RANDOLPH MIDDLE SCHOOL

New Jersey Tiered System of Supports (NJTSS)

Randolph Middle School

RTI Committee Co-Chairs:
Lisa DiAgostino, Humanities Supervisor
Christine Fugger, Psy. D.

Staff Guidelines
Table of Contents
Preface 1
Introduction to NJTSS 2
Essential Components/Purpose 3
Definitions 4
NJTSS at Randolph Middle School 5
NJTSS Team 5
Interventions and Supports 6
Tier 1 6
Tier 2 6
Tier 3 7
Intervention and Referral Services and
New Jersey Tiered System of Supports (NJTSS) Teams 7
Summary 8
Appendices 11
References 12
NJTSS Flowchart 13
Academic Skills Referral Form 14-15
Academic Skills Review Form (Entrance) 16
Example of Parent Communication for Entrance 17
Example of Program Informational Overview 18
“Research has made it abundantly clear Preface
that putting the least capable and least
motivated students together in a class with Researchers have endorsed the incorporation
a curriculum that is less challenging and of a scientific, research-based intervention
moves at a slower pace increases the process as an identification criterion of specific
learning disabilities (SLD) because it combines
achievement gap and is detrimental to the important features of assessment and
students” (DuFour, 2010, p. 23, in instruction and addresses many of the
Buffum, 2011) limitations currently associated with aptitude-
achievement discrepancy models of SLD
identification...The hypothesis is that, with RTI, these struggling students can be
identified early and provided appropriate instruction, thus increasing the likelihood
that they can be successful and maintain their class placement (NRCLD, 2006).

NJTSS is a framework of academic and behavioral supports and interventions to

improve student achievement, based on the core components of multi-tiered systems
of supports and the three-tier prevention logic of Response to Intervention (RTI)...
NJTSS maximizes the efficient use of resources to improve support for all classroom
teachers and targets interventions to students based on their needs (New Jersey
Department of Education).
 Introduction

New Jersey Tiered System of

Support (NJTSS)
ulti-level prevention system includes three levels of intensity or prevention.

M
The primary prevention level includes high quality core instruction. The
secondary level includes evidence-based intervention(s) of moderate intensity.
The tertiary prevention level includes individualized intervention(s) of
increased intensity for students who show minimal response to secondary
prevention. At all levels, attention should be on fidelity of implementation, with
consideration for cultural and linguistic responsiveness and recognition of student
strengths (http://www.rti4success.org/essential-components-rti/multi-level-prevention-
system).

The main purpose for NJTSS is immediate intervention. Students no longer have to
“wait to fail” to receive help. NJTSS allows staff to understand how students respond to
research based intervention. If students respond to quality short term intervention, they
have had an opportunity to fill in gaps. If student have more difficulty responding to
research based intervention, they have an opportunity to be evaluated further and receive
more intensive individualized interventions.

There are many benefits of NJTSS (https://iris.peabody.vanderbilt.edu/module/rti-

leaders/resource/q1/p03). Having a multi-tiered intervention system in place can facilitate
the decision to make a referral to the Child Study Team for a Special Education
evaluation, as well as increased accuracy in the identification of students with a learning
disabilities (i.e., fewer “false positives”). It promotes shared responsibility and increased
accountability for student learning. Parental communication is enhanced by the use of
data. Instructional decisions are guided by progress monitoring data. Collaboration among
administrative staff, teachers, and parents regarding students’ learning is increased. There
is a potential for the reduction of behavior problems. There can be a greater staff, parent,
and student involvement in the educational process. There is a proven reduction of the
over-identification of minority students in special education programs, as well as reduction
in the number of students referred for special education services.
 Essential Components

A school-wide, multi-level instructional and behavioral

system for preventing school failure

Screening

Progress Monitoring

Data-based decision making for instruction,

movement within the multi-level system, and
disability identification (in accordance with state
law)

NJTSS is a framework of academic and behavioral supports and interventions to improve student
achievement, based on the core components of multi-tiered systems of supports and the three-tier
prevention logic of Response to Intervention (RTI). With a foundation of strong district and school
leadership, a positive school culture and climate, and family and community engagement, NJTSS builds
upon intervention and referral services (I&RS) and gives schools a structure to meet the academic,
behavioral, health, enrichment, and social-emotional needs of all students (NJTSS Brief).

