Step by StepStep by Stepof RTIof RTI

Joan VandersliceJoan Vanderslice

Jenni BriggsJenni Briggs

Step by StepStep by Stepof RTIof RTI

Joan VandersliceJoan Vanderslice

Jenni BriggsJenni Briggs

Pyramid of InterventionsPyramid of Interventions

Tier 1: Performance Based Instruction for ALL students:•Standards based curriculum

•Research-based practices and strategies•Differentiated instruction

•Effective classroom management•Guided by progress monitoring and balanced assessment•Planned to address developmental domains (academic,

communication/language, social/emotional, etc.)

Tier 2: Targeted Interventions•Tier 1 + more “TLC”

•Standard intervention protocols•Problem solving process & data analysis

•Tailored to student needs•Enhanced opportunities for extended learning•Targeted small groups and selected individuals•Includes more frequent progress monitoring

•Planned to address developmental domains (academic, communication/language, social/emotional, etc.)

Tier 3: Intensive Interventions - SST

•Individualized – refine and intensify•More indepth assessment &

data analysis•Strategies & interventionstailored to specific needs

•Consideration for referral to special education and/other programs only when data indicates a need

Tier 4:

Specially Designed Instruction –

Special Education

80% of students

respond to Tier 1 & 2

15% of students respond

5%

Tier OneTier One

Classroom teacher develops Classroom teacher develops classroom profileclassroom profile and identifies 5 and identifies 5 lowest achieving students in class, lowest achieving students in class, monitors their progress more closely, monitors their progress more closely, and starts a folder to collect work and starts a folder to collect work samples and evidence of samples and evidence of performance.performance.

Tier TwoTier Two

CT decides that only a few students CT decides that only a few students need more assistance and plans to need more assistance and plans to bring the students to the Tier 2 bring the students to the Tier 2 Intervention Team.Intervention Team.

CT contacts parents about concerns CT contacts parents about concerns and and documentsdocuments contact. contact.

Tier Two Meeting Tier Two Meeting PreparationPreparation

CT completes Student Information CT completes Student Information Packet for each student:Packet for each student: Student Information SheetStudent Information Sheet Work SamplesWork Samples Hearing/Vision Screening PermissionHearing/Vision Screening Permission Hearing/Vision Screening completedHearing/Vision Screening completed Tier 1 StrategiesTier 1 Strategies Tier 2 Skills InventoryTier 2 Skills Inventory Response to Intervention DocumentatioResponse to Intervention Documentatio

n n + required attachments (sections 1-3)+ required attachments (sections 1-3)

Tier Two MeetingTier Two Meeting

Review student information, share Review student information, share concerns and what has been done thus farconcerns and what has been done thus far

Develop 1-3 small group strategies for Develop 1-3 small group strategies for classroom implementationclassroom implementation I2I Academic StrategiesI2I Academic Strategies I2I Behavior StrategiesI2I Behavior Strategies

Tier 2 facilitator takes minutes on Tier 2 Tier 2 facilitator takes minutes on Tier 2 Summary formSummary form

Document results on Document results on RTI Documentation RTI Documentation form (section 4)form (section 4)

Tier Two Intervention PeriodTier Two Intervention Period

CT implements strategies and CT implements strategies and documents results on Response to documents results on Response to Intervention Documentation (graphs) Intervention Documentation (graphs) (section 4)(section 4)

Tier 2 Intervention Team reviews Tier 2 Intervention Team reviews outcomes and assists teacher in outcomes and assists teacher in adjusting strategies as neededadjusting strategies as needed

Tier Two DecisionsTier Two Decisions

1.1. Continue monitoring student Continue monitoring student progress with implemented progress with implemented strategiesstrategies

2.2. Student is doing well and can return Student is doing well and can return to Tier 1 (with strategies in place)to Tier 1 (with strategies in place)

3.3. Refer student to Tier 3 for more Refer student to Tier 3 for more individualized, intensive individualized, intensive interventionsinterventions

Tier ThreeTier Three

Tier 2 facilitator Tier 2 facilitator schedules a meeting schedules a meeting with Tier 3 with Tier 3 Intervention TeamIntervention Team

Tier 2 facilitator Tier 2 facilitator notifies parents notifies parents of of the meeting and requests they fill the meeting and requests they fill out the out the parent questionnaireparent questionnaire

Place Place Tier 3 Notification Tier 3 Notification sheet in sheet in child’s permanent recordchild’s permanent record

Tier Three Meeting Tier Three Meeting PreparationPreparation

CT completes Strengths & Weaknesses CT completes Strengths & Weaknesses checklistchecklist

