Niagara Falls City School District Response to Intervention (RTI)
Frequently Asked Questions
1. What Is Response to Intervention?
Response to Intervention, or Responsiveness to Intervention, is a model or approach
used to improve the academic or behavioral success of students. Currently, the
Niagara Falls City School District (NFCSD) offers reading intervention services to
identified students in grades K-6.
2. Is the RtI model/program intended to support students already receiving Special
Education services?
No, RtI is not about Special Education, it is a general education initiative intended
to provide additional reading support for students in grades K-6.
3. Can providing Intervention Services reduce the number of students who are
identified as having learning disabilities?
Yes, research indicates that students, who receive intensive intervention, as soon as
any academic deficits are noted, can catch-up to their grade level peers and function
without additional services in the regular general education classroom.
4. How are students identified or placed into an intervention group?
All general education students, in grades K-6 are given a screening test 3 times a
year. If the results of a student’s score fall below national norms, students are
identified as in need of additional reading instruction.
5. What is the name of this screening tool?
The screening tool the NFCSD currently uses is the Academic Information
Management Services tool, more commonly known as AIMS web.
6. If my child is placed into an intervention group, will it mean that he will not move
on to the next grade level?
No, the expectation of the program is to close learning gaps, thus promoting
academic success.
7. Will I be notified if my child is recommended for these services?
Yes, all parents will receive a notification letter if the screening tool has identified
their child as in need of additional reading instruction.
8. Does this instruction take the place of the regular classroom reading instruction?
No, this instruction is in addition to the regular classroom instruction.
9. Will my child miss instruction in other content areas if placed into an intervention
group?
No, a 30 block of time is set aside daily to address the reading needs of all students.
This time allows for students who are reading on or above grade level to participate
in activities to move them forward as readers, as well as time to support students in
need of remedial reading services. This block of time is facilitated by the classroom
teacher and intervention staff, thus instruction in other content areas is not taking
place.
10. How long will my child need to receive these services?
This varies from student to student. The progress of each student receiving
intervention services is monitored frequently, once the data supports that the child
no longer needs additional services, he or she is removed from intervention service,
and then participates in the same activities/groups which address the needs of
students at or above grade level.
11. How is the RtI program organized, are there different levels of support?
Yes, the program is divided into 3 Tiers as described below:
Tier One – All students receive daily literacy instruction delivered by the classroom
teacher. This instruction takes place during the daily 60 minute Reader’s Workshop
in grades K-2, or during the 90 minute Literacy Block in grades 3-6.
Tier Two – Targeted intervention services are provided for students who have been
identified as in need of additional instruction, within the general education
classroom. This instruction is provided by the classroom teacher and takes place
during the daily, 30 minute Intervention Block.
1. Identified students receive research-based instruction targeted to their
individual needs.
2. Parents receive a letter explaining that their child will be receiving
additional reading instruction.
3. Teachers receive support (e.g. additional training, consultation, and direct
services for students) as needed, from other qualified educators in
implementing interventions and monitoring student progress.
4. Collaborative problem solving is used to design and implement
instructional support for students that may consist of more individualized
strategies and interventions.
5. Student progress is monitored bi-weekly to determine the effectiveness of
the intervention.
Tier Three – If inadequate progress is noted from Tier 2 intervention services,
students are provided with more intensive interventions. They may move to a
smaller group, or receive one-on-one instruction. Student progress is assessed
weekly at this level.
12. Does the District offer the same type of support for students needing additional
instruction in math?
Not at this time.
For additional information regarding the Response to Intervention program, feel
free to contact Cathy Sullivan @ 286-4217