Instructional Shifts Webinar
November 19, 2025
Response to Intervention and Academic Intervention Services
Q1: How are children chosen to receive Tier 2 or Tier 3 instruction from an outside provider? Is it solely based on the screener (bottom 16%?) or is teacher input and assessment taken into consideration?
A1: Depending on the grade level and the skill area, we use the following assessments to determine if a student qualifies for AIS support.
- i-Ready Universal Screener
- Really Great Reading Foundational Skills Survey
- Letter Naming Survey
- Sounds Survey
- G.R.A.D.E.- Group Reading Assessment and Diagnostic Evaluation
- Formative Reading Assessments
- NYS ELA Exam
- Fountas & Pinnell Literacy Benchmark
- NYS Math Exam
- District-wide Math Screener
Q2. How does the teacher know when to integrate a student back into the regular Ed setting since they are potentially missing what everyone else is learning. How does the student catch up?
A2: Port Washington is working towards ensuring that students do not miss Tier 1 instruction when receiving Tier 2 or Tier 3 support. Our elementary schools are moving toward scheduling which provides dedicated intervention times so students can receive the support they need without missing core classroom learning.
Q3. I was never told what tier of support my child is receiving. How am I supposed to know?
A3: Families will be notified if their child qualifies for Tier 2 or Tier 3 support. Tier 1 is classroom instruction, so parents would not receive a separate notification for Tier 1. Classroom teachers should differentiate and provide small group instruction as part of a good Tier 1. As a district, we are in the process of choosing a Tier 1 core curriculum in literacy to implement across all 5 elementary schools. We are in year two of a K-5 Tier 1 mathematics program that all elementary schools will use.
Q4: What *specific* programs/interventions are used for reading support in AIS?
A4: For reading AIS the following programs are used in Tier 2 or Tier 3:
- Really Great Reading Countdown
- Really Great Reading Blast
- Fundations
- Fun in Focus
- Geodes
- Wilson Reading
- Phonics for Reading
- Leveled Literacy Intervention
Q5: Are the Tier percentages intended to guide funding for the district on what percentage of students actually receive those supports?
A5: The percentages reflect the expected percentages of students who would be expected to need access to Tier 2 (15%) or Tier 3 (5%). Tier 1, which is the evidence-based daily classroom instruction, inclusive of differentiated instruction and small groups, should adequately address at least 80% of students’ needs in the classroom. These are expected percentages accepted in the educational community and are not directly tied to funding.
Q6: What are the multiple measures used in assessment for RTI placement? How much weight does each measure carry?
A6: As described in question 1, there are multiple measures utilized to determine placement. No single measure has more weight; instead we look at the overall pattern of data to determine if a student qualifies for services.
Q7: You said the goal for the next year is to ensure meeting a goal of approximately. 75% not needing Tier 2 or 3 support. What is the current % qualifying for Tier 2 or 3? And does that vary a lot today across schools?
A7: The percentages represent educational norms for a population of students. We always want at least 80% of students to demonstrate understanding of content signaling that their Tier 1 instruction is working. School percentages vary because the number of students who qualify changes from year to year based on student need.
Students Qualifying for AIS Based on School Enrollment in October 2025
Q8: When are the changes to RtI and AIS placement expected to be implemented?
A8: We have started using the NYS aligned criteria this school year, 2025-2026.
Q9: What if a child is struggling in Tier 1 only but doesn't meet the criteria defined for Tier 2 to be eligible for AIS? How is the child supported in the classroom?
A9: A student struggling in Tier 1 should be supported by the classroom teacher with small group instruction. The teachers have access to data from the universal screener and other classroom measures to determine where the misconceptions are and how to address them. Those students would be supported through differentiation by their classroom teacher.
Q10: Do you have data on our district for how many children require additional support at this current time?
A10: Please see the chart in the response for question 7.
Q11: When can current AIS students expect to be regularly evaluated and moved in or out based on goals?