Screening is also referred to as Universal Screening. Universal screening is the first step in
identifying the students who are at risk for learning difficulties. It is the mechanism for targeting
students who struggle to learn when provided a scientific, evidence-based general education
(Jenkins, Hudson, & Johnson, 2007). Universal screening is typically conducted three times per
school year, in the fall, winter, and spring. Universal screening measures consist of brief
assessments focused on target skills.

With progress monitoring, teachers collect student performance data on a frequent basis:
usually every week, but at least every month. The teacher graphs each student’s scores against
days on the calendar and draws a line of best fit through the scores. This trend line, which
represents weekly rate of improvement, is the rate at which the student is making progress
toward achieving competence in the grade-level curriculum (Fuchs,
http://www.rtinetwork.org/essential/assessment/progress/mutlilevelprevention).

Data analysis and Data Based Decision Making occur at all levels of RTI implementation
and all levels of instruction. Teams use screening and progress monitoring data to make
decisions about instruction, movement within the multi-level prevention system, and disability
identification.

(http://www.rtinetwork.org/essential/assessment/data-based).
 NJTSS at Randolph Middle School
At RMS, Progress Monitoring and Interventions take place in our Academic Skills classes.
Students are referred by their teachers. Academic Skills Team members also use Universal
Screening data to request more information from teachers about students who are at risk.
Proper referral forms and detailed information about concerns is necessary. Work Samples
attached to referrals is helpful.

Academic Skills classes are cycle classes. However, students are able to cycle in to an academic
skills class based on appropriate referral at any time in the semester. They are also able to cycle
out dependent on progress at any time in the semester.

NJTSS (Academic Skills) Team

Our Academic Skills Team consists of department supervisors, a member of the Child Study
Team, the intervention teachers, and the referring teachers when necessary. The team meets
regularly every two weeks.

The main responsibilities of the NJTSS Team are:

• To review Universal Screening Data of all students.

• To review progress monitoring of intervention students.

• To review intervention progress frequently for fidelity of program delivery.

• To review data and the need to reduce or increase intervention intensity.

• To review intervention quality and to recommend programming.

• To provide needed materials.

• To provide staff development.

Interventions and Supports
The Academic Skills classes for Language Arts utilize a number of research based programs,
such as Lexia, Scholastic Action, and NewsELA. The Academic Skills classes for Mathematics
utilize explicit instruction with cumulative review, drill, and practice, which eases learning
challenges and motivates learning; these strategies are noted as key principles for instituting
Mathematics interventions (Fuchs,
http://www.rtinetwork.org/essential/tieredinstruction/tier2/mathintervention).

Tiered Interventions
(NationalCenteronResponsetoIntervention,2012):

Tier 1
High-Quality Classroom Instruction

Primary level prevention focuses on all students. It includes the core curriculum and the
differentiated instruction delivered within the regular education classroom setting. The
core curriculum is the course of study deemed critical and usually mandatory for all
students of a school or district. Such curricula should be research based and incorporate
differentiated instruction. Universal screening is used to determine the effectiveness of the
core curriculum and identify students at risk for poor learning outcomes.

ELA assessments that have been useful for screening are the Edmentum Benchmarks and
Scholastic Reading Inventory. Other information such as state assessments and progress
reporting is useful in addition to the data based information.

Mathematics assessments such as MAPS and RIT scores have been useful for screening
purposes. State assessments and progress reporting are also supplementary to data based
decision making.

Tier 2
Targeted Group Interventions

The secondary level of prevention supplements and aligns with the core curriculum. Students
included in secondary prevention participate in both the primary (the core curriculum and
instruction) and secondary levels of prevention (the supplemental support). It typically involves
small-group instruction that relies on evidence-based interventions that specify the instructional
procedures. As evidenced by progress monitoring data, students who do not benefit from the
interventions provided under the secondary level of prevention may need more intensive
instruction.
Tier 3
Intensive Interventions

The tertiary level of prevention includes intensive instruction individualized to meet each
student’s need. It focuses on a limited number of students (3–5 percent) who have not
responded to the primary or secondary levels of prevention. At the tertiary level of prevention,
well-trained staff often begin with a more intensive version of the intervention program used in
the secondary level of prevention (e.g., longer sessions, smaller group size, and/or more
frequent sessions). The interventions used are evidence-based standard protocols or are based
on validated progress monitoring methods for inductively individualizing instruction.

