Response to Intervention co… · Response to Intervention Teams A team is formed at each school...

RTI - Cumberland County Schools 1

Response to Intervention

Development/Revision Team—District Cabinet, School RTI Teams, School Administrators, Teachers

The Cumberland County Board of Education is dedicated to meeting the needs of all students. Schools in

Cumberland County will provide response to intervention services identified as needing additional services to

struggling students.

What is response to intervention?

Response to Intervention (RTI) refers to a process that monitors how well students respond to changes in

instruction. This process provides assistance to students before they fail. The goal is to quickly identify those in

need of help, provide interventions that have been shown to be effective with other students, and then monitor

their progress to determine if the interventions are working. If an intervention is not working, then a different

intervention needs to be used and monitored for effectiveness.

The primary purpose of Response to Intervention is to provide an appropriate intervention before any

consideration of a disability. In addition, there is a requirement to use a scientific, research-based interventions,

which simply means we need credible evidence to indicate that the intervention has been effective. Data is

gathered frequently to determine if an intervention is working for each student in the RTI process. If an

intervention is shown to be ineffective, a new intervention is initiated.

Response to Intervention Teams A team is formed at each school and meets regularly. It should include

administrators, the counselors, regular education teachers, a special education teacher, and FRYSC personnel.

They will determine the 15% of the students to be served and will periodically reassess students’ participation

based on student progress. This process will be used to identify Tier II, move students into Tier III, exit the

intervention process or be referred to special education. All decisions shall be based on analysis of all available

data, including teacher referral.

It is recommended that each school will identify no more than 15% of student population for Tier II. This

includes academic and behavior intervention. Intervention will then be planned for students based on need and

availability of services at the school level. Academic referrals can be made at any time, but (except when new


students arrive) tiers will only be established at the six-week intervals. Behavior referrals can be made at any

time, and would take effect immediately.

There should be parent communication with all parents of students participating in the Response to Intervention

process. Parent information should include: notification of students entering Tier II or III, periodic progress

reports, etc.

Behavior Problems It is recommended that each school establish a mentoring program to address behavior

issues, truancy and other non-academic problems. This process should pair adults with struggling students in

order to build positive relationships. There should be processes put into place to monitor the progress of

students involved in this mentor program.

Academic Problems All available data should be analyzed to determine if academic intervention is required

and the level of academic intervention (Tier II or III) needed. Academic data may include, but is not limited to:

KCCT, PAS, A+ Learning, teacher unit assessments, quantile scores, lexile scores, GRADE, GMADE,

Study Island, Lexia, SRA, STAR reading and math assessments, DIBELS, PLAN, EXPLORE, ACT,

grades, attendance.

Progress should be monitored and feedback given to the team and parent periodically, using the same measures

as described above.

Interventions will be determined based on student need and available resources at each school (see attached

pyramid of services). Interventions should be implemented at 6 week periods. Beginning and ending dates will

be documented (in the RTI tab in Infinite Campus).

Core components of the RTI process:

School-Wide Screening

All students are assessed with reliable, valid, time-efficient measures of academic skills to identify those

who are “at-risk.”

Early Intervention

Early interventions are the most efficient and effective.

Research-based Interventions

School staffs implement specific, research-based interventions to address the student’s difficulties.

Fidelity of program must be applied to each intervention.

Specific Interventions Address Learner Needs

Specific interventions match learner deficiencies. (For example, if a student has a deficiency in the area

of phonemic awareness, intervention should be phonemic awareness activity/learning strategy, not

fluency or comprehension, etc.)

Frequent Review of Student Progress

Student progress is assessed frequently so that progress can be examined and changes made if necessary.

Increasing Intensity of Interventions

Skills are monitored; if desired progress not obtained, intervention intensity increases.

Data Based Decisions

A student’s performance is assessed with the data obtained during the interventions and decisions are

made by the Team based on that data.