A11: Students in Tier 2 and Tier 3 are monitored on an ongoing basis, with Tier 3 students having the most progress monitoring. Students are moved in or out based on the same or similar measures utilized to qualify them for the services.
Q12: How do you help teachers improve their baseline Tier 1 teaching so that they can meet the needs of the students?
A12: Teachers have engaged in professional development. Last year we had an embedded specialist that met with teachers monthly related to the implementation of the mathematics program, to look at data, and examine ways to differentiate instruction. This year, the embedded specialist is working with teachers over the course of the year specifically on using data for small group instruction. Teachers have had and will have multiple opportunities for professional development in literacy for program related professional development, best practices in literacy, read alouds, and profiles of a reader. Upon choosing a district-wide K-5 program, the professional development in literacy will continue. We monitor implementation so PD is directly connected to classroom practice.
Q13: Do you have any data on whether teachers are consistently implementing the evidence-based instruction and practices the district is putting forth? How do you plan to monitor or strengthen it?
A13: Teachers engage in training, observations, and administrative walkthroughs, which allows the building and district administrators to have a pulse on the instruction happening in the classrooms. Analyses of student data help to identify instructional areas that may need improvement. We plan to continue and expand in all areas to ensure the practices continue and grow as we build capacity.
Q14: Is there a way to see how my child is performing relative to Port Washington and not NY state?
A14: Currently, there is not a way to see that in a formal report. Companies have moved away from reports to families that highlight this type of comparative reporting. However, your report lets you know how your child is doing compared to their grade-level standards.
Q15: Does this sort of student support also go the other way: for kids that need more challenging work? How do we address that?
A15: Tier 1 classroom instruction that is evidence-based and differentiated will address the needs of students that need more challenging work as well.
Q16: But doesn't America have terrible literacy?
A16: States across the country have started to take more of a cohesive approach to literacy instruction vs. New York State’s local-control model. States like Mississippi and Louisiana have seen a surge in proficiency after overhauls of their literacy policies that now involve evidence-based curriculum aligned with reading science and mandated throughout their systems.
Special Education
Q17: Why are children with disabilities in specialized programs unable to be seen by a specialist?
A17: For students with IEPs (Individualized Education Programs) placed in specialized district programs (e.g., Resource Room, Integrated Co-Teaching, RISE), the Committee on Special Education (CSE) is responsible for determining the student's individual program and/or services. In recent years, the district has provided comprehensive training to all special education teachers and implemented various specialized reading programs. Training in the use of these specialized reading programs has also been provided to relevant staff.
Q18: If I think my child may have a learning disability or other diagnosis that may impact his academics (ADHD, Anxiety, Sensory Processing Disorder), how can I go about getting this evaluated through the school?
A18: If you’re concerned about ADHD, anxiety, or other medical diagnoses it is helpful to talk with your child’s pediatrician about what you are seeing at home. You can also reach out to your child’s teacher and discuss your concerns.
Q19: Is Tier 2 included in an IEP? Is Tier 3 equivalent to Resource Room?
A19: Resource Room is a special education program and not a Tier 3 intervention. Special education is considered when a student has moved through all tiers and is not making progress, and therefore may need specially designed instruction. If a student is classified by the CSE, the IEP will document the students programs, services, and goals.
Q20: Do we believe that reducing the amount of students who receive these interventions is doing a disservice to our growing body of students with learning disabilities?
A20: Interventions are given to students who demonstrate a need for them based on multiple measures of data. This ensures that support is targeted, effective and aligned with state guidance.
Q21: If Special Ed services are classified outside of these tiers, I have been consistently told in CSE meetings that if my child doesn’t qualify for AIS, they don’t qualify for resource room. Can you clarify?
A21: AIS is part of the general education RtI framework and is provided to students who need additional support to meet grade-level expectations. Special Education, however, is a separate process governed by federal and state laws. A student does not need to qualify for AIS in order to be considered for Special Education services. If a child is suspected of having a disability that impacts learning, the CSE can evaluate them regardless of AIS eligibility. Decisions about Special Education services are based on evaluation data, the presence of a disability, and the need for specially designed instruction—not on whether the child received AIS. RtI data is one part of the picture, but it is not a requirement.
