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Arlington ISD
RTI Guidance
Handbook 2017-2018 A Resource for School Leaders and Teams
Response to Intervention is a Professional
Learning Community’s collective response
to provide every student with certain access
to the time and support needed to learn and
achieve at high levels.
What is RTI?
Response to Intervention is a way of thinking about teaching and learning that empowers
schools to meet the needs of all learners. Traditionally, schools have operated in what Cole and
Shlechty call “the factory model of schooling.”1 Schools operating like this generally allow fixed
and limited amounts of time in which students receive homogenous instruction. This results in
variable learning since some students lack basic pre-requisite skills and not all students learn at
the same rate or in the same way.
Factory Model Formula for Learning
Targeted Instruction + Time =
Learning
(Constant) (Constant) (Variable)
Response to Intervention represents a radical shift away from the Factory Model Formula for
Learning and a bold step toward a collaborative approach to teaching and learning, especially
when schools identify students who are not mastering essential standards and key learning
targets. The goal of Response to Intervention when embedded within the work of a highly-
functioning Professional Learning Community is to make learning the constant, while making
targeted instruction and time variable factors.
PLC Formula for Learning
Targeted Instruction + Time = Learning
(Variable) (Variable) (Constant)
The heart of RTI is a school-wide system which ensures that all
students have certain access to the time and support they need
to learn at high levels and to master essential grade-level
standards.
1 Cole, R., and Schlechty, P. (1993). Teachers as trailblazers in restructuring. Education Digest, 58(6), 8-12.
1
Major Components of Response to Intervention
Data-based Decision Making – Critical educational decisions are based on assessment
results. Data is carefully analyzed to determine why academic or behavior problems exist.
Universal Screening – Universal screeners are assessments administered to all students to
determine as early as possible which students are at risk of not meeting academic standards.
Tiered Model of Delivery – The RTI process incorporates a tiered model of instructional
delivery. The tiers reflect increasing levels of intensification to meet the needs of all students.
Progress Monitoring – Progress monitoring is a research-based practice that produces
growth-oriented data about student progress over time. School staff uses progress monitoring
data to determine the effectiveness of instruction and/or interventions.
Fidelity of Implementation – Fidelity of implication results when the delivery of
instruction, assessments, and progress monitoring is carried out as designed.
2
Essential Principles of Response to Intervention
1) Collective Responsibility: AISD believes that the primary responsibility of each member of
our organization is to ensure high levels of learning for every child. Our thinking is guided by
the question: “Why are we here?”
• PLC Connection: Collective Responsibility = PLC Focus on Learning
– “Our purpose is student learning.”
2) Concentrated Instruction: AISD is committed to a systematic, intentional process of
identifying the essential knowledge and skills that all students must master to learn at high
levels. We believe it is critical to determine the specific learning each child needs to master
essential standards. Our thinking is guided by the question: “Where are our students
going?”
• PLC Connection: Concentrated Instruction = PLC Question #1 – “What
do we want students to learn?”
3) Convergent Assessment: AISD is committed to an ongoing process of collectively analyzing
formative assessment data to determine the specific learning needs of each child and the
effectiveness of the instruction each child receives in relation to these needs. Our thinking is
guided by the question: “Where is each student now?”
• PLC Connection: Convergent Assessment = PLC Question #2 – “How
do we know the students are learning it?”
4) Certain Access: AISD will ensure that every student receives the time and support need to
learn at high levels. Our thinking is guided by the question: “How do we get every child
there?”
• PLC Connection: Certain Access = PLC Question #3 – “What are we going
to do when students are not learning it?”
• PLC Connection: Certain Access = PLC Question #4 – “What are we going
to do when students already know it?”
3
Campus Personnel RTI Roles and Responsibilities
Administrator - Principal or
Assistant Principal; Dean of
Instruction
Classroom Teacher
● Be knowledgeable of the AISD RTI
Guidance Document
● Meet with School Leadership Team and
the RTIF at least twice per six weeks
for collaborative planning for RTI
efforts
● Monitor and support fidelity of
intervention plan implementation
● Ensure fidelity of data input for Tier 2
and Tier 3 intervention plans in
Polaris
● Ensure that RTI PLCs for grade-level
and/or content teams take place at least
once a month
● Attend Student Support Team meetings
(Tier 3 Individual Student Meetings) as
often as possible
● Attend RTI PLCs
● Work with RTIF and Collaborative
Teacher Team on planning/creating Tier
2 and Tier 3 intervention plans ● Implement intervention plans
● Enter/update Tier 2 and Tier 3
intervention plan information in Polaris
● Attend Student Support Team meetings
(Tier
3) with appropriate documentation
● Collaborate with Student Support
Interventionist when planning
intervention*
● Communicate student progress with
parents regularly
*On campuses with Student
Interventionist
RTI Facilitators
(Instructional Coach/SCE at Elementary and Junior High; designated AP at High
School)
• Attend district-required RTI professional learning sessions
• Be knowledgeable of AISD RTI Guidance Document and assist with all processes and
procedures
• Help all campus teaching staff and support staff know their role in the implementation
of RTI processes and practices
• Support campus administrative staff by meeting regularly to review campus-wide data,
grade- level/content specific data, and student-specific data on consistent basis as