Required documentationRequired documentation Contents of Tier 2 file with work samples and Contents of Tier 2 file with work samples and

record of interventionsrecord of interventions Strengths and Weaknesses checklistStrengths and Weaknesses checklist Parent QuestionnaireParent Questionnaire Copy of Parent Notification of Initial Tier 3 Copy of Parent Notification of Initial Tier 3

MeetingMeeting

Tier Three Initial MeetingTier Three Initial Meeting

Tier 2 facilitator leads the initial Tier 2 facilitator leads the initial meetingmeeting

Case manager/counselor takes notes Case manager/counselor takes notes on Tier 3 Meeting Summary formon Tier 3 Meeting Summary form

Tier Three Initial MeetingTier Three Initial MeetingAgenda:Agenda:

Committee members introduce Committee members introduce themselvesthemselves

Give child’s name and grade levelGive child’s name and grade level Teacher shares the child’s Teacher shares the child’s

strengths/weaknessesstrengths/weaknesses Teacher shares classroom dataTeacher shares classroom data Parents give input on concernsParents give input on concerns Teacher shares Tier 2 interventions and Teacher shares Tier 2 interventions and

outcomesoutcomes

Tier Three Initial MeetingTier Three Initial MeetingAgenda continued:Agenda continued:

Discuss presented evidenceDiscuss presented evidence Determine appropriate research based, Determine appropriate research based,

individualized strategies for individualized strategies for implementationimplementation

Set goals for childSet goals for child Determine if additional testing or Determine if additional testing or

observations should be completedobservations should be completed Set a date for review of the caseSet a date for review of the case

Tier Three Intervention Tier Three Intervention PeriodPeriod

CT implements strategies and CT implements strategies and documents results on Response to documents results on Response to Intervention Documentation Intervention Documentation (baseline + 4 data points) (section 5)(baseline + 4 data points) (section 5)

Tier 3 Intervention Team reviews Tier 3 Intervention Team reviews outcomes and assists teacher in outcomes and assists teacher in adjusting strategies as neededadjusting strategies as needed

Tier Three DecisionsTier Three Decisions

1.1. Continue monitoring student Continue monitoring student progress with implemented progress with implemented strategiesstrategies

2.2. Implement new strategies, Implement new strategies, document progressdocument progress

3.3. Student is doing well and can move Student is doing well and can move to Tier 1 or Tier 2to Tier 1 or Tier 2

Tier Three DecisionsTier Three DecisionsAll required interventions, data and procedures All required interventions, data and procedures

for Tier 1, 2 and 3 are completed. The Tier for Tier 1, 2 and 3 are completed. The Tier 3 team agrees that the student is not 3 team agrees that the student is not responding adequately to the interventions responding adequately to the interventions provided. A team member records the provided. A team member records the information on the Response to Intervention information on the Response to Intervention Documentation form. All sections are Documentation form. All sections are completed and e-mailed to special ed. lead completed and e-mailed to special ed. lead and psychologist. The RTI file goes to the and psychologist. The RTI file goes to the psychologist who then forwards it to the psychologist who then forwards it to the Special Ed. Lead. The Tier 3 team makes a Special Ed. Lead. The Tier 3 team makes a referral to special education.referral to special education.

Time to PracticeTime to Practice

Teacher creates class profile and Teacher creates class profile and determines her five lowest determines her five lowest performing students.performing students.

5 Lowest Performing 5 Lowest Performing StudentsStudents

Let’s Meet DoryLet’s Meet Dory

List strengths and List strengths and weaknessesweaknesses

Tier Two MeetingTier Two Meeting

As a group, determine the main As a group, determine the main concernconcern

Set one goal for DorySet one goal for Dory Determine two small group Determine two small group

interventionsinterventions Determine how the teacher will Determine how the teacher will

document Dory’s progressdocument Dory’s progress

Tier Three MeetingTier Three Meeting

Review progress and interventions Review progress and interventions already triedalready tried

Review Dory’s goal – adjust as neededReview Dory’s goal – adjust as needed Determine two individualized Determine two individualized

interventionsinterventions Determine how the teacher will Determine how the teacher will

document Dory’s progressdocument Dory’s progress

Tier Three DecisionTier Three Decision

1.1. Stay at Tier 3, adjust interventions, Stay at Tier 3, adjust interventions, monitor progressmonitor progress

2.2. Continue current interventions, Continue current interventions, move case to Tier 1 or 2move case to Tier 1 or 2

3.3. Move case to Tier 4Move case to Tier 4

Just Keep SwimmingJust Keep Swimming