education programs and/or services.
Criteria for Determining the Levels of Intervention to be Provided to Students

The district will utilize measurement tools to help identify students who are at-risk and do not make satisfactory progress. Buildings will review student benchmark data collected in the Fall, Winter, and Spring with STAR Early Literacy or STARReading, to help determine the level of intervention that students require. Student scores falling between the 10th and 24th%tile, when compared to the national norms, will be considered for Tier 2 intervention. Student scores falling at or below the 9th%tile, when compared to the national norms, will be recommended for Tier 3 intervention.   

Types of Interventions

The District will provide multiple tiers of increasingly intensive levels of targeted intervention and instruction for those 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.

It is expected that use of the Tier Level of instruction will be specific to each student's needs and will be an ongoing process, with students entering and exiting tiers of intervention according to the analysis of student performance data and progress monitoring.

Tier One Instruction

Tier One instruction is provided to all students in the general education setting. The use of scientific, research based instruction in the area of reading will be provided by the general education teacher and/or other qualified personnel as appropriate, and will emphasize an evidence-based, instructionally-sound core curriculum delivered in the classroom setting. Group and/or individualized instruction, assessment and reinforcement activities will be provided as deemed appropriate by the classroom teacher.

The analysis of Tier One student performance data will be used to identify those students who need additional intervention at the Tier Two Level of instruction.

Tier Two Instruction

Tier Two intervention/instruction will consist of small group, targeted interventions for those students identified as being "at risk" who fail to make adequate progress in the general education classroom. Tier Two instruction will include programs and intervention strategies designed to supplement Tier One instruction as provided to all students.

Tier Two intervention/instruction may be provided by specialized staff such as reading teachers, special education teachers, classroom and/or grade level teachers, teaching assistants, speech therapists, school psychologists and/or school counselors as determined by the Child Support and/or grade level Team.

TheChild Support and/or Grade Level Team will monitor student progress on a monthly basis to determine if Tier Two interventions should be maintained as provided; Tier Two interventions should be maintained but with an adjustment in terms of frequency, intensity, duration and or methodology; the student should be returned to the general education classroom due to evidence of satisfactory progress; or the student should be referred for Tier Three instruction.

Tier Three Instruction

Tier Three instruction is the provision of more intensive instructional interventions tailored to the needs of the individual student; and is often (but not always) provided to those students who do not achieve adequate progress after receiving interventions at the Tier Two level.

Tier Three instruction will be provided by those specialists, as determined by the Child Support and/or Grade Level Team, best qualified to address the individual student's targeted area(s) of need. If deemed appropriate, and in accordance with applicable law and regulation, a referral of the student may be made to the Committee on Special Education.

Continuous progress monitoring is an integral part of Tier Three. Assessments will be administered at least bi-weekly to assess efficacy of intervention, as well as the need/level of further services and/or educational placement

Amount and Nature of Student Performance Data to be Collected

The Child Support and/or Grade Level Team will determine the amount and nature of student performance data that will be collected to assess, on an ongoing basis, student performance results and address ongoing academic needs as warranted. Such data collection will reflect the Tier Level of intervention provided to the student. Student performance data will also be used to review the District's RTI program and make modifications to the program as deemed necessary                                                                   

Manner and Frequency for Progress Monitoring

The Child Support and/or Grade Level Team shall monitor the progress of those students receiving intervention services beyond that provided to all students in the general education classroom. The Team shall meet with the student's teacher(s) and will determine if further adjustments need to be made to the student's current instructional program and/or a change made to the Tier Level of intervention provided. Monitoring of student progress shall be an ongoing part of the RTI program from the initial screening to completion of the RTI process as applicable. Parents may also request that the progress of their child be reviewed by the Child Support Team.

Fidelity measures will also be completed by Team members to assess whether the intervention was implemented as intended and consistently applied. Clear benchmarks will be established for student performance and performance charts will be plotted during and/or at the completion of the instructional period/intervention process.

Staff Development

All staff members involved in the development, provision and/or assessment of the District's RTI program, including both general education and special education instructional personnel, shall receive appropriate training necessary to implement the District's RTI program. Staff development will include the criteria for determining the levels of intervention provided to students, the types of interventions, collection of student performance data, and the manner and frequency for monitoring progress.

Parent Notification

Written notification shall be provided to parents when their child requires an intervention beyond that provided to all students in the general education classroom. Such written notice shall include the following information:

  • The amount and nature of student performance data that will be collected and the general education services that will be provided as part of the RTI process;
  • Strategies for increasing the child's rate of learning; and
  • The parents' right to request an evaluation for special education programs and/or services.
34 Code of Federal Regulations (CFR) Sections 300.309 and 300.311
Education Law Sections 3208, 4002, 4401, 4401-a, 4402, 4402, and 4410
8 New York Code of Rules and Regulations (NYCRR) Sections 100.2(ii), 200.2(b)(7), 200.4(a), 200.4(j)(3)(i), and 200.4(j)(5)(i)(g)

Policy References:

  • 34 Code of Federal Regulations (CFR) Sections 300.309 and 300.311
  • Education Law Sections 3208, 4002, 4401, 4401-a, 4402, 4402, and 4410
  • 8 New York Code of Rules and Regulations (NYCRR) Sections 100.2(ii), 200.2(b)(7), 200.4(a), 200.4(j)(3)(i), and 200.4(j)(5)(i)(g)
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