RTI represents a fundamental shift in how schools will go about identifying and responding to students’

academic difficulties. Therefore, it is important to understand what RTI is and what it is not. RTI is more about

what will be done than where it will be done. Also, it is more about how the job will get done and less about

who will get it done. RTI requires educators to change how they view student difficulties and disabilities. RTI

procedures turn attention away from identifying deficits within the student (e.g., processing difficulties) and

toward evaluating child progress over time on the basis of age-based comparisons and rates of learning.

Therefore, students’ academic performance is compared to the performance of other students in their school or

district and student learning is evaluated based on how quickly that student acquires instructed material. The

effect of this shift is that it forces educators to focus on how much and what types of instruction students need,

which increases accountability for student learning.

RTI is… RTI is not…

About instruction Just about interventions

An initiative that supports general

education school improvement goals

A pre-referral system for

special education

A method to unify general and special

education in order to benefit students

through greater continuity of services

An individual teacher,

classroom, or class period

Focused primarily on effective instruction

to enhance student growth

Focused primarily on

disability determination and

documented through a

checklist

A system to provide instructional

intervention immediately upon student

need

A method for just increasing

or decreasing special

education numbers

The three RTI tiers described below sum up the process for Cumberland County students:

Tier 1 is the regular education program and is designed to meet the needs of a majority of the school

population. There are four critical elements in Tier 1: a) an effective core academic program, b) testing of

students at least three times a year to help determine their instructional needs, and c) the documentation of

interventions by the classroom teacher to address any learning difficulties, and d) other classroom

documentation pertinent to the area of concern (weekly skills tests, unit tests, class/homework grades). When a

teacher is unable to resolve an academic or behavioral problem in consultation with parent and colleagues, a

more structured approach needs to be implemented. Using the documentation gathered in Tier I, the teacher will

complete the Referral Form. This form will become a referral to the School RTI Team when submitted to the

designated school administrator. Upon receipt of this form, the designated school administrator will schedule a

Team meeting for the student.


At Tier 1, the teacher will:

At first sign of a struggle, implement interventions within regular classroom for specific skills/concepts.

Collect baseline data in area of concern(s).

Keep detailed documentation of student work and assessments (make copies).

Review effectiveness of intervention after four weeks.

Complete referral form for SST if needed.

The School RTI Team will meet to review the information prepared by the teacher (referral form, along with

any additional documentation strategies/interventions/modifications that have been implemented with the

student and measured results). Following review of implementation of intervention as well as student

motivation, they will utilize data to further define the problem, and recommend one of the following options:

A. Discontinue intervention

B. Redesign or modify intervention

C. Remain in Tier 1

D. Move student to Tier 2

Tier 2 includes standards-aligned instruction with supplemental, small group instruction, which may include

specialized materials. Tier 2 services are generally provided inside the regular classroom. However, in some

cases this may not be appropriate. Tier 2 is provided in addition to Tier 1. In other words, students still attend

and complete the work from the regular class. The interventions that are selected are provided in addition to

the regular class. Tier 2 is for students who are falling behind on basic academic skills and need additional

support to meet grade-level expectations. Students in Tier 2 receive at least 30 minutes of additional instruction

3 days per week in the area of difficulty in addition to the core academic instruction. Students are tested once

weekly to monitor the improvement of skills.

At Tier 2, the School RTI Team will-

Re-check the problem area to further define problem

Check baseline data and review progress monitoring

Develop Tier 2 Intervention Plan

Adjust student schedule to allow for additional intervention

At the time determined by School RTI team will review student motivation and evaluate the

effectiveness/fidelity of the intervention and the results of each strategy implemented. At this time, one of the

following decisions will be made:

A. Discontinue intervention

B. Redesign intervention or change intervention

C. Remain in Tier 2

D. Move student to Tier 3


Tier 3 is also in addition to Tiers 1 and 2. Therefore, a student who receives Tier 3 interventions/support also

receives Tier 1 support (everything that occurs in the regular class).

It should be noted that some students may always require Tier 2 or Tier 3 interventions to be successful in the

core program and meet expected benchmarks. These students are not otherwise identified as receiving special

education services, given that special education is reserved for those who have disabilities.

