RTI at Lake George Elementary SchoolWhat is RTI?
Response to Intervention (RtI) is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions about an individual student. The RTI model used at LGES is in line with our mission to "provide an educational program that will meet the needs, abilities, aspirations and interests of each child." The K-6 RTI/AIS plan is updated annually and can be found at the following link: LGES Response to Intervention & Academic Intervention Services Plan
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.
At LGES, we utilize data to help determine the level of support needed by students. In grades K-6 we screen students three times a year with iReady assessments. We also administer reading "running records" three times a year to determine the reading level of our students. Scores on NYS assessments are also used to help determine necessary interventions.
With the data from these assessments, we are able to identify students that are below specific cut points indicating that they have not mastered critical skills and need supplemental intervention. This intervention might include our reading staff working with students or a specific intervention provided during WIN time. If the student continues to struggle following the most intensive level of instructional intervention, it may be determined that a referral for a comprehensive evaluation to determine eligibility for special education is needed. However, before getting to that point, we utilize Tiers of Intervention described below.
Tier I -Tier I includes high quality research-based instruction provided by the classroom teachers. Instruction is matched to student need through differentiated instruction in the core curriculum. The large majority of students are able to meet grade level targets with this level of support.
Tier II -Tier II includes all of the Tier I support plus additional targeted intervention. This intervention may come from a specialist in the building such as a reading teacher, counselor, etc.
Tier III -When Tier II intervention is not providing enough support to a student to allow them to return to Tier I, an RTI team made up of regular and special education teachers, reading teachers, mental health professionals, and administration, will meet and develop a plan for Tier III intervention. Tier III may increase the frequency and/or duration of intervention. It may increase the intensity such as one on one reading intervention.
Tier IV - If Tier III services are unsuccessful, a student may be recommended for special education services. If a comprehensive evaluation determines that these services are appropriate, a student is now at Tier IV.
While Reading and math are often the primary focus of the RTI process, the process of data- based decision-making and the principles of RTI apply to other content areas as well as to behavioral issues that impact student learning.
What is AIS?Academic Intervention Services or AIS means additional instruction which supplements instruction provided in the general curriculum and assists students in meeting the Next Generation state standards. It is a part of our RTI plan. AIS is provided for students that are not meeting standards or are in danger of not meeting the standards. This is determined at LGES through multiple grade level assessments K-6 including NYS testing at grades 3-6.
AIS determination at 3-6
New York State requires districts to identify students in need of AIS through a two step process. First, all students performing below the median scale score between a level 2/partially proficient and a Level 3/proficient on a grade 3-8 English language arts (ELA) or mathematics state assessment shall be considered for AIS. Upon identification of a student for consideration for AIS, all school districts shall then use a district-developed procedure, to be applied uniformly at each grade level, for determining which students shall receive AIS. After the district considers a student’s scores on multiple measures of student performance, the district determines whether the student is required to receive AIS. NYSED released guidance for Academic Intervention Services based on the new cut scores on the 3-8 ELA and math assessments. Those cut scores are provided below.
At LGES, we have utilized classroom time, WIN time, and time with specialists to provide intervention services to meet this requirement and we will continue to do so. Intervention may be provided by the classroom teacher or by a specialist such as a reading or math intervention teacher
While we provide intervention for all students, if your child did score below the following scale scores on last year's NYS test and other measures (including our reading benchmark assessments and math assessments) indicate a need for additional support, we are required to provide them with Academic Intervention Services.
ELA 2018-2019 Test MATH 2018-2019 Test
Median Scale score between level 2/3 Median Scale score between level 2/3
3 - below 592 3 – below 593
4 - below 593 4 – below 595
5 - below 601 5 – below 598