here

Report
NYS Regulations define RtI as
a school district's process to
determine if a student
responds to scientific,
research-based instruction.
1. A school district's process to determine if a
student responds to scientific, research-based
instruction shall include the following
minimum requirements:
i. appropriate instruction delivered to all students in the
general education class by qualified personnel;
a. appropriate instruction in reading 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
comprehensive strategies;
ii. screenings applied to all students in the class to
identify those students who are not making
academic progress at expected rates;
iii. instruction matched to student need with increasingly
intensive levels of targeted intervention and instruction
for 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;
iv. repeated assessments of student achievement which
should include curriculum measures to determine if
interventions are resulting in student progress toward
age or grade level standards;
v. the application of information about the student's
response to intervention to make educational decisions
about changes in goals, instruction and/or services and
the decision to make a referral for special education
programs and/or services; and
vi. written notification to the parents when the student
requires an intervention beyond that provided to all
students in the general education classroom that provides
information about:
a. the amount and nature of student performance data that will be
collected and the general education services that will be
provided pursuant to paragraph (2) of this subdivision;
b. strategies for increasing the student's rate of learning; and
c. the parents' right to request an evaluation for special education
programs and/or services.
2. A school district shall select and define 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.
3.
A school district shall take appropriate steps to
ensure that staff have the knowledge and skills
necessary to implement a response to
intervention program and that such program is
implemented consistent with paragraph (2) of
this subdivision.
•
For more RtI information refer to the following
website
http://www.nysrti.org/
Examples of Interventions
 Tier – 1 : Academic Strategies: (Delivered by the classroom teacher in small,
flexible groups)
 Build frequent opportunities for movements during instruction for kinesthetic
learners
 Circulate among students and observe and question as they are working
 Make eye contact with students while giving directions and have them repeat
directions ( e.g. turn to a partner, individually, chorally)
 Use clearly written directions and instructions in a step-by-step manner with
illustrations and use as few words as possible
 Provide varied texts or supplementary materials at different levels of reading
 Use visuals, charts, and models for concepts reinforcement
 Use frequent monitoring to assess the progress and non-progress made by
students so instruction can be adjusted in a timely manner
 Review and practice previously taught material frequently
 Utilize mnemonic cues (e.g. songs rhymes, stories, images)
Examples Continued
 Tier – 2 : Academic Strategies: (core instruction plus supplemental instruction and
assistance in small groups)
 Use multiple, flexible grouping opportunities for students (e.g. partners,
independent, by interest, by learning style, teacher-assigned)
 Divide instruction into shortened segments and provide feedback to students
before moving to the next segment
 Break assignments into smaller chunks to give students opportunities to respond
frequently
 Increase opportunities for students to respond in a variety of ways (e.g. questions,
dry-erase boards, thumbs-up, partner share, graphic organizers)
 Increase modeling, guided practice, and hands-on learning to increase student
participation
 Use a laser pointer, stick pointer, highlighter tape, or colored pens to focus on key
information in the text
 Provide access to a less distracting location for independent work
 Stop often to summarize key points
Examples Continued
 Tier – 3: Academic Strategies: (intensive individualized interventions
targeting skill deficits for longer time period than previously provided)
 Administer diagnostics that link directly to actual or suspended deficit
in content area
 Meet daily to provide students with specific intense instruction targeted
 Consult with and involve instructional specialists and document actions
taken
 Adjust and extend time as needed
 Use technological tools or computer software to allow student to access
content in multiple ways
 Use multi-sensory techniques to present information
 Explain clearly each academic task and the specific criteria needed to
successfully complete the task
 Review and practice previously taught material continuously
Select a specific challenging behavior you