described in PLC/RTI Purposes and Outcomes resource • Meet with grade-level and/or content teams to review student data; or support
appropriate administrative staff in doing so
• Maintain a schedule of needed Student Support Team meetings – notify all those
whose attendance is needed: administrative, teaching, support staff, and
parents/caregivers
● Collaborate with teachers to create, monitor, and document intervention plan
● Lead Student Support Team meetings (Tier 3 Individual Student Meetings)
4
Three Essential Teams
School
Leadershi
p Team
-Foundational
Focus- Schoolwide
Collaborativ
e Teacher
Team
-Supplemental
Focus- Grade-Level/Content Team
Studen
t
Suppor
t Team
-Intensive
Focus- Individual Students
+ Coordinates all resources:
school staff, resources,
schedules, funding, and
facilities usage
+ Coordinates Universal
Screening and other school-
wide or grade-level /content
assessments
+ Provides and supports
frequent, ongoing time for
collaboration
+ Ensures universal access
to grade-level standards and
school-wide behavior
expectations
+ Members: Administrator,
Dean of Instruction,
Counselor, Instructional
Coach, RTIF
• when needed: relevant
teacher leaders
+ Collaborates to provide Tier
1 Core Instruction
+ Identifies students who
need additional time and
support for Tiers 1, 2, and 3
+ Collaborates to provide
Tiers 2 and 3 Intervention
+Meets regularly to assess
student progress with Tier 2
interventions
+Members: Core/Classroom
teachers; When meeting for
RTI: includes Instructional
Coach, RTIF;
• when needed:
Administrator, Counselor
+ Coordinates efforts needed
to meet the needs of students
requiring intensive support
+ Oversees Tier 3 support for
students who lack
prerequisite skills and
standards
+ Plans and implements
appropriate interventions
+ Members: Core/Classroom
teachers, Administrator
• when needed: RTI
Facilitator, Instructional
Coach, SCE
Interventionist, Dean of
Instruction, Counselor,
SPED staff,
Diagnostician, LSSP,
Nurse, BIL/ ESL teacher
5
Collaborative Teacher
Team Intervention
Meetings
Sources of Data
Universal Screener Attendance
Progress monitoring data Previous year’s STAAR scores
K-2 Standards-Based Report Card
3rd-10th Report Card Summative unit assessments,
benchmarks, CA’s
High School credits earned Discipline / Behavior records
DRA2/EDL2; TPRI; DMA; TELPAS; OS
(if applicable); Ellevation Data
Health Screening
Formal and informal formative
assessments; work samples;
rubrics
Retention rate, educational history,
background
Outcomes • Identify possible significant gaps in Tier 1 instruction (indicated by grade-level
data showing a large number of students who are not mastering grade-level
standards)
• Decide which students need additional time and support with Tier 2 interventions
• Decide how these interventions will be provided, who will provide them, and how
progress will be monitored
• Decide how students will be grouped if teachers plan on offering shared tutorials
• Decide which students need Tier 3 interventions; arrange meeting(s) with the Student
Support Team
• Review students who have been receiving Tier 2 interventions
• Decide which students no longer need Tier 2 interventions
• Decide which students need continued Tier 2 interventions
o If continuing, decide which students need the same interventions
o If continuing, decide which students need different interventions
6
Tier 2 Process • Identify students who need additional support with grade-level standards
• Based on student skillsets, group students within a class and/or across a grade-
level for interventions
• Provide interventions in a small group setting (5 or fewer students)
o 2-3 days per week
o 25-30 minutes per session depending on developmental appropriateness
• Monitor student progress bi-weekly and/or every 4-6 intervention sessions
o Continue intervention if you see some progress; adjust if necessary or allow
more time for progress to develop
• Meet with administrator and collaborative teacher team once every 3-4 weeks to
determine whether to continue the intervention, adjust the intervention, discontinue the
intervention and/or identify additional areas for intervention based on new assessment
data
• Document intervention plans and progress monitoring for RTI in Polaris
• Repeat process as long as students need additional time and support for grade-level
standards
o Students may need support on the same standard
o Students may need support on additional standards
o Consider adjusting the frequency, duration, and intensity of support if students
begin to lag behind on multiple standards
• Remember: Students may need Tier 3 support if teachers discover there are deficits
with multiple below grade-level skills
o Convene Student Support Team Meeting
Level
of
Suppor
t
Frequency Duration Setting
Tier 2 2-3 sessions per
week
25-30 minutes per
session
Small group (5 or
fewer)
7
Tier 3 Process
• Identify students who need additional support with skills from previous grade-level.
• Based on student skillsets, group students within a class and/or across a grade-
level for interventions.
• Provide interventions in a small group (5 or fewer students) or individual setting.
o 4-5 days per week
o 25-30 minutes per session depending on developmental appropriateness
• Monitor student progress weekly and/or every 4-5 intervention sessions.
o Continue intervention if you see some progress; adjust if necessary or allow
more time for progress to develop
• Meet with Student Support Team every 6-8 weeks to determine whether to continue
the intervention, adjust the intervention, discontinue the intervention and/or identify
additional areas for intervention based on new assessment data. Parent should be
invited to meetings but their presence is not required in order to meet.
• Document intervention plans and progress monitoring for RTI in Polaris
• Repeat process as long as students need additional time and continue to show progress
toward mastery.
• Student Support Teams may request a Special Education, a Dyslexia, or a 504 evaluation
when students show little to no progress after two rounds of Tier 3 interventions (12-16
weeks).
• Conduct Health Screening on any student needing Tier 3 support who has not had a
screening in the last 6 months.