Technology
Q22: How can we combat digital dependence while we are encouraging young students to become so used to using devices regularly?
A22: We balance this by designing purposeful device use rather than constant device use. As we shared in last year’s Technology presentation, devices are tools for specific tasks like writing, research or adaptive practice, not replacements for conversation, play or hands-on learning. Teachers build structured routines that include off-screen work, partner talk and problem solving with real materials. We also reinforce healthy habits such as putting devices away when they are not needed and teaching students when a screen adds value and when it does not.
Q23: Would love to hear the district's responses to increasing evidence that the one-to-one Chromebook policy is not beneficial for children, especially elementary school children.
A23: Current research raises valid concerns about excessive or unstructured screen use for younger children. Our one-to-one initiative is not designed to put students on screens all day, but to ensure that every student has access when a device supports learning. As outlined in last year’s Technology presentation, we build lessons that blend digital and non-digital work, prioritizing discussion, reading, writing and hands-on problem solving. Teachers decide when a Chromebook adds value and when it should stay closed. The goal is access, not dependence, and our classroom routines are built to keep the balance healthy for students.
Differentiation
Q24: How are we challenging smarter students and keeping up with the rigor needed in the modern world?
A24: Our focus on stronger Tier 1 instruction is one of the most effective ways to challenge advanced learners. Students engage in tasks that ask them to reason, explain, and problem solve rather than memorize steps. Small-group instruction also allows teachers to extend learning for students who are ready for greater challenges. Across subjects, we use high-quality materials aligned to New York State standards, which emphasize depth, analysis, and application. Our goal is to ensure that every student, including our most advanced learners, experiences a meaningful challenge that prepares them for a modern, rapidly changing world.
Literacy
Q25: What *specific* literacy program(s) are used for Tier 1 (core) instruction?
A25: Port Washington is engaged in a multi-year process to research, pilot, and select a core instructional program for district-wide implementation. In the meantime, each elementary school is using an evidence-based phonics and phonemic awareness curriculum.
Q26: How has teacher training supported an equitable experience for all? (literacy related)
A26: Teachers have had and will have multiple opportunities for professional development in literacy for program related professional development, best practices in literacy, read alouds, and profiles of a reader. The district has afforded teachers opportunities to engage in book clubs, take courses about reading science, as well as an introduction to New York State’s Literacy Briefs. This training is aimed at broadening the knowledge-base of our teachers and keeping them abreast of the research and best practices outlined by New York State. The Reading Committee is researching programs with the intention of choosing pilot programs for next school year. As outlined in the previous BOE presentation, Literacy in the Port Washington School District, the expectation is that we will be implementing a K-5 literacy curriculum starting the 2027-2028 school year.
Q27: For K students, how do parents access the Fountas&Pinnell scores for their child?
A27: In general, we no longer use F&P in the classroom, although Reading teachers use it as a multiple measure. For kindergarten students in AIS, the reading staff is using Really Great Reading as well as Fundations. You can reach out to your child’s Reading teacher for specific information on your child.
Math
Q28: What is the math curriculum used and is there a tangible math book for students to use when they are home doing homework and need to refresh what they learned in school to complete that homework?
A28: We are utilizing the i-Ready Mathematics Curriculum. Students have a math workbook that they utilize in class. Homework may be in the form of “Apply It” questions that ask students to apply the learning from the day, digital practice of the lesson of the day, or personalized instruction. Personalized instruction allows students to work on skills that they need help with that may not be aligned to the day’s lesson, but are critical for overall mathematical understanding.
Q29: What assessments are used for math in addition to i-Ready?
A29: i-Ready has built in assessments, as do other programs. These assessments are checkpoints that inform teachers as well as unit assessments that signal overall understanding. From an RtI perspective, we have a local measure and we also utilize the NYS Math assessment results.