NYS RtI TAC

Interventionist: highly trained, skilled and knowledgeable school personnel
Setting: most often takes place outside of the general education classroom
Grouping: small, homogeneous grouping (1:1 – 1:2)
Curriculum: customized, intensive, systematic and research-based instruction that targets academic areas of greatest need
Duration: varies- a minimum of 10-30 weeks
Length of Intervention Sessions: 30 – 60 minutes, five times per week
Assessment: may include formal and informal measures to inform instruction
Progress Monitoring: minimum once per week

Interventionist: trained, skilled and knowledgeable school personnel
Setting: variable, can occur in and/or outside of general education classroom
Grouping: small, homogeneous grouping (1:3 – 1:5)
Curriculum: scientifically research-based instruction designed to remediate skill deficits of targeted students
Duration: varies – based on rate of progress and performance of students; 10 to 30 weeks minimum
Length of Intervention Sessions: 20 – 30 minutes, 3 to 4 times per week
Assessment: may include formal and informal measures to inform instruction
Progress Monitoring: twice monthly to examine rate and level of performance

Interventionist: general education teacher
Setting: general education classroom
Grouping: variable and flexible grouping formats
Curriculum: scientific, research-based instruction aligned to state learning standards in core academic areas
Duration: year-long
Length of Instructional Sessions: involves a minimum of 90 minutes of uninterrupted, ELA instruction per day
Assessment: all students are screened at least 3 times per year (Fall, Winter, Spring)
Progress Monitoring: students initially identified as at-risk on screening measures are progress monitored on a weekly basis for 5-6 weeks

FREE Regional Forums
Supporting Successful Strategies to Achieve Improved Results (S3TAIR) Project
Description: To highlight instructional best practices as validated through the S3TAIR Project for students with disabilities in the areas of literacy, positive behavior interventions and supports, and special education instruction.

[ East: PDF ] [ West: PDF ] [ NYC: PDF ]

For more information on the S3TAIR project, please visit the project website.
RtI Guidance Document
The New York State Education Department is pleased to announce the release of the document Response to Intervention: Guidance for New York State School Districts. Response to Intervention (RtI) is a multi-tiered early prevention and intervention system designed to improve outcomes for all students. It is available at http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm or NYSED RtI Guidance Document.pdf. The purpose of the guidance document is to provide information and guidance to school districts on how to design and implement an effective RtI process, including, but not limited to information regarding regulatory requirements, quality indicators, staff development, tools to assist districts in selecting a specific model and procedures for the use of RtI data in determining if a student has a learning disability. This guidance document should be used in conjunction with information available from the New York State Response to Intervention Technical Assistance Center (NYS RtI-TAC).
RtI Leadership Network
The RTI Action Network is now accepting applications for the Leadership Network - a free online leadership mentoring program that equips building and district leaders to implement effective Response to Intervention (RTI). Participants are assigned to a mentor who is experienced in RTI implementation, and receive support through monthly online meetings, on-demand problem-solving, and private discussion boards with an online professional community . For more information and to apply, go to: http://www.rtinetwork.org/connect/leadership-network

NYS Regulations define RtI as a school district's process to determine if a student responds to scientific, research-based instruction. For a complete definition of RtI and related RtI policy framework see April 2008 NYSSED Field Memo or visit 8 NYCRR section 100.2(ii) Click here for additional information.

The New York State Response to Intervention Technical Assistance Center (NYS RtI-TAC) is supported by a 5-year contract with the New York State Education Department P-12, Office of Special Education. Our mission is to support capacity-building efforts of NYS schools to implement proven and promising practices within a Response to Intervention model. This website is designed to provide resources and tools to educators and families regarding effective RtI practices. Please consider this website a work in progress that will continue to expand and evolve as we continue to add additional RtI resources.

Click a Tier for a more
detailed description

Tertiary intervention
intended for about 1-5% of
students who are not responding
to instruction at Tiers 1 & 2

Secondary Intervention intended for 10-15%
of students who are not making adequate
progress with core instruction at Tier 1

Core instruction or primary intervention intended for all students
in the general education classroom

Effective July 1, 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)

This Web site is made possible through a contract (#C009953) between Buffalo State College and New York State Education Department P-12, Office of Special Education. The contents of this Web site do not necessarily reflect views or policies of the NYS Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the NYS Education Department.

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