• Invite parents to initial Student Support Team Meetings (Tier 3). Parents do not need to
attend subsequent meetings if data indicates the student is making progress. Teachers
should still communicate this progress to parents. Invite parents to subsequent Student
Support Team Meetings (Tier 3) if a student fails to show adequate progress during the
6-8 weeks between meetings.
• Parent letters are located on the RTI Conference in First Class and on the RTI webpage.
Level
of
Support
Frequency Duration Setting
Tier 3 4-5 sessions per
week
25-30 minutes per
session
Small group (5 or
fewer) or
individual
8
2017-2018 Universal Screening
Grade Level
Beginning of Year Middle of Year End of Year
K-2 Reading Istation- ISIP*
Istation- ISIP*
Istation- ISIP*
3-6 Reading Istation- ISIP*
Istation- ISIP*
Istation- ISIP*
7 Reading Istation- ISIP Istation- ISIP Istation- ISIP
9-10
Reading
(English I &
English II)
Previous year’s
STAAR/EOC
score
Benchmark
(Blueprint)
No US assessment on
testing calendar
*ISIP Español is available at Bilingual & Dual Language campuses and assesses Spanish
readers in pre-K through 5th grade.
IStation Screening Dates
2017-2018 BOY:
Kinder Only October 2-30 Grades 1-2 September 1-29 Grades 3-7 September 1-15
MOY:
Grades K-7 January 8 - February 2
EOY:
Grades K-7 April 30-May 18
9
2017-2018 Universal Screening
K-2 Math Math Inventory* Math Inventory* Math Inventory*
3-6 Math Math Inventory* Math Inventory* Math Inventory*
7-8 Math Previous
year’s
STAAR
score
CA 2 No US assessment on
calendar
9 Math
(Algebra I)
Previous
year’s
STAAR
score
CA 2 No US assessment on
calendar
*The Math Inventory provides read-aloud audio support in English and Spanish for all
text-based items and responses to ensure the test is measuring students’ math—not reading
or language—proficiency, to provide a more accurate measure of student’s ability.
Math Inventory Screening Dates
2017-2018 BOY:
Kinder Only October 2-13 Grades 1-2 September 1-29 Grades 3-6 September 1-15
MOY:
Grades K-6 January 8-19
EOY:
Grades K-6 May 7-18
10
RTI Focal Points
The RTI Focal Points allow the Student Support Team (SST) to implement focused interventions
in areas of critical need for individual students. These descriptors provide examples of areas that
the SST may focus its intervention planning. This list is not meant to be prescriptive for every
student. The SST should consider all sources of data and multiple indicators when determining
what interventions will be appropriate for individual students.
Academic
s
English
Language
Acquisition
Engagement
Student is failing to master grade-
level standards no longer taught in
Tier 1 and/or student shows lack of
pre-requisite skills and standards
Fails to make 1 year of
growth on the TELPAS
rating
Persistent misbehavior in
a variety of settings
Failing grades in courses/content
areas
At Beginning or Intermediate
Level on TELPAS rating in
Grade 3 and up (see ELPS
Toolkit, pg. 5)
Inconsistent school
attendance causing lack
of opportunity for
learning
Speech and Language issues
(articulation, receptive and/or
expressive language skills)
Difficulty accessing content
in particular courses/subjects
due to lack of academic
vocabulary in English
Extenuating
circumstances that cause
significant impact on
behavior, attendance
and/or academic progress
Failed STAAR/EOC exams and
is required by the state to follow
an Accelerated Instruction Plan
(AIP) created by the Grade
Placement Committee
Has received formal
schooling outside of the US
but lacks formal education in
reading and writing skills in
English
Social/Emotional needs of
the student require
additional support beyond
the regular classroom
11
Contacts for Screener and Intervention Programs Program Components Contact
Read 180 & System 44
Reading Intervention
-Training & Coaching
-Data / Gains Reporting
Materials
Shelley Flores 817-821-4934
Julie McGuire 77317
-Account Access
-Data Management
-Software Use
TSSI Help Ticket
iStation Universal Screener
(K-7) & Intervention (K-8) *ISIP English
*ISIP Español PK-5 at Bilingual &
Dual Language campuses
-Training Kathy McFarlen 77487
-Account Access
-Data Management
-Software Use
TSSI Help Ticket
-Data Reporting/ Analysis for
PLCs
Campus Instructional Coach,
Academic Dean, or SCE
Interventionist
Math Inventory Universal
Screener K-6 *provides read-aloud audio support
in English and Spanish
-Training Kandi Hunter 77490
-Account Access
-Data Management
-Software Use
TSSI Help Ticket
-Data Reporting/ Analysis for
PLCs
Campus Instructional Coach,
Academic Dean, or SCE
Interventionist
Do the Math- Intervention
grades 1-5
-Training Kandi Hunter 77490
-Account Access
-Data Management
-Software Use
TSSI Help Ticket
-Data Reporting/ Analysis for
PLCs
Campus Instructional Coach,
Academic Dean, or SCE
Interventionist
Think Through Math-
Intervention grades 3-8,
Algebra I & Geometry *TTM has an audio option for Spanish-
speaking students &
will try to connect a Spanish-speaking
student to a bilingual teacher if the
student opts to connect to Live Teacher
Help while in the Guided Learning
Activity.