would like to change. The behavior must be:
•Observable
•Measurable
Challenging Behavior
Concrete Definition
Student is aggressive
During lunch, when the
student doesn't get his way,
he hits other students
Student is disruptive
Student continuously calls out
and makes inappropriate
comments during
mathematics classroom
lessons
Student is hyperactive
Student continuously moves
around in his seat and gets out
of his seat without permission.
He rarely completes assigned
tasks and is constantly talking
without permission.
Once you have chosen a specific behavior to track the
following information must be logged:
Behavior:
student
Observable measurable disruptive action the
commits. What does it look like? What does it sound
like? Who is affected?
Antecedent:
committed?
What was happening before the behavior was
Setting:
Where did the behavior take place?
Consequence:
student
How did you react to the behavior? How did the
react to the consequence?
After identifying a behavior you wish change
you then must find an efficient effective way
to track the relevant information
Narrative ABC Record
Directions: Complete a narrative account of the situation using the boxes below. For each behavior observed, record what
happened immediately before (Antecedents) and after (Consequences) each behavior. Note that sometimes a consequence leads
directly to another behavior.
Student:
Setting:
Date/Time:
ANTECEDENTS
BEHAVIORS
CONSEQUENCES
Scatter plot
Dates:
8:00
8:15
8:30
8:45
9:00
9:15
9:30
9:45
10:00
10:15
10:30
10:45
11:00
11:15
11:30
11:45
12:00
12:15
12:30
12:45
1:00
1:15
1:30
1:45
2:00
2:15
2:30
2:45
3:00
3:15
3:30
______
Monday
_______
Tuesday
_________
Wednesday
_______
Thursday
______
Friday
Comments
.
Week 1
9/17-9/22
Week 2
9/23-9/30
Week 3
10/1-10/7
Week 4
10/8-10/15
Week 5
10/16-10/23
Week 6
10/24-10/31
Great Leaps
Scores
4, 5, 6, 4
Great Leaps
Scores
5, 4, 6, 5, 4
Great Leaps
Scores
5, 5, 6, 4, 4
Touch Math
Scores
6, 7, 7, 8, 7
Touch Math
Scores
9, 9, 7, 8, 7
Touch Math
Scores
8, 9, 7, 8, 8
Remaining
On-Task
Rowena works hard
but continues to
struggle with math
facts.
She is typically ontask
In-Class
Work Completion
Rowena always
completes assigned
work and while
sometimes
inaccurate,
Rowena’s
homework is always
complete and
accurate. She
receives help from
N/A
Her efforts is
apparent.
Academic/ Behavior
Problems
Reading
Decoding
Reading
Comprehension
Math
Computation
Math
Word Problems
Homework
Completion
Non Compliance
Refusals
Disruptions,
Interruptions,
Talking
Never
Mom at home.
Week 7
Academic/Behavior
Problems
Week 1
Inappropriate
Comments/gestures
Actions
N/A
Bullying/ Taunting
Threats
N/A
Aggression towards
Peers/Staff/Self
N/A
Attention
Problem
N/A
Hyperactivity
N/A
Week 2
Week 3
Week 4
Week 5
Week 6
What growth should students have shown?
What growth did similar students obtain?
What is the difference between the expected growth and the actual growth?
RtI Data/assessments will help teachers determine student baselines. This
means staff will need to assess certain students more often and differently
which will provide more data to determine student progress and growth.
Other 60% (APPR)
 Begins with the teaching standards:
1. Knowledge of Students and Student Learning
2. Knowledge of Content and Instructional Planning
3. Instructional Practice
4. Learning Environment
5. Assessment for Student Learning
6. Professional Responsibilities and Collaboration
7. Professional Growth
RtI/ Teacher Evaluation
 Domain 1/Planning and Preparation:
 Teacher uses knowledge of students’ varied approaches to learning




in instructional planning.
Teacher displays knowledge of students’ skills and knowledge for
each student, including those with special needs.
Goals take into account the varying learning needs of individual
students or groups.
Teacher is aware of resources available through the school and
community and will use these resources to enhance instruction.
Teacher uses assessment results/data to plan instruction for
students.
 Domain 2/Classroom Environment:
 Teacher is knowledgeable of students’ Behavior Intervention Plans and
consistently follows the plan and tracks behavior. The teacher shares this
data visually with the student.
 Domain 3/Instruction:
 Teacher persists in seeking effective approaches for students who need
help, using a variety of strategies and resources.
 Domain 4/ Professional Responsibilities:
 Teacher’s system for maintaining information on student completion of
assignments and student progress in learning is highly effective.
 Teachers provides information to parents frequently about instruction and
positive and negative aspects of student progress.
 Teachers are proactive in serving students and make conscious efforts to
challenge negative attitudes to ensure all students receive a fair opportunity
to succeed.

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