Response+to+Intervention+(RtI)

== Effective July1, 2012, all school districts in NYS must have an RtI program in place as part of its evaluation process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. (NYSED, 2009) ==

==Response to Intervention (RtI) is a new element in our country's schools. It is a process that can be used to help students who are struggling academically by ensuring that the instruction that they are receiving is meeting their individual needs. RtI helps to identify students who may need additional interventions and proposes guidelines for the duration and frequency of those interventions. If multiple interventions are found to be ineffective over time, RtI will become part of the process of helping children receive Special Education Services. To learn about Groton's progress toward implementing this process, please visit Groton's RtI Wiki. For additional information about NY state's RtI progress, visit [|NYS RtI TAC].==

For intervention resources, please visit [|Intervention Central] and [|The Florida Center for Reading Research (FCRR).]

 * Decision Making Tree**



*Newly available*- Please check out our new intervention menus.

 * ==__Intervention Menus__== || ==__RtI Frameworks- Literacy__== || ==__Fidelity Checklists__== ||
 * [[file:intervention menu- comprehension.docx]] || [[file:RtI model- kindergarten.docx]] || [[file:guided reading fidelity checklist.docx]] ||
 * [[file:intervention menu- phonics.docx]] || [[file:RtI model- 1st.docx]] || [[file:writing workshop fidelity checklist.docx]] ||
 * [[file:intervention menu- fluency.docx]] || [[file:RtI model- 2nd.docx]] ||  ||
 * [[file:intervention menu- print and phonemic awareness.docx]] || [[file:RtI model- 3rd grade.docx]] ||  ||
 * || [[file:RtI model 4-5.docx]] ||  ||

__Trouble-shooting Scheduling Challenges__
== In the attempts to meet the expectation that students involved in RtI should receive intervention during times outside of their core ELA instruction (but still receive Science and Social Studies content), GES has gotten creative. Thanks for your flexibility! ==

[[file:RtI sample schedules.docx]]
__Rotating Reading Groups__ This sample schedule rotates guided reading group times, allowing the classroom teacher to meet with Tier II students 4x/week and Tier III students 5x/week. The RtI providers could provide services from 2:20-3:00 and possibly meet with their groups during the rotating guided reading time (ensuring that they are pulling students out OUTSIDE of when the classroom teacher meets with them). This schedule ensures that students are receiving science and social studies daily. *Note- If this model is used, please be sure to prioritize and adjust the expectations for workboard task completion, as RtI students could be receiving two reading groups during that time period. browsing box || Homeroom- Attendance, lunch count, browsing box || Homeroom- Attendance, lunch count, browsing box || Homeroom- Attendance, lunch count, browsing box || Workshop || Writing Workshop || Writing Workshop || Writing Workshop ||
 * || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 8:40-9:00 || Homeroom- Attendance, lunch count, browsing box || Homeroom- Attendance, lunch count,
 * 9:00-9:42 || Specials || Specials || Specials || Specials || Specials ||
 * 9:45-10:05 || Introduction of center activities, Phonics mini-lesson || Introduction of center activities, Phonics mini-lesson || Introduction of center activities, Phonics mini-lesson || Introduction of center activities, Phonics mini-lesson || Introduction of center activities, Phonics mini-lesson ||
 * 10:05-10:30 || Group 1 || Group 4 || Group 3 || Group 1 || Group 2 ||
 * 10:30-10:55 || Group 2 || Group 1 || Group 4 || Group 2 || Group 1 ||
 * 10: 55- 11:20 || Group 3 || Group 2 || Group 1 || Group 3 || Group 4 ||
 * 11:20-12:00 || Writing Workshop || Writing
 * 12:00-12:30 || Lunch || Lunch || Lunch || Lunch || Lunch ||
 * 12:30-1:00 || Rec || Rec || Rec || Rec || Rec ||
 * 1:00-1:40 || Math || Math || Math || Math || Math ||
 * 1:40-2:20 || Science/SS || Science/SS || Science/SS || Science/SS || Science/SS ||
 * 2:20-3:00 || Calendar/Read-aloud
 * RtI** || Calendar/Read-aloud
 * RtI** || Calendar/Read-aloud
 * RtI** || Calendar/Read-aloud
 * RtI** || Calendar/Read-aloud
 * RtI** ||

__Guided Reading x 2__ This sample schedule allows the classroom teachers to have one guided reading session in the morning and one guided reading session in the afternoon, which makes it possible to meet with all reading groups 5x/week. The RtI providers would meet with Tier III students from 1:35-2:25 and with Tier II students from 2:25-2:55. This schedule ensures that students are receiving science and social studies daily, however the amount of time allotted for these content areas is shorter.
 * || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 8:40-9:00 || Homeroom- Attendance, lunch count, browsing box || Homeroom- Attendance, lunch count, browsing box || Homeroom- Attendance, lunch count, browsing box || Homeroom- Attendance, lunch count, browsing box || Homeroom- Attendance, lunch count, browsing box ||
 * 9:05-9:45 || Writing Workshop || Writing Workshop || Writing Workshop || Writing Workshop || Writing Workshop ||
 * 9:45-10:00 || Phonics Mini-Lesson || Phonics Mini-Lesson || Phonics Mini-Lesson || Phonics/Mini-Lesson || Phonics/Mini-Lesson ||
 * 10:00-10:25 || Group 1 || Group 1 || Group 1 || Group 1 || Group 1 ||
 * 10:25-10:55 || Science/SS || Science/SS || Science/SS || Science/SS || Science/SS ||
 * 10:55-11:35 || Math || Math || Math || Math || Math ||
 * 11:35-1:21 || Lunch, Rec, Specials || Lunch, Rec, Specials || Lunch, Rec, Specials || Lunch, Rec, Specials || Lunch, Rec, Specials ||
 * 1:35-2:00 || Group 2 || Group 2 || Group 2 || Group 2 || Group 2 ||
 * 2:00-2:25 || Group 3 || Group 3 || Group 3 || Group 3 || Group 3 ||
 * 2:25-2:50 || Group 4 || Group 4 || Group 4 || Group 4 || Group 4 ||
 * 2:50-3:00 || Read-aloud || Read-aloud || Read-aloud || Read-aloud || Read-aloud ||

**__Parent Guides and Information__**

 * Parent Letters**


 * [|Parent Guide to Response to Intervention]**