-Training Kandi Hunter 77490
-Account Access
-Data Management
-Software Use
TSSI Help Ticket
-Data Reporting/ Analysis for
PLCs
Campus Instructional Coach,
Academic Dean, or SCE
Interventionist
Polaris -RTI
-Training Paula Long 70805
-Account Access
-Data Management
-Software Use
TSSI Help Ticket
-Data Reporting/ Analysis for
PLCs
Campus Instructional Coach,
Academic Dean, or SCE
Interventionist
12
Requests for 504, Dyslexia, and/or SPED
Evaluation
AISD is committed to providing every child with the support they need to learn at high levels.
After determining that research-based Tier 1 instruction, supplemental Tier 2 instruction, and/or
Tier 3 intensive instruction has not proven effective, it may be appropriate to request an
evaluation in accordance with Section 504 of the Rehabilitation Act of 1973, Texas Education
Code (TEC) §38.003, or IDEA 2004. This requires documented evidence that a student’s lack of
progress is not due to inadequate Tier 1 instruction or limited access to supplemental Tier 2/Tier
3 instruction/intervention. A campus must be able to document how it has provided appropriate
Tier 1 instruction and supplemental instruction/intervention prior to requesting an evaluation.
Campuses must consult the Tier 3 Guiding Questions document when making a decision to
request 504, dyslexia, and/or Special Education Evaluation.
Immediate referral to the Student Support Team shall occur if a student…
• experiences an extraordinary or sudden change that would substantially limit a
major life activity
• moves into the district or campus and the prior district or campus has already
begun the evaluation process for 504, dyslexia, Special Education, or dyslexia
services
• request for evaluation is made by student’s parent/guardian*
• moves into the district or onto the campus and has critical needs that should be
addressed immediately
▪ obvious physical or cognitive impairment
▪ previously identified as 504 student and has a 504 accommodation plan
in place or previously identified with dyslexia
The Student Support Team will make the appropriate recommendations for seeking additional
accommodations, evaluations, and/or services. Referral to the Student Support Team will not
automatically result in immediate evaluation or assessment.
*See next page for the necessary steps when a parent(s) request a special education evaluation.
13
When a written request for a special education evaluation is
made by a parent, one of two responses must be made
within 15 school days:
Step 1
Acknowledge the receipt of the parental request, explain the overall referral process and provide
a copy of the Procedural Safeguards.
Step 2
Convene a meeting of the Student Support Team and review all data to determine if there is
evidence a possible disability (even if student has not been receiving Tier 2 or 3 support).
Step 3
If YES, follow the Referral to Special Education process;
OR
If NO, contact the campus diagnostician and work together to create a Prior Written Notice
Letter to indicate refusal to evaluate. The letter will document the reasons for refusal, options
considered and all other required elements of a Prior Written Notice.
14
Response to Intervention
Referral to Student Support Team
Process
AISD is committed to providing every student with the time and support needed to
learn and achieve at high levels. Each campus has systems embedded within their
Professional Learning Community and Response to Intervention teams which are
designed to identify students who need additional time and support structures. The
RTI Referral Form provides an additional way for school staff, parents, or other
individuals to bring particular student to the attention of a campus Student Support
Team.
Complete the “Referral to Student Support Team” and submit to the campus RTI
Facilitator or any campus administrator.
15
Response to Intervention
Referral to Student Support Team
Student Name
Student ID #
Campus Name
and Grade
Area of concern:
Please circle
• Reading/ELA
• Math
• Speech
• Other
Briefly describe
concerns in
adjacent field
Date of referral
Person making
referral
Additional
comments
16
§504 Child Find Notice
Pursuant to Section 504 of the Rehabilitation Act of 1973, the District has a duty to identify, refer, evaluate
and if eligible, provide a free, appropriate public education to disabled students. For additional
information about the rights of parents of eligible children, or for answers to any questions you might
have about identification, evaluation and placement into Section 504 programs, please contact the
District’s Section 504 Coordinator, Amy Cunningham, 682-867- 7465.
Aviso Sobre La Identificación de Estudiantes Incapacitados bajo
la Sección 504
Bajo la Sección 504 del Decreto de Rehabilitación de 1973, el Distrito Escolar esta obligado a identificar,
referir, evaluar, y proporcionar servicios educativos apropriados y gratuitos a estudiantes incapacitados
que califican para recibir servicios bajo esta ley. Si usted desea mas información sobre los derechos de
padres de niños incapacitados, o si tiene preguntas sobre la identificación, evaluación, y colocación de
niños en el programa de Sección 504, favor de ponerse en contacto con el Coordinador de 504 del Distrito
Amy Cunningham 682-867-7465.
§Special Education Child Find
The AISD has special services available to eligible infants, children, and young adults identified with a
disability. Federal and State laws require that school districts maintain a Child Find system for identifying,
locating, and evaluating individuals with disabilities (birth through 21 years of age) within its jurisdiction
who are in need of special education or related services. It ensures students with disabilities an equal
opportunity for a free, appropriate public education. To the extent they will benefit, students with disabilities
are educated with their non-disabled peers in the least restrictive environment. The specific educational
needs of the student, rather than his/her disability, determine the type of instructional services and related
services provided.
