Beyond the Pyramid Webinar

Q1: Shifting to Science of Reading (SOR), evidence-based programs and practices, for successful Response to Intervention (RTI), requires shifting to AND eliminating ineffective practices as well. Otherwise, instructional time and money is wasted, and students, especially struggling students, don't progress, negative behaviors worsen, etc. In addition to buying a core ELA program, what practices and/or programs will the district work to eliminate as it shifts?
A1: Port Washington is engaged in a multi-year process to research, pilot, and select a core instructional program for district-wide implementation. As part of the transition to a core program aligned with best practices, the district is reviewing all current literacy resources and practices. This includes examining leveled reading systems, cueing-based instructional approaches and supplemental programs that are not aligned to current research on best practices. 

The selection of a new program is taking place through a committee of teachers and administrators. This committee will make recommendations not only about what to adopt, but also what to sunset to ensure instructional coherence. Professional development and administrative supervision will support consistent implementation across classrooms.

Q2: Is Reading Recovery still used in our district?  If so, how many students enrolled this year? If so, also please give the district’s reasoning.  It's expensive, and while it has solid research behind it, the solid findings are that it is not effective and even has negative impacts, especially for students with phonics deficits.
A2: Reading Recovery is no longer used in the district. During the 2024-25 school year, it was used as a Tier 3 intervention for fewer than 10 students. It has not been used since. Based on current research and our review of outcomes, the district determined that Reading Recovery does not align with our instructional direction and is no longer in use.

Q3: Is the Benchmark Assessment System (BAS) used to determine Tier 2 or Tier 3 placement?  Research says it is only about 50% accurate and not intended for screening purposes. Please explain each of the other  assessments used to determine Tier 2 placement, and the evidence or reasoning behind each.
A3: The BAS is not used as the sole determinant of Tier placement. Multiple measures are used. Our universal screener is the i-Ready Diagnostic (K-8), administered districtwide. Additional diagnostic tools are used to pinpoint specific skill needs. These may include:
-Fountas & Pinnell benchmark assessments (grades 1-5)   
-Really Great Reading (grades K-1) letter ID, letter sounds, functional vocabulary, phonemic awareness
-The G.R.A.D.E. Group Reading Assessment and Diagnostic Evaluation- (grades 2-5). Depending on the student’s grade level, it assesses passage comprehension, vocabulary, word meaning, sentence comprehension, and listening comprehension
-NYS ELA and Math assessment (grades 4-5)
-Universal Screener, iReady Diagnostic,  (K-6)
-Letter Naming Survey
-Sounds Survey
-Formative reading assessments
-Districtwide Math Screener

Q4: What is used for progress monitoring in Tier 2 and Tier 3?  Is progress data stored electronically? Is progress data shared with parents? How do parents request historic data?
A4: Progress monitoring includes the following:
For Tier 2 (AIS), progress monitoring is embedded within the intervention program and reviewed at regular checkpoints.
For Tier 3, progress monitoring is individualized and conducted weekly.

Data are reviewed regularly by AIS staff and administrators. While weekly data are not routinely distributed, parents receive updates through report cards, conferences and direct communication. Parents may request historical intervention data through their child’s building principal or PPS office.

Q5: What is the criteria for moving up and down between Tier 2 and Tier 3? Criteria for Tier 1 to Tier 3?
A5: Movement between tiers is based on documented response to intervention, rate of progress toward benchmark goals, and analysis of multiple data points. Students demonstrating adequate progress may move to a lower tier, while students not responding to interventions may receive increased intensity or frequency of support. You can find the RtI document on the Curriculum page of the district’s website.

Q6: Do we use “4-point rule” (i.e.,for  every 4-6 weeks of instruction, we look at least 6-9 points collected) to decide if instruction change is needed, so moving instruction or Tiers isn’t delayed?
A6: While we do not use a strict “4-point rule” framework, Tier 3 data are reviewed monthly by AIS staff and administrators. Students’ rate of improvement and trend lines are examined to determine whether instructional adjustments are required. Instructional changes are made when progress is insufficient.