Intervention and Referral Services (I&RS) and New

Jersey Tiered System of Supports (NJTSS) Teams
Similarities and Differences

The structured framework of both I&RS and NJTSS is the same and in line with our district
mission statement “We commit to inspiring and empowering all students in Randolph Schools
to reach their full potential as unique, responsible, and educated members of a global society.”
I&RS strives to facilitate academic and behavioral concerns for at-risk students. NJTSS strives
to remediate academic gaps in ELA or Math for struggling students.

In essence, I&RS and NJTSS work together to identify students in different ways; through
teacher consultation and through screening, respectively. The NJTSS team makes
recommendations with respect to data based decision making and oversees progress
monitoring of academic interventions.

9
 Summary (Searle,2010)
RTI (NJTSS) does:

-Develop a systematic way of identifying student strengths and weaknesses.

-Reduce the time students wait to receive necessary instruction and intervention.

-Require schools to ensure that underachievement is not due to a lack of appropriate instruction.

-Require close monitoring and documentation of student responses to research-based instruction

in general education classrooms, so schools are less likely to label students too quickly.

-Require that general and special education classrooms share responsibilities to ensure that all
students can receive additional support using a seamless instructional system
-Require the use of research-validated practices in core classroom instruction and supplemental
intervention services.
7
RTI (NJTSS) does not:

-Apply only to students who qualify for special education.

-Allow students to wallow in failure until they meet a qualification score.

-Focus more on compliance to forms and procedures than on student results. It does promote
procedures that get the right services to the right students at the first signs of trouble.

-Ignore the bias of assessment instruments that over-identify students who lack prior knowledge
due to environmental and cultural differences that are easily misinterpreted as a learning disability.

-Simply refer, test, and label students when they underperform in general education classrooms
without proving that the problem is not the fault of the curriculum or the instruction.

RTI is not a program you can buy. It is not a pathway to special education. It is a method of
organizing and coordinating school resources to create a more efficient range of options that
serve all students in danger of not reaching their potential. The spotlight on student learning is
intended to create a culture of early intervention, thus putting to rest the old "wait-to-fail" model
that delayed appropriate services.

10
Appendices

11
 References

Buffum, A. and Mattos, M. (2011). Simplifying Response to Intervention: Four Essential Guiding
Principles. Solution Tree Press: Bloomington, IN.

Center on Response to Intervention. Essential Components of RTI: Multi-level Prevention System.

http://www.rti4success.org/essential-components-rti/multi-level-prevention-system

Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for at-risk readers in a response to
intervention framework. School Psychology Review, 36, 582–600.

New Jersey Department of Education. New Jersey Tiered System of Supports.

http://www.state.nj.us/education/njtss/brief.pdf

RTI: Considerations for School Leaders. https://iris.peabody.vanderbilt.edu/module/rti-

leaders/cresource/#content

RTI Action Network. Data Based Decision Making.

http://www.rtinetwork.org/essential/assessment/data-based

Searle, M. (2010). What Every School Leader Needs to Know About RTI. ACSD: Alexandria, VA.

12
13
 RANDOLPH MIDDLE SCHOOL - DEPARTMENT OF HUMANITIES
ACADEMIC SKILLS ELA SUPPORT - TEACHER REFERRAL FORM
Confidential
Student Name: ___________________________Team: _____________Date: ______________________
Please complete all that are applicable.
1. Reading:

SRI Date

Benchmark Date RL RI Vocab Total %

2. Writing:

Genre Score Date Comments

DBQ Essay

Literary Analysis

Argument Essay

Narrative

Other:

3. Marking Period Grades:

Grade Comments

MP1

MP2

MP3

MP4

4. Additional Classroom Data/Observations:

14
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Reading Skills Checklist: (Check all that apply)
_____ identifying main idea
_____ identifying relevant details
_____ identifying theme/central idea
_____ summarizing text
_____ interpreting text features
_____ making and identifying evidence to support inferences
_____ drawing conclusions using evidence from text
_____ analyzing plot elements and development
_____ characterization
_____ identifying conflict
_____ figurative language