Special services are available to eligible infants, children, and young adults identified with a disability who
may be experiencing difficulties in one or more of the following areas:
• Auditory Impairment
• Autism
• Deaf-Blindness
• Emotional Disturbance
• Intellectual Disability
• Other Health Impairment
• Orthopedic Impairment
• Specific Learning Disability
• Speech/Language Impairment
• Traumatic Brain Injury
• Visual Impairment
17
Additional Resources
AISD RTI Pyramid
• A visual representation of AISD’s Four Tiers of instruction and intervention.
Four Tiers – Description
• Concise descriptions of AISD’s four tiers of instruction and intervention.
PLC-RTI Meeting Purposes and Outcomes
• An overview of the types of meetings throughout Tiers 1, 2, and 3.
RTI Decision-Making Process
• A visual tool to assist campuses when making decisions about the level and type
of intervention needed by groups of students or individual students.
Tier 2-3 Process Graphic
• A visual tool that illustrates how the Tier 2-3 process should unfold on each campus.
Tier 2-3 Intervention Planning Guide
• A resource to help Collaborative Teacher Teams and the Student Support
Team as they make intervention plans for students.
Tier 3 Guiding Questions - Academics
• A set of questions Student Support Teams should consider throughout the
Tier 3 process.
Network Support Process Flowhcart
• A resource to guide Student Support Teams when providing Social Emotion
Support to an individual student.
Student Behavior Problem Solving and Planning Guide
• A tool for Student Support Teams when designing and providing behavior support
for an individual student.
18
Speech-Language Concerns RTI Guidance
• A guide for Collaborative Teacher Teams and Student Support Teams when
students exhibit a need for speech-language support.
Parent Letters
• English, Spanish, Vietnamese, and Arabic versions of the Student Support Team
parent letters - invitation to attend meeting.
19
AISD’s Multi-Tier System of Support
Foundational
Tier 1
Supplementa
l
Tier 2
Intensive
Tier 3
Individual
Tier 4
Core
Instruction
Core & More
Core, More, &
More
Specialized
Support for
INDIVIDUALS
(IEP/504)
Tiers are descriptions of instructional support, not labels or destinations.
On
go
ing
a
cc
es
s t
o T
ier
1 C
or
e I
ns
tr
uc
tio
n
fo
r A
LL
St
ud
en
ts
AISD Four Tiers of Support for ALL
Students
Tier 1 Tier 2 Tier 3
Foundational -Grade-level
standards and learning
targets
-Core
-100% of students
(including SPED, 504,
Dyslexia)
-Explicit and Intentional
-Clear learning targets
-Universal Access
Description -Pre-assessment
-Scientifically research-
based strategies
-Whole group instruction
-Small group instruction
-Multi-level instruction
-Ongoing adjustments to
instruction based on
formative assessment
-Tight alignment between
data and instruction
-Common formative
assessment
-Summative assessment at end
of unit
-Enrich and Extend
Supplemental -Grade-level
standards and learning
targets
-Core and More
-10-15% of students
(including SPED,
504, Dyslexia)
-Explicit and Intentional
-Clear learning targets
-Certain Access
Description -Small groups of students
who need additional time
and support to master a
grade-level learning target
based on data collected
from Tier 1 performance
-Frequent Progress
Monitoring: growth
oriented formative
assessment
-Takes place during
common grade-level
intervention time with
current teacher or in shared
standards-based
intervention sessions; may
involve other
instructional staff
Intensive -Below grade-level
standards and
learning targets
-Core, More, and More
≤5% of students (including
SPED, 504, Dyslexia)
-Explicit and Intentional
-Clear learning targets
-Certain Access
Description -Small group or
Individual intensive,
targeted support for
students who lack basic
grade-level skills
-Frequent Progress
Monitoring: growth
oriented formative
assessment
-Prescriptive based on
student’s need
-Takes place during
common grade-level
intervention time with
current teacher or in shared
standards-based
intervention sessions; may
involve other
instructional staff
Tier 4 Specialized support through IEPs or 504 plans.
RTI Meetings – Purposes and Outcomes
Meetin
g
Type
Who
Attend
s
Purpose
/
Outcom
e
Data/
Reports
Needed
Frequency Protocol
s
Needed
Next Steps
Fo
un
da
tion
al
Fo
cus:
In
clu
des
Tie
r 1
In
stru
ctio
n
Universal
Screening
Data Review
Meeting • All Students
• Academics
and Behavior
School
Leadership Team
• Administrator(s)
• Dean of
Instruction
• Those serving
campus-wide
positions
(Instructional
Coach/SCE
Interventionist,
Counselor, etc.)
• Optional key
teacher leaders
(team leaders,
level leaders, or
depart chairs)
• Address core
instruction and
behavior concerns
• Look for trends
across content,
grade levels, and
settings
(instructional and
non-instructional)
➢ PLC question 3:
What do we do
if students don’t
know?
➢ PLC question
4: What do we
do if students
already know?
• Universal
Screening Data
• Refer to 2017-2018
Universal
Screening Chart for
sources of
academic data
• Retention and SSI
reports (BOY);
Grades and failure
reports (MOY &
EOY)
• Discipline
queries, discipline
reports, and
attendance reports
• 3 times per year –
BOY, MOY, &
EOY (as
screening data
becomes
available)
• Prior to meeting
assign roles to
team members:
• Who
brings
data?
• Who enters
data?
• Who completes
action plan?
• Who follows
up with which
grade-level or
content teams?