Q7: Does each means of criteria align with what is evidence-based, or best RtI practice?
A7: Each assessment tool used in our tiered framework was selected based on its technical adequacy, alignment to instructional goals, and research base. No single tool drives placement decisions; rather, we rely on triangulated data to support sound instructional planning.

Q8: Families of struggling students need better support and engagement from our district. I’d like to see regularly scheduled meetings for parents of struggling students to meet, in person with teachers, to discuss topics together, in person. How many parents of struggling students are involved in our district's RtI committee? PGCD committee?
A8: All PGCD subcommittees are comprised of district teachers and administrators; they do not include parents. While parents are not members of the PGCD subcommittees, parent input is valued and incorporated through Board meetings, Curriculum Committee discussions, and direct communication with district administrators.  

Q9: Is i-Ready our screener or is it used for progress monitoring also?
A9: i-Ready Diagnostic is our universal screener for Reading and Math, K-8. We are also in year 2 of using i-Ready Mathematics as the instructional program in our K-6 classrooms. There are progress monitoring opportunities associated with the mathematics program.

Q10: Is RtI this considered a pre-evaluation, so if a student reached Tier 3, they would need to be tested/evaluated for determining what IEP is needed? Can private evaluation outside the school be used?
A10: We have clear criteria regarding timelines within each tier in our RtI document on page 7.  However, if a student is making progress through AIS, an IEP would not necessarily be warranted.
Tier 2: Minimum of 18 weeks with at least three (3) different interventions implemented.
Tier 3: Minimum of 18 weeks with at least three (3) different interventions implemented

If a student is still struggling at Tier 3 and a referral is made to the CSE, parental consent is required in order to do the required evaluations as part of that referral process.  Data from the tiers are also considered by the CSE when determining if a student is eligible for services and an IEP.  If parents choose to pursue private evaluations and share the results, that information is also considered by the CSE. A student does not have to complete all tiers before a referral to the CSE can be made if a disability is suspected.

Q11: Is “Red Shirting” available in the Port District? 
A11: When a parent decides to hold their child out of kindergarten, also referred to as “red shirting,” the CSE can still make a recommendation for services. If a parent has questions about this, they can reach out to PPS to review their child’s specific circumstances. 

Q12: Is RtI similar to the No Student Left Behind program?
A12: No Child Left Behind (NCLB) was signed into law in 2002 and was focused on improving proficiency for all students in reading and math.  No Child Left Behind (NCLB) was a federal law that required schools to measure student learning and report results. NCLB was replaced by the Every Student Succeeds Act (ESSA) in 2015.
Response to Intervention (RtI) is the framework that schools use to provide intervention to students who are struggling—starting early, adding support in terms of increasing levels of tiers, and checking progress along the way. They’re connected because both use data, but they are not the same thing.

Q13: So children are required to go through RtI to be eligible for special education?
A13: RtI data are considered as part of the eligibility determination process. However, students are not required to complete all tiers before being referred to the CSE if a disability is suspected.

Q14: Is there a time requirement for CSE meetings for new evaluations after a child already has an IEP?  Similar to the 60 day requirement for initial CSE?
A14: Yes, the time requirement for new evaluations is 60 calendar days from the date the district receives parental consent. 

Q15: If a student has a pervasive condition like deafness, do they still get reevaluated every three years for eligibility for special education?
A15: Yes, NYS regulations require that all students with IEPs be reevaluated every three years to determine continued eligibility for services. This enables the CSE to take a deeper look at student progress over the three years separate from the disability itself.   

Q16: Once declassified, can you go back to special education? Or only AIS? Or do you have to go through AIS before qualifying for special education?
A16: A student who is declassified can receive AIS and potentially be re-referred to the CSE at some point in the future.  Depending upon the student’s progress, the CSE would consider any AIS supports the student received since declassification. 

Q17: If a student is coming into Kindergarten with an IEP, will those things be in place by the first day of school? Or only in the 60 day framework after school starts?
A17: For students entering with an existing IEP, services begin at the start of the school year. The 60-day timeline applies to new evaluations following parental consent, not to the implementation of existing IEPs.