Tier 3 is designed for students who still have considerable difficulty mastering necessary academic skills, even

after Tier 1 and Tier 2 interventions. Students in Tier 3 receive at least 30 minutes of instruction per day.

Students are tested once weekly to monitor the improvement of skills.

At Tier 3 the Student Support Team will-

Re-check the problem area to further define problem

Check baseline data and review progress monitoring

Develop Tier 3 intervention plan

Adjust student schedule to allow for additional intervention

**AFTER TIER 3 HAS PROGRESSED THROUGH A CYCLE AND IT IS DETERMINED THAT MORE

ASSISTANCE (OTHER THAN RTI) IS NECESSARY, THE TEAM MAY THEN PROCEED INTO THE

SPECIAL EDUCATION REFERRAL PROCESS; THE SCHOOL’S RTI TEAM MUST ENSURE THE

SPECIAL EDUCATION REFERRAL IS FILLED OUT IN A REASONABLE TIME FRAME, WITH THE

SPECIAL EDUCATION TEACHER ON THE TEAM TAKING THE LEAD.

RTI Database

An RTI database will be established in an effort to compile and manage data effectively. This database will be

managed by school administrators and/or designees. Data will be entered as soon as it becomes available.

Information that should be kept in the database should include: all assessment data, tier status, date (beginning

and ending) of intervention and type of intervention. Attendance data, failure of coursework and retention

information should be added at the end of the year only. (RTI Teams may use attendance data and grades

pulled from Infinite Campus.) Data will be accessible from year to year and a copy of all student data collected

for that year should be printed and placed in the permanent record folder. The end of the year report will be

printed and filed to safeguard record keeping procedures.

Starting in January 2014, data will also be entered into Infinite Campus under an intervention tab. This will

track student entry/exit into RTI, as well as more details.


Task Responsible Party Timeline

Establish & monitor school

level RTI Team (to identify

Tier 2 & 3 students)

Principal or Assistant

Principal

Shall meet at 6-to-9 week

intervals

Maintain database with

current data

School RTI Team

members

On-going, shall establish a

system for regular

collection of teacher data

Maintain technical support

for RTI database

Instructional Supervisor &

Technology Department

On-going, as needed

Parent communication

(documented)

School administration &

staff

When a student enters or

exits Tier 2 or Tier 3

Providing a variety of

strategies to increase

student success

Teachers (implement) &

Administrators (monitor)

On-going

Document strategies used,

duration of strategies and

outcome

Teachers (implement) &

Administrators (monitor)

On-going

End of year reporting &

documentation into

permanent record

Counselor or Assistant

Principal

End of school year

Ensure all students

participate in a universal

screening (reading and

math required)

Instructional Supervisor,

School Administrators,

Intervention Specialist

Shall be conducted at least

3 times per year, including

first 2 weeks of school

Ensure Tier II or III

students participate in

diagnostic assessment

Principal or Assistant

Principal

As needed

Teams will meet to discuss

and/or adapt plans.

Intervention Specialist,

School Teams

At least 3 times per year

Revised 1-11-12


INITIAL RTI MEETING AGENDA I. Introductions

a. Appoint a record keeper

b. Appoint a meeting Chairperson

II. Establish an end time for the meeting

III. Meeting purpose

a. Describe academic/behavior problem

b. Present data for each area

IV. Discuss the appropriate academic/behavior grade level expectation

V. Discuss any other contributing factors to problems (social, home, etc.)

VI. Develop strategies

a. Identify reasonable short term goal to reach standard

b. Review research-based interventions available

c. Select intervention(s)

d. Determine intervention schedule

e. Determine who is responsible for conducting intervention

f. Determine how progress will be assessed (progress monitoring)