• Data Dashboard/
charts with data
• Develop plans for
addressing core
academic and
behavior
instruction when
data indicates Tier
1 deficiencies
• Action
Plan
addresses:
➢ implementation
fidelity
➢ student success
of Tier 1
instruction for
academics and
behavior
➢ Professional
Learning
Administrativ
e Data Review
Meeting • All Students
• Academics
and Behavior
School
Leadership Team
• Administrator(s)
• Dean of
Instruction
• Those serving
campus-wide
positions
(Instructional
Coach/ SCE
Interventionist,
Counselor, etc.)
• Optional key
teacher leaders
(team leaders,
level leaders, or
depart chairs)
• Address core
instruction and
behavior concerns
• Look for trends
across content,
grade levels, and
settings
(instructional and
non-instructional)
➢ PLC question 3:
What do we do
if students don’t
know?
➢ PLC question
4: What do we
do if students
already know?
• Common
Assessment data
• Formative
Assessment data
• Curriculum
Assessment data
• Benchmark data
• Grades and failure
report
• Discipline
queries/reports by
problem behavior,
location, time of
day, student/grade,
SPED, 504 and
corrective action
taken; attendance
reports
• Every 6 weeks
(or as new sets of
data become
available)
• Prior to meeting
assign roles to
team members:
• Who
brings
data?
• Who enters
data?
• Who completes
action plan?
• Who follows
up with which
grade-level or
content teams?
• Data Dashboard/
charts with data
• Develop plans for
addressing core
academic and
behavior
instruction when
data indicates Tier
1 deficiencies
• Action
Plan
addresses:
➢ implementation
fidelity
➢ student success
of Tier 1
instruction for
academics and
behavior
➢ Professional
Learning
RTI Meetings – Purposes and Outcomes
Meeting Type Who Attends Purpose
/
Outcom
e
Data/
Reports
Needed
Frequency Protocol
s
Needed
Next Steps
Su
pp
lem
enta
l F
ocu
s: I
ncl
ud
es T
ier
2 I
nst
ruct
ion
Collaborativ
e Teacher
Team
Intervention
Meeting • Academic
and Behavior
• Groups of
students (on
grade-level)
• All members of
teacher teams by
content or grade
• Instructional
Coach/ SCE
Interventionist
• Campus
administrator
• Review group
and individual
data
• Collaborative
plans for function-
based behavior
intervention
• Collaborative
plans for Tier 2
academic
intervention (by
student, by
standard)
• Intervention
planning for
students with
speech and
language issues
(prior to referral
for evaluation)
• Intervention
planning for
students with
English Language
Acquisition
delays (LTELs
Beg/Inter)
• Compile list of
students needing
Tier 2 or Tier 3
support
• Recommend
students to
Student Support
Team for Tier 3
intervention
based on needed
prerequisite skill
(when necessary)
• Universal
Screening (BOY
& MOY)
• Classroom
assessment
• Common
assessment
• Formative
assessment
• SBRC (K-2)
• Report card/
Progress report
• Failure report
• Diagnostic
assessment (as
needed)
• Discipline reports
by student/grade
and problem
behavior
• Monthly (or as
students
demonstrate lack
of mastery of Tier
1 standards)
• Meeting Norms
• Tier 2/3
Intervention
Planning
Guide
• Curriculum
Pacing Guides
• Printed or online
access to grade-
level TEKS
• Data Dashboard/
charts with all
student data
• Implement student
intervention plans
• Administrator
monitors
implementation
fidelity
• Develop plans for
addressing core
academic and
behavior
instruction when
data indicates Tier
1 foundational
deficiencies for
over 20% of class
• Schedule follow-
up/review meeting
RTI Meetings – Purposes and Outcomes
Meeting Type Who Attends Purpose
/
Outcom
e
Data/
Reports
Needed
Frequency Protocol
s
Needed
Next Steps
Inte
nsi
ve
Focu
s: I
ncl
ud
es T
ier 3
In
stru
ctio
n
Student
Support
Team
Meeting • Academic and
Behavior
• Individual
students
• Campus
Administrator
• Instructional
Coach/ SCE
Interventionist
• Applicabl
e teachers
• Parents (for Tier
3 meetings only)
• Specialist such as
LSSP,
Diagnostician,
BIL teacher, etc.
when needed
• Design and
redesign
interventions
• Review progress
• Document
discussion and
team decisions in
Polaris
• Diagnostic
results
• Progress
monitoring
• Common
assessments
• Curriculum
Assessments
• Cumulative
folder
• Attendance
report
• Discipline reports
• Behavior data
collection
• Health screening
• Additional
information
noted on Tier 3
Guiding
Questions
(question #1)
• Every 6-8 weeks
• More often when
needed for
specific students
• Tier 3
Guiding
Questions
• Tier 2/3
Intervention
Planning
Guide
• Printed or online
access to previous
grade-level TEKS
• Implement
student
intervention plan
• Schedule
follow-
up/review
meeting
• Notify parents (if
not in attendance)
• Administrator
monitors
implementation
fidelity
PLC/RTI Meetings by Month
AUGUST SEPTEMBER
29 USD (1st-
7th)
ADR
CTT
OCTOBER 13
USD (Kinder)
CTT
CTT
NOVEMBER 3
USD (Kinder)
ADR
CTT
DECEMBER 20
ADR
CTT
Ongoing grade-level and/or content PLC meetings.
Ongoing SST meetings every 6-8 weeks as needed for selected students.
