Whitesville Central School
Response to Intervention
July 1, 2012 -2015
Working Document to be evaluated yearly
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According to New York State Education Department, Response to Intervention (RtI) is a multi-tiered, problem-solving approach that identifies
general education students struggling in academic and behavioral areas early and provides them with systematically applied strategies and targeted
instruction at varying levels of intervention. RtI is a school-wide system of organizing instruction and support resources to deliver high quality
instruction to meet the diverse needs of learners.
RtI represents an important educational strategy to close achievement gaps for all students, including students at risk, students with disabilities and
English language learners, by preventing smaller learning problems from becoming insurmountable gaps. It has also been shown to lead to more
appropriate identification of and interventions with students with learning disabilities. Each day educators make important data-driven decisions
about students' educational programs, including decisions as to whether a student who is struggling to meet the standards set for all children might
need changes in the nature of early intervention and instruction or might have a learning disability. This decision as to whether a student has a
learning disability must be based on extensive and accurate information that leads to the determination that the student's learning difficulties are not
the result of the instructional program or approach. RtI is an effective and instructionally relevant process to inform these decisions.
RtI minimally includes:
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High quality instruction delivered to all students in the general education class by qualified personnel.
Screenings applied to all students in the class to identify those students who have not have achieved at expected grade levels. Screenings
include:
AIMSWeb – grades K-5 every September, January, May
STAR – grades 1-5 every 10 weeks
Dial 4 – grade PK at the beginning and end of year
Core placement test - grades k-5 every September, January, May
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Differentiated Instruction should be provided in the classroom to meet each individual students needs.
Identified RtI Team: The Team will consist of representatives from various school divisions to draw upon at a variety of levels and
disciplines to create a well balanced plan. Rti Team Members: Tammy Emery (administrator), Tessa Levitt (Curriculum
Coordinator), Maggie Cregan (Classroom Teacher), Erika Hyer (Classroom Teacher), Linda Tronetti (Reading Specialist/RtI
Coordinator), Jill Milton (School Psychologist) , Doug VanSkiver (Guidance Counselor), Aaron Rawady (Reading Department)
Problem Solving Approach: the interventions needed for Tier 2, Tier 3 and Tier 4 are identified through a data-based decision
making process. These decisions are made by an identified RtI team. The steps for the Problem Solving Approach follow: 1. Define
the problem by determining the discrepancy between what IS happening and what is expected to occur. 2. Analyze the problem using
all available data. 3. Implement an intervention with integrity, monitor and adjust progress as needed. 4. Evaluate the effectiveness
of the plan based on the student’s response to the intervention and adjust if needed.
Progress monitoring of student achievement which should include curriculum based measures to determine if interventions are successful.
Data meetings among a team of educators to evaluate progress and determine needs. The meetings are ongoing throughout the year. Data
meetings meet once a month.
Application of information to determine the level of intervention necessary; i.e. Tier 1, Tier 2, Tier 3. See attached pyramid diagram.
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Written letter explaining the RtI process to all parents in the general education classrooms k-5.
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RtI Ongoing process – each student can move in and out of tiers based on progress and response to specific interventions.
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As of 12/2011
Whitesville Central School
RtI Plan K-5 Reading
Tier IV:
Special
Education
Tier III:
Core Classroom Instruction
+ Customized Interventions
Tier II:
Core Classroom Instruction +
Supplemental Interventions
Tier I:
Core Classroom Instruction
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Tier I
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Interventionist: general education teacher
Setting: general education classroom
Grouping: variable and flexible grouping formats
Curriculum: scientific, research-based instruction aligned to state learning standards in core academic areas
Duration: year-long
Length of Instructional Sessions: involves a minimum of 90 minutes of ELA instruction per day
Assessment: all students are screened at least 3 times per year (Fall, Winter, Spring)
Progress Monitoring: students initially identified as at-risk on screening measures are progress monitored on a
weekly basis for 5-6 weeks
 Documentation: screening, interest surveys, grades, placement tests, STAR data
Tier II
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Interventionist: general education teacher
Setting: variable, can occur in and/or outside of general education classroom
Grouping: small, homogeneous grouping (1:3 – 1:5)
Curriculum: scientifically research-based instruction designed to remediate skill deficits of targeted students
Duration: varies – based on rate of progress and performance of students; 10 to 30 weeks minimum
Length of Intervention Sessions: 15 minutes, 4 - 5 times per week
Assessment: may include formal and informal measures to inform instruction
Progress Monitoring: once monthly to examine rate and level of performance
Documentation: all of Tier I documentation as well as work samples, documentation paperwork, progress monitoring
data.
