Response to Intervention
Response to Intervention or RTI, is a three-tier system designed to offer academic support and assistance in grades K through 6. State mandates require RTI in grades K through four, however, NFCSD goes beyond state mandates, providing RTI through grade 6. Academic support and assistance does not stop after grade 6, it continues at the prep and high school levels in the form of Academic Intervention Services, or AIS classes.
Niagara Falls City School District Response to Intervention (RTI)
Frequently Asked Questions
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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Does this instruction take the place of the regular classroom reading instruction?
No, this instruction is in addition to the regular classroom instruction.
- 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.
- 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.
- 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.
- Identified students receive research-based instruction targeted to their individual needs.
- Parents receive a letter explaining that their child will be receiving additional reading instruction.
- 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.
- Collaborative problem solving is used to design and implement instructional support for students that may consist of more individualized strategies and interventions.
- Student progress is monitored bi-weekly to determine the effectiveness of
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.
- 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 at (716) 286-4217