JANUARY
CTT
FEBRUARY 16
USD (K-7)
ADR
CTT
MARCH
CTT
APRIL 13
ADR
CTT
MAY 31
USD (K-7)
ADR
CTT
Ongoing grade-level and/or content PLC meetings.
Ongoing SST meetings every 6-8 weeks as needed for selected students.
• USD - Universal Screening Data Review Meeting
• ADR – Administrative Data Review Meeting
• CTT – Collaborative Teacher Team Intervention Meeting
• SST – Student Support Team Meeting
Does the assessment
show student is below grade level or lacks prerequisite
skills?
YES
Is the student
receiving SPED
support?
Every Six Weeks Start Here
Has the NO student failed to
master grade level standards?
Diagnostic or Formative
Assessment that pinpoints
specific needs
Does the
student possess necessary pre-
requisite skills to master
grade-level TEKS?
Student Needs Focused Tier 2 Instruction (use diagnostic
assessment to determine focus)
Student Needs Focused Tier 3 Instruction
(use diagnostic assessment to determine focus)
Schedule RTI Student Support
Team meeting and health screening
Student Support Team meets to determine intervention
plan using RTI Planning Document
Student Needs Tier 1
Instruction
Student Needs Tier 1
Instruction Plan with Collaborative Teacher Team and/or SPED
staff Response to Intervention
Decision- Making Process
Collaborative Teacher Team meets to determine
intervention plan using RTI Planning Document
NO
YE
S NO
Math: Universal Screener
LA: Universal Screener
BOY & MOY
-Continue current plan OR
-Intensify current plan OR
-Re-design plan
Collaborate and Problem Solve
Assess using
Diagnostic Tool(s)
Analyze data
with Collaborative Teacher Team
(Tier 2) or
Student Support Team (Tier 3)
See Tier 2/3 Intervention
Planning Guide
Document Progress in
Polaris
Plan
Intervention
Assess/Progress
Monitor
Document Plan in Polaris
Implement
Intervention
Tier 2 Support of grade level standards 2-3 days a week 25-30 minutes each session
Tier 3 Support of previous grade level standards 4-5 days a week 25-30 minutes each session
Tier 2 and Tier 3 Intervention Cycle
Sta
rt
Tier 2 and 3 Intervention Planning Guide
This document is to assist the work of Collaborative Teacher Teams in planning interventions
for students.
Tier 2: Support for groups of students who are not mastering grade level standards; 2-3 days
per week; 25-30 minutes each session
Tier 3: Support for individual students who did not master previous grade level standards;
4-5 days per week; 25-30 minutes each session
Action Steps Guiding Questions
An
aly
ze D
ata
wit
h C
oll
ab
ora
tiv
e T
each
er T
eam
Look at data and other
sources of information to
determine standards in need
of intervention.
(Universal Screening,
District Assessments,
Work Samples, Standards
Based Report Card
{K-2}, Diagnostic
Assessments, Grade level or
Content Formative
Assessments, Ellevation
Data)
• Do multiple sources of data point to the same standard in need of intervention?
o If not, what additional assessments are needed?
Determine which
standard should be
addressed first.
• Is there a hierarchy to the standards that
would support choosing one?
• Are any of the standards high leverage
standards that would support mastery of
others?
Determine the learning
target(s) required for
mastery of the standard.
• What is the ultimate target type called for by
the standard? Is it Knowledge, Reasoning,
Skill, or Product?
• Are there multiple skills the student(s) must
possess in order to master the standard? • What is the order in which these skills
should be taught during intervention?
Tier 2 and 3 Intervention Planning Guide
Action
Steps
Guiding Questions P
lan
In
terv
enti
on
Determine Grouping
and Delivery
• Are there other students in the class/grade level with
the same specific need?
• If so, how can students be grouped to maximize
use of time, resources, and staff?
• When will the intervention be provided?
• Who will provide the intervention?
• How long will the intervention be implemented?
Set Goal • What is a reasonable goal based on current
level of proficiency?
• What is a reasonable amount of time to achieve that
goal?
• If there are multiple goals that need to be met in
order to master the standard, how will they be
prioritized?
• Is the goal measurable?
• What evidence is required for the students
to demonstrate mastery?
Determine Intervention
• How will the intervention support mastery of
the standard? • What research based intervention program
or instructional strategies will be used?
Plan Intervention Systematic
• How will tasks be broken into smaller steps?
• What step-by-step strategies will be used?
• What is the plan for gradual release of responsibility?
Explicit
• How will students be provided with a clear and understandable vision of the learning target?
• How will mastery of the standard be modeled?
• What research based instructional strategies will be
used?
Feedback
• How will feedback be offered that builds on student’s strengths?
• How will the feedback guide improvement? Plan Progress Monitoring
• What progress-monitoring methods match the end
goal?
• When and how often will progress be measured?
• How will students be involved in monitoring
progress towards their goal?
• How will students demonstrate their learning? Plan Response to
Progress Monitoring
• When will results be analyzed?
• Based on the data, does the intervention need to
be continued, intensified, redesigned, or
discontinued?
Deep Dive Tier 3 Guiding Questions
1) What do we know about the student’s educational background?
• What is their history of assessment? (at least last 3 years)
• Have they attended EY or been retained?
• Have they received interventions before?
• What other possible factors may interfere with learning?
Language background Health
Behavior Family history
Missed instruction (absences and/or tardies)
Frequent movement between schools
2) What assessment data was used to determine the focus of the
intervention(s)?