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Tier III
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Interventionist: interventionist teacher
Setting: most often takes place outside of the general education classroom
Grouping: small, homogeneous grouping (1:1 – 1:4)
Curriculum: customized, intensive, systematic and research-based instruction that targets academic areas of greatest
need
Duration: varies; a minimum of 10 – 30 weeks
Length of Intervention Sessions: 30 minutes, four to five times per week
Assessment: may include format and informal measures to inform instruction
Progress Monitoring:
per month
Documentation: all of Tiers I and II as well as interventionist’s documentation paperwork
Tier IV
 IEP: is developed with individual goals
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Whitesville Central School, Elementary K-5
Reading
Behavior
Under Construction
Tier I
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Tier II
Tier III
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Houghton Mifflin Reading 2006 (K-5) –
90 minute block
Waterford (K-3)
Reading Eggs
Fundations (K)
Study Island (2-5)
Accelerated Reader (1-5)
STAR (1-8)
 Elements of Reading: Vocabulary (1-3)
 SRA Reading
Laboratory (1-8)
 FCRR materials binder (K-5)
 Study Island (2-5)
 Accelerated Reader (1-5)
 Houghton Mifflin Leveled Readers
 Leap Frog (K)
 Text Talk (1-5)
 Reading A-Z
 FCRR Material binder
 Saxon Phonics (1)
 Read Naturally (1-3)
 Orton Gillingham (K-5)
 ERI (K)
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(Early Reading Intervention)
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Phono-Graphix (K-5)
Road to the Code (K-1)
Stepping Stones (K)
Elements of Reading: Phonics (K-2)
Elements of Reading: Vocabulary (K)
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Early Success (1-2)
Fundations (K-3)
Sound Partners (1-2)
Road to Reading (1-3)
Fluency Formula (1-3)
Quick Reads (1-3)
Elements of Reading: Comprehension
(1-3)
Soar to Success (3-5)
Reading A-Z
SRA Reading Laboratory (1-5)
Wilson (2-5)
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Assessment
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*MAZE (2-5)
AIMS Web (k-5)
TerraNovas (1-2)
ELA State Assessments (3-5)
PPVT IV (K)
(Peabody Picture Vocabulary Test)
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Houghton Mifflin Integrated Theme
Assessments (K-5)
SRA Reading Laboratory Rate Builders
(1-5)
Accelerated Reader
Teacher Created Assessments
GORT 4
TPRI
STAR assessment (Benchmarked 1-5
Running Records
Woodcock-Johnson (parent permission)
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Whitesville Central School, K-5 Reading, Response to Intervention
Curriculum
Tier 1
Tier 2
Tier 3
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New York State Common
Core Aligned ELA standards,
Core Guides
Teacher Created Materials
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Elements of Reading:
Vocabulary (1-3)
SRA Reading Laboratory (1)
FCRR materials binder (K-5)
Study Island (2-5)
Accelerated Reader (1-5)
Leap Frog (K)
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Materials
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New York State Common
Core Aligned ELA standards,
Core Guides
Houghton Mifflin Reading,
2006
Houghton Mifflin Reading
2006 (K-5) – 90 minute block
Waterford (K-3)
Fundations (K)
Study Island (2-5)
Accelerated Reader (1-5)
STAR Reading (1-5)
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New York State Common
Core Aligned ELA standards,
Core Guides
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Saxon Phonics (1)
Read Naturally (1-3)
Orton Gillingham (K-5)
Text Talk (1-3)
ERI (K)
(Early Reading Intervention)
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Phono-Graphix (K-5)
Road to the Code (K-1)
Stepping Stones (K)
Elements of Reading: Phonics
(K-2)
Elements of Reading:
Vocabulary (K)
Early Success (1-2)
Fundations (1-3)
Sound Partners (1-2)
Road to Reading (1-3)
Fluency Formula (1-3)
Quick Reads (1-3)
Elements of Reading:
Comprehension (1-3)
Soar to Success (3-5)
SRA Reading Laboratory (1-5)
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Instructional Organization