Other:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________
Writing Checklist: (Check all that apply)
_____ writing arguments
_____ writing a thesis statement
_____ citing evidence to support claim
_____ explaining significance of evidence cited
_____ writing informative/explanatory texts
_____ topic sentences
_____ concluding sentences
_____ using transitions
_____ sequencing events
_____ narrative writing
_____ writing/punctuating dialogue
_____ sentence construction
_____ subject/verb agreement
_____ capitalization/punctuation

Other:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Teacher Modifications/Interventions:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________
Parent Contact/Notification: (Provide date and method of contact)
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

___________________________________________________________________
Printed Name of Referring Teacher

___________________________________________________________________
Signature of Referring Teacher

15
 Academic Skills Referral Review

Student: Referring teacher:

Review Date:

SRI Score Edmentum Benchmark % DBQ/Writing Rubric

AP=>86% (possible 100)
P=70%-85%
PP=<69%
Referral threshold <100 pts Referral threshold <60%
6th < 925 RL:
RI:
V:
7th < 970 RL:
RI:
V:
8th <1010 RL:
RI:
V:

Additional data considered:

Academic Skills course recommendation:

[ ] Yes/Start Date:
[ ] No/rationale:
[ ] Continue monthly review

Comments:

X X

16
 C.Fugger, Psy.D. L.DiAgostino

RANDOLPH TOWNSHIP SCHOOLS

Randolph Middle School
507 Millbrook Road
Randolph, NJ 07869

Response to Intervention Committee Co-Chairs

Lisa DiAgostino, Humanities Supervisor
Christine Fugger, Psy.D.

Dear Parent or Guardian,

Universal assessments in English language arts and mathematics have been administered to assess
grade level proficiency. The resulting data necessitates the placement of your child into a
scheduled Academic Skills class, a course designed for students who require skill development in
math and/or English language arts.
Academic Skills instructors, in collaboration with content area teachers, will provide instruction
for each student based on specific needs and determine program goals for each individual. Skills
will be taught directly or in conjunction with assignments from academic courses. Re-teaching,
reinforcement of identified skills and ongoing assessment will evidence growth and attainment of
skills. Attainment of individual goals will be the criteria used to conclude student participation in
the program.
Your child will be placed in:
___Academic Skills - Language Arts beginning on ___________
Skill work will focus on student needs such as literacy skills, decoding, fluency,
comprehension and writing
___Academic Skills – Mathematics beginning on_____________
Skill work will focus on student needs such as conceptual understanding, procedural
fluency, strategic competence and adaptive reasoning
Instructors will continuously monitor progress of your child and communication will be ongoing.
If you have questions, kindly contact the program instructor(s).

Thank you for your continued interest in your child’s school success.

Sincerely,

Mrs. Diane Belli, Academic Skills Instructor, English Language Arts

Mrs. Tasha Delp, Academic Skills Instructor, Mathematics

17
 Randolph Township Schools
Humanities Department
________________________________
Lisa DiAgostino, Supervisor of Humanities 6-8 ldiagostino@rtnj.org

ACADEMIC SKILLS/RTI
The Academic Skills cycle course is designed for students who require skill development in one or
more specific content areas. The Academic Skills instructor, in collaboration with the student, parents,
content area teachers and administrators, will provide instruction for each student based on specific
needs and determine program goals for each individual. Skills will be taught directly or in conjunction
with assignments from academic courses. Re-teaching, reinforcement of identified skills and ongoing
assessment will evidence growth and attainment of goals. Attainment of individual goals will be the
criteria used to conclude student participation in the program. Concurrent with academic skill
development, an emphasis will be placed on organization and time management as well as students
working toward increased responsibility and independence.

Grade 6, 7 and 8 Academic Skills class is aligned with NJ Tiered System of Supports in that:

• Tier 1 provides high-quality learning environments, evidence-based curricula and instructional

practice and a continuum of supports and interventions in general education classroom

• Tier 2 provides supplemental supports and intervention that may be delivered in small-group
instruction, in either the general education classroom or during an intervention period. This is
occurring in push in and pull out.

• Tier 3 provides intensive supports and interventions that may be delivered individually in or
outside the classroom after delivery of core instruction.

Components:
• Data-based decision making
• Universal Screening
• Frequent progress monitoring
• Research based materials including but not limited to: Lexia, Wilson, Reading Express, digital
readworks.org, newsela.com, MAP and Edmentum Assessments,

18
Page intentionally left blank

19