Linking Today’s Learners To Tomorrow’s Possibilities

Springville-Griffith Institute is a learning community committed to thinking critically, reflectively, and creatively, while courageously pursuing challenges and contributing to society.

Goals of District Response to Intervention Plan

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 (NASDSE, 2006). The Springville Griffith Institute seeks to uphold these aims by providing a high- quality, research based core program buttressed via the provision of secondary and tertiary supplemental intervention offerings for students in need of additional academic support.

It is the aim of the Springville Griffith Institute to increase the academic outcomes of all students via the implementation of the present Response to Intervention model, which features a comprehensive student assessment system and dynamic series of math and reading intervention supports. Behavioral, social, and emotional concerns impeding academics and classroom functioning will be addressed via the School Based Intervention Team (SBIT). Students may receive supports provided by both the district Response to Intervention (RtI) process as well as the School Based Intervention Team (SBIT).  contingent upon need and presenting concerns.

To maintain consistency with New York State education regulations, schools must develop Response to Intervention (RtI) procedures featuring:

  • School-wide screening to detect areas of academic delay
  • Use of that data to identify students who are in need of intervention
  • The establishment of formal intervention programming for students who are in need of intervention
  • Implementation of interventions that are research or evidence based
  • A model of intervention implementation that increases with intensity
  • A method of using student progress monitoring data to inform decisions about the type of interventions that should be provided
  • Decision making policies and procedures


Benchmark Assessment

All students in grades K through 5 will be universally screened to identify students potentially in need of intervention. These benchmark assessments will be conducted during fall, winter, and spring in accordance with best-practice approaches and New York State mandates.

Students evidencing scores at or below the 25th percentile on reading and math screening measures will be identified as at-risk and will be considered for intervention provision at Tier 2. Regardless of initial benchmark score, all students must first progress through Tier 2 intervention prior to being considered for Tier 3 intervention.

Progress Monitoring

All students receiving Tier 2 and Tier 3 intervention must be progress monitored on a regular basis to identify performance trends and determine the degree to which they are responding to intervention. In accordance with best practices and New York State recommendations, all Tier 2 students will be progress monitored bi-weekly, with all Tier 3 students to be progress monitored on a weekly basis.

Diagnostic Assessment

Students failing to respond to Tier 2 intervention may be provided with additional diagnostic assessment procedures to 1) further identify areas of academic need and 2) to assist in the augmentation or design of intervention supports. Implementation of additional diagnostic assessment procedures in the domain of reading and math will be at the discretion of the district Data Team and administration. Diagnostic assessment procedures may involve the administration of published, standardized, norm-referenced measures of reading and math, as well as qualitative reading error analyses and other valid measures of determining reading and math strengths and needs.

Decision Making Policies and Procedures

To uphold the provisions of the District RtI model, several decision making policies and procedures have been instated to ensure the equitable and consistent provision of intervention supports to all students evidencing need.  Data teaming procedures, designed to facilitate the identification of students in need of intervention and their progress in intervention, have been created and are in use by district personnel. In general, students failing to make adequate progress over time, while also evidencing scores significantly below normative expectations (dual discrepancy), despite increases in intervention support, will be considered for additional intervention services as needed.

The district Data Team will regularly review benchmarking and progress monitoring data to identify students who are at-risk and to evaluate the growth of students currently receiving intervention. Minimally, 8 data points are required before any performance trends can be identified and reviewed by the Data Team. Students must evidence 3 or more data points at or above their goal level of performance prior to being exited. No student will be exited from intervention on the basis of one benchmark data point.

District data teams will meet three times per year to review benchmarking data, and at least three additional times per year to review student progress monitoring data.

Intervention Tools and Frequency

It is important that a Response to Intervention plan have consistent procedures to help make decisions in regards to: intervention tools to use, the frequency of the intervention, frequency of progress monitoring and calculating rate of improvement. These procedures will assist the Data Team to ensure that students are receiving the interventions that are needed.

SGI will be using evidence-based tools. These are tools that have been independently evaluated and found to improve the learning outcomes of students.


  • Response to Intervention will be using an explicit, systematic approach with direct instruction to a small group of students.  Tier 2 and Tier 3 are supplemental (additional) to the Core Instruction.
  • All students will start at Tier 2 when first identified by the Data Team, whose benchmark assessment is at or below the 25th percentile.
  • For the first year of this plan (2016-2017), if a student currently receives Tier 3 interventions then the student will continue in Tier 3.
  • Students moving from Tier 2 to Tier 3 are students not making a rate of improvement relative to same-age peers. These students will be given the Gray Oral Reading Tests 4th edition. If math is the area of concern, The Key Math will be given. This assessment will provide the Reading or Math specialist with diagnostics results and pinpoint the area of need in reading or math.

Tier 2


  • Fountas and Pinnell Systemic Reading Program
  • Number Worlds

Frequency for Reading and Math:

  • 2x a week, 50 minutes

Progress Monitoring for Reading and Math:

  • i-Ready
  • Fountas and Pinnell Systemic Reading Program
  • Easy CBM

Tier 3


  • Reading Mastery K-5
  • Corrective Reading – grades 3-adult
  • Number Worlds

Frequency for Reading and Math:

  • Reading: 5 x a week, 50 minute sessions
  • Math:      4 x a week, 40 minute sessions

Progress Monitoring for Reading and Math:

  • i-Ready
  • Easy CBM

Parent Communication

Parent will receive their child’s benchmark assessment report 3 x yearly. These will be sent home via child’s take-home folder.

If your child is going to receive Tier 2 or 3 interventions, a letter will be sent home to you. Each parent of a student participating in and RtI process is encouraged to meet with reading and/or math specialist that is providing the interventions or other school staff members in order to review the student’s progress.