VII. Schedule a follow-up meeting—date and time, if possible

VIII. Adjourn


FOLLOW-UP RTI MEETING AGENDA I. Introductions

a. Appoint a record keeper

b. Appoint a meeting Chairperson

II. Establish an end time for the meeting

III. Meeting purpose

a. Review target academic/behavior problem

b. Review baseline data for each area from previous meeting

c. Provide data collected since the last meeting

IV. Discuss the appropriate academic/behavior grade level expectation

V. Determine if previous short term goal was met

a. If goal WAS met: continue and increase the goal OR dismiss from Tier

b. If goal WAS NOT met: change intervention or goal (tier 3 referral form may be necessary)

i. Identify a reasonable short term goal

ii. Review interventions available

iii. Identify intervention to be used

iv. Determine intervention schedule

v. Determine who is responsible for conducting intervention

vi. Determine how progress will be assessed (progress monitoring)

VI. Schedule a follow-up meeting—date and time, if possible

VII. Adjourn


Initial RTI Meeting Activities

Invite the parent, teacher and at least one RTI School Team member

Complete and review background information with parent

Review concerns regarding academic, behavioral, social or emotional progress

Determine specific area of need (identify the problem)

Establish needed interventions

Determine progress monitoring schedule and who will be responsible for conducting probes

(must be at least weekly monitoring)

Record all of the information

Second RTI Meeting Activities


Review the data collection of the past 6-9 weeks

Determine if the student is making progress toward meeting the expectations

Either continue with the interventions OR select new interventions (if not responding to initial

interventions); remember that a referral for Tier 3 interventions will be necessary if such a

move is made.

Determine progress monitoring schedule and who will be responsible for conducting probes

(must be at least two times weekly monitoring)


Third RTI Meeting Activities


Review the data collection of the past 6-9 weeks, testing information, background information

Determine if the student is making progress toward meeting the expectations

Either continue with the interventions OR complete ESS referral OR complete special education

referral (if at that point)

If continuing with interventions, determine progress monitoring schedule and who will be

responsible for conducting probes (must be at least two times weekly monitoring)



TEACHER RECOMMENDATION FOR TIER 2 SERVICES Student Name: _______________________________________ Age: ______

Teacher Name: _______________________________________ Grade: ____

Today’s Date: ____________________

Area(s) of Concern:

__________________________________________________________________________________________

________________________________________________________________________________

Student Strengths:

__________________________________________________________________________________________

__________________________________________________________________________________________

___________________________________________________________________________

Classroom Observations:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_________________________________________________________________

Tier 1 Interventions to date:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_________________________________________________________________

PLEASE ATTACH ASSESSMENT INFORMATION

For RTI Team Member Only 1. Assessments attached? ___ YES ___ NO

2. Tier 2 recommendation? _________________________________________________________

3. Tier 2 entry date (if applicable): __________________________


TEACHER RECOMMENDATION FOR TIER 3 SERVICES Student Name: _______________________________________ Age: ______

Teacher Name: _______________________________________ Grade: ____

Today’s Date: ____________________

Area(s) of Concern:

__________________________________________________________________________________________

________________________________________________________________________________

Student Strengths:

__________________________________________________________________________________________

__________________________________________________________________________________________

___________________________________________________________________________

Classroom Observations:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_________________________________________________________________

Tier 2 Interventions to date:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_________________________________________________________________

PLEASE ATTACH ASSESSMENT INFORMATION

For RTI Team Member Only 1. Assessments attached? ___ YES ___ NO

2. Tier 3 recommendation? _________________________________________________________

3. Tier 3 entry date (if applicable): __________________________


TIER 3 Alternative Placement

Home Visits Adanta Counseling

Behavior Plan One-to-One Tutoring

Parent Volunteer Help

TIER 2 Daytime ESS Help

After School Tutoring Small Group Tutoring Intervention Classes

A+ Lessons Adanta/Outside agency Individual Counseling Transitional Courses

Formative Assessment (small group)

TIER 1 Core Curriculum

Formative Assessment A+ Learning Core Content

Learning Targets Differentiation

Technology Resources Drill/Practice

Data Analysis/Monitoring/Reteaching PLCs(Teacher Collaboration)

Parent Communication and Involvement Engagement/Student-centered Work

Higher-Order Thinking Health Screening

Professional Development Extracurricular Activities Classroom Counseling

Special Education Referral

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