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Flexible, heterogeneous whole
group instruction
Flexible, homogeneous small
group instruction at student
reading level
Quality Instruction
Differentiated Instruction
Variance of Instructional
Strategies (multisensory
approaches)
Learning Centers
Highly Qualified Teacher
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AIMS Web (k-5)
*MAZE
TerraNovas (1-3)
ELA State Assessments (3-5)
PPVT IV (K)
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Instructor
Assessment
Individualized Student
Instruction in areas of need
Opportunities for review and
practice
Explicit instruction
Pre-teaching
Re-teaching using different
instructional strategies
Learning Centers specific to
individual students
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Mini-group/Individual
Instruction in areas of need
Explicit, intense instruction
Pre-teaching
Re-teaching
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Highly Qualified Teacher with
support from Specialist
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Highly Qualified Specialist
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AIMS Web (k-5)
*MAZE
SRA Reading Laboratory Rate
Builders (1-5)
Accelerated Reader (STAR: 15)
Running Records
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AIMS Web (k-5)
*MAZE
SRA Reading Laboratory Rate
Builders (1-5)
Running Records
Woodcock-Johnson (parent
permission)
TPRI (parent permission)
GORT (own, not regularly
used, parent permission)
WIAT (being discontinued,
Jill)
Young Children’s
Achievement Test (Jill)
Schools Attuned (Maggie, Jeri,
Tammy, Tessa, & Jill trained a
long time ago)
20-30 minutes depending on
student’s needs
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(Peabody Picture Vocabulary Test)
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Houghton Mifflin Integrated
Theme Assessments (K-5)
SRA Reading Laboratory Rate
Builders (1-5)
Accelerated Reader (STAR: 15)
Running Records
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Time
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90 ELA minutes
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Setting
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Classroom
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10-15 minutes at least 3 times
a week, depending on student’s
needs
Classroom/Small Group
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Outside of Classroom
10
Support
Timeline
Additional Resources
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Reading Specialists
Monthly meetings
Home
Colleagues
Early Release Days
Kid Zone (5)
Children will receive Tier I
instructions until data shows
that quality instruction,
differentiated instruction, and
varied instruction have not
been successful
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Reading Specialists
Monthly meetings
Home
Kid Zone (5)
Colleagues
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Child will remain in Tier 2 (4-6 
weeks) until data deems the
child is ready for Tier 1
Child will remain in Tier 2
until data and student portfolio
documents individualized
instruction and intervention
strategies have or have not
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been successful (4-6 weeks)
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Monthly intervention meetings
Home
Kid Zone
Colleagues
School Psychologist
Child will remain in Tier 3 (4-6
weeks) OR until data deems
the child is ready for Tier 2
(student must achieve strategic
goal for 3 consecutive progress
monitoring) or a request for a
referral to the CSE
Child will remain in Tier 3
until data and student portfolio
documents individualized
instruction and intervention
strategies have or have not
been successful (4-6 weeks)
www.readinga-z.com
www.interventioncentral.com
www.fcrr.org
http://apd.myflorida.com/behavioral
www.fldoe.org/schools/rti.asp
www.giglepotz.com/forms.htm
www.jimwrightonline.com
www.nrcld.org
www.rti4success.org
www.nasde.org
www.rtinetwork.org
www.progressmonitoring.org
www.gosbr.net
www.floridarti.usf.edu
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