Response to Intervention at PS 51

Response to Intervention (RTI) is a multi-tiered instruction and intervention model that 

promotes early identification of students in need of additional support through evidence-
and research-based instruction, assessment, and intervention. PS 51 uses four tiers 

of intervention for students who are struggling to meet grade level standards in their 

classrooms. 

Tier I: Tier I is considered general education. All children start at Tier I and it 

consists of the classroom curriculum. All children are screened at this tier with 

research-based assessments to determine if they are responding appropriately to 

instruction before they experience any significant failure in comparison to their 

peers. Tier I instruction at PS 51 includes TERC Investigations for math, Expeditionary 

Learning and workshop models for ELA, including small guided reading groups for each 

student and Fountas and Pinnell reading assessments. All classroom curriculums are 

aligned with the Common Core Learning Standards. Within this curriculum teachers 

differentiate instruction in their classroom by providing small group instruction targeting 

specific skills that students need to work on, creating individualized tools for student 

use, using graphic organizers, modifying work load, and providing extended time for 

work. 

Tier II: Tier II is considered an early intervening service with a decreased student: 

teacher ratio using a research-based program. Once a student has been identified 

through assessment as struggling with the classroom curriculum, PS 51 increases the 

time and intensity of instruction for the area of difficulty, whether it is math or ELA. Tier 

II intervention uses research-based targeted instruction designed to remediate skill, 

strategy, and learning deficits of identified students. This intervention does not replace 

Tier I instruction but is provided in addition to Tier I. The intervention can occur inside or 

outside of the classroom. For instance, another teacher may push into the class room 

or pull the student out of the room to do additional guided reading in a small group, with 

a focus on inferential comprehension. The teachers working with students in this tier 

monitor for progress, including a baseline assessment with subsequent assessments to 

measure growth. Below teachers and the Tier II intervention they provide are listed.

• Angela Beckham (Reading Recovery Teacher): Intensive, targeted guided 

reading groups for Grade 1 

• Shelley Grant (Library Teacher): Fountas and Pinnell Leveled Literacy 

Intervention for Grades 2-4 

• Jenny Chapman (ESL Teacher): Imagine Learning for Grades 3-5 

• Patty Quaranta (SETSS Teacher): The Wilson Reading System for Grade 5

• Classroom Teachers: Intensive, targeted math groups for students from other 

classrooms

Tier III: Tier III is a more intensive intervention. When a student has not shown 

improvement through receiving Tier II interventions based on assessments, they will be 

referred for a Tier III intervention. Tier III interventions have a teacher to student ratio 

of 1:1. The teacher is highly trained, skilled, and knowledgeable in the subject area and 

uses a research based program to teach the learning deficit. For this tier, the time of 

instruction is increased to approximately five times per week. Below teachers and the 

Tier III intervention they provide are listed. 

• Angela Beckham: Reading Recovery for Grade 1 

Tier IV: Tier IV is special education. If a student has shown insufficient progress 

receiving Tiers I through III and is continuing to struggle, the student may then be 

referred to the School Based Support Team, with parental consent, to be evaluated for 

an IEP (Individualized Education Plan) and possibly receive special education services. 

Below teachers and the Tier IV intervention they provide are listed. 

• Deanna Linder: Kindergarten ICT Special Education Teacher

• Samantha Kempis: Grade 1 ICT Special Education Teacher 

• Nicole Conway: Grade 2 ICT Special Education Teacher 

• Maria Cotto: Grade 4 ICT Special Education Teacher 

• Allison Levine: Grade 5 ICT Special Education Teacher 

• Patty Quaranta: Grades 1-5 Special Education Teacher Support Services 

(SETSS) 

• Alison Gartner: Speech Therapy 

• Jennifer Lubliner: Physical Therapy 

• Pat Peterson: Occupational Therapy 

• Lisa Birnbaum: Occupational Therapy 

• Denise Capasso: Counseling