1. Response to Intervention (RtI) & The IST Process
Whittney Smith
Adelphi University

2. NYS Structure & Components
Tiers (# of levels)
Research based core instructional program (e.g. reading, math and writing)
Universal screening and progress monitoring tools
Decision-making process (problem solving vs. standard protocol)
If using a problem solving approach --- composition of the IST
Professional Development
Procedures to ensure fidelity of implementation
Parent involvement and notification procedures

3. Criteria and Decision Rules for Determining Levels of Intervention
Cut points to determine individuals at risk based on Universal Screening
Criteria for judging whether a student is progressing adequately in response to instruction
Criteria and decision rules for movement of students between levels
Criteria for determining when an intervention is no longer needed

4. Types of Intervention
Criteria for determining duration and frequency of interventions designed to supplement tier I or core instruction
Criteria for determining the type of intervention including: focus of instruction, size of instructional group, appropriate instructional setting, and appropriately trained staff
Progress monitoring procedures and tools

5. Three Tier Model
Explicit, intensive instruction specifically designed to meet individual needs
Supplemental Instruction in addition to the standard classroom instruction
Quality Classroom Instruction based on NYS Curriculum and Standards
RtI can also be used to address the social / emotional needs of our children (e.g. BIP; Group Counseling; Individual Counseling)

6. Tier I: At-a-Glance Focus Program Grouping Time Assessment
All students in class (should meet the needs of at least 80% of all learners)
Program
Scientifically based curriculum reflecting state standards
Grouping
Multiple and Flexible grouping formats to meet student needs (Differentiated Instruction)
Time
Daily, uninterrupted 90 minute block of reading instruction focusing on phonemic awareness, phonics, vocabulary, fluency, and comprehension)
Assessment
Universal Screening / Benchmark Assessment (3x / year)
Interventionist
General Education Classroom Teacher
Setting
General Education Classroom

7. Tier II: At-a-Glance Focus Program Grouping Time Assessment
5-10% of students who have not responded to tier I efforts
Program
Supplemental instruction provided in addition to and not in place of core instruction
Grouping
Small group
Time
Core Instruction minutes of supplemental interventions 3 – 5 days / week for a period of 9 – 30 weeks
Assessment
Progress monitoring no less than every two weeks
Interventionist
General Education or other qualified personnel determined by the school
Setting
Within or outside of the classroom

8. Tier III: At-a-Glance Focus Program Grouping Time Assessment
1-5% of students who have not responded to tier II efforts
Program
Supplemental instruction that differs from tier II in terms of time, duration, group size, frequency of progress monitoring, and focus
Grouping
Individualized instruction
Time
Core Instruction minutes of supplemental interventions at least 4 days / week for a period of 9 – 30 weeks
Assessment
Progress monitoring at least 1x / week
Interventionist
Highly skilled or trained interventionists in the area of academic need indicated by performance data
Setting
Within or outside of the classroom

9. Focus on a student struggling in reading… “I need help!”:
The Role of the IST (problem solving team)
Address the needs of the student
First look at the data (including influencing factors)
Determine specific deficit area(s)
Develop options and decide on specific research based intervention
Set goals for progress and Increase self-awareness of the students (age appropriately)
Create a cycle of follow-up meetings
Monitor progress (student and team)

10. Members of an IST Core Team : IST Chairperson(s)
Guidance Counselor or Social Worker
Speech Therapist
School Psychologist
Dynamic (those that vary) Members:
Parent
Student (when appropriate)
Classroom Teacher / Special Education / Reading
Reading / Math Curriculum Associates
Nurse (when appropriate)
Administration (when appropriate)

11. A Solid IST Process includes:
Roles and Responsibilities
Forms and Documents
Clear Timeline
Clear and Specific Protocols

12. Benchmarking and Progress Monitoring
READING
MAZE
Reading CBM
MATH
MCOMP
MCAP
Tier III – Progress Monitoring
(weekly / bi-monthly)
Tier III – Strategic Monitoring (Monthly)
Tier I – Universal Screening (Benchmarking 3x/year)
Tier II

13. Pyramid of Interventions
Tier 3 - Intensive
Small group (4-6 students) AIS classes
Progress Monitoring every 2-3 weeks
Regression /no progress, revise (repeat if not successful) --- consider referral to CSE
Progress
Continue with program
IST Process
Tier 2 - Strategic
Small Group (10-12 students) AIS Classes
Benchmarking three times / year
Three data checks, regression/no progress
IST Process
Three data checks
IST Process
Tier 1 - Universal
Quality classroom instruction using research-based strategies with targeted students
At-Risk Student
Teacher analyzes data, refers student to IST and moves student to Tier 2.
On Target Student
Teacher analyzes data and keeps student in Tier 1.

14. Essential Components of Success
High Quality Tier I Building and Classroom Instruction
Ongoing Student Assessment
Student and Family Involvement
Research Based Tiered Instruction
Building Wide Ownership