3) What is the focus of the intervention efforts? What specific standards,
learning targets, and/or language supports are being addressed in the
intervention(s)?
4) What research-based programs and/or instructional strategies are being
used for intervention?
5) How does the intervention design involve more explicit and systematic
instruction along with more opportunities to provide student feedback?
6) What specific progress monitoring information is being collected? How
often is it being collected?
• How did the student respond to the intervention?
• How did the student’s response compare to others receiving the same
intervention?
7) How are interventions being adjusted, changed, or re-designed based on
progress monitoring data?
8) How often have parents been informed about the student’s progress? How
is this being documented?
Network Process for Behavior Support Interim Response While Tiers 2 & 3 are Under Construction
FACULTY/STAFF MEMBER
Identifies a student who is exhibiting observable, measurable academic and/or social misbehaviors
(see Buffum, Mattos, Webber – Simplifying RTI...pg. 64-65)
- Faculty/Staff member considers fidelity of PBIS Tier 1 implementation including PBIS in the classroom Big 6
components, administrative classroom PBIS walkthrough, or other instructional planning tools .
- When implementation fidelity level is assured and misbehavior continues, student referral to SST is considered.
STUDENT SUPPORT TEAM
Becomes aware of academic and/or social misbehavior after receiving RTI Referral to Student Support Team.
Collects additional information including a review of data related to the implementation of Tier 1.
STUDENT SUPPORT TEAM
Collaborates with referring teacher to revise and/or develop and implement interventions.
Monitors interventions while staff continues to collect data.
STUDENTS WITHOUT IEPs/504
PLANS
BEHAVIOR SUPPORT PROCESS
STUDENTS WITH IEPs/504
PLANS
BEHAVIOR SUPPORT
PROCESS
If behavioral data continues to show a lack of progress, Student Support Team
conducts a staffing and refers to Guiding Questions document to determine next steps.
Student Support Team develops proactive plan for addressing
presenting problem in the least intrusive manner.
CAMPUS
Students being served under SPED Services exhibit concerns in academic or functional
performance area will require a Support Request Form (SR) to be sent to Network CC.
Intervention plans include consideration of environmental supports,
instructional match, and function of behavior.
NETWORK CURRICULUM COORDINATOR
Becomes aware of concern after a Support Request Form (SR)
is completed and submitted. (submit via email attachment)
Campus instructional leadership staff (Instructional Coach, RTIF,
Administrator) models, coaches, and trains campus staff on intervention
implementation and monitors interventions while staff continues to collect data.
It is recommended that intervention be implemented for 4-6 weeks.
NETWORK CURRICULUM COORDINATOR
Collects additional information including a review of data
related to the implementation of and progress on the IEP.
NETWORK CURRICULUM COORDINATOR
Collaborates with campus instructional and support team to
revise and/or develop and implement interventions.
Monitors interventions while staff continues to collect data.
Educational Support Services – August 2015
If intervention plan does not solicit progress,
a referral for psychological consult may be completed.
Student Behavior Problem Solving Guide Below is a problem solving guide to be used for individual students who exhibit ongoing misbehaviors. This guide is designed for misbehaviors not
responsive to Tier 1 academic and behavior strategies that are implemented with fidelity.
Student Name: _ Student ID: Grade: DOB: _ Campus Name: _
Meeting Date: _ Completed By: _
Misbehavior #1 Misbehavior #2
Target Behavior In measurable, observable terms, describe the
misbehaviors that negatively impacts the student or
others.
Antecedent An environmental condition or stimulus change
existing or occurring prior to a behavior of interest.
What happens before the behavior occurs?
Setting Where does the behavior occur? With whom?
Situations that increases the likelihood of the target
behavior?
Function What is the student avoiding or obtaining by
exhibiting the behavior?
Avoid: Attention Tangible
Demand Sensory
Obtain: Attention Tangible
Demand Sensory
Avoid: Attention Tangible
Demand Sensory
Obtain: Attention Tangible
Demand Sensory
Frequency How often does the behavior occur? How many
time per hour? day? week?
times per (hour/day/week)
times per (hour/day/week)
Duration How long does the behavior last? How long has the
behavior occurred?
Intensity Impact on learning of student or others
5 4 3 2 1 High Low
5 4 3 2 1 High Low
Consequences What occurs immediately after the behavior is
displayed?
For more information see Student Services intranet
> PBIS > Teacher Classroom Resources >
Behavior Basics > Types of Consequences
Hypothesis Brief statement summarizing the misbehavior
behavior; includes description of misbehavior,
setting event, antecedent, duration, frequency, and
function.
Strategies Tried What Tier 1 academic and behavior strategies have
been tried? For how long have they been tried?
Identify effectiveness of the strategy.
Strategy Tried For how long Effectiveness Strategy Tried For how long Effectiveness
Adapted from Stetson & Associates, Inc. (2015), The Culturally Responsive Classroom.
FOUNDATIONAL: BEHAVIOR
BASICS
CREATED BY STUDENT SERVICES SUMMER 2015 PAGE 1
Student Behavior Planning Guide This planning guide is to be used in conjunction with the Student Behavior Problem Solving Guide and is designed for individual students who
exhibit ongoing misbehaviors. Note: Identified misbehaviors should be those that are non-responsive to Tier 1 academic and behavior strategies
that have been implemented with fidelity.
Student Name: _ Student ID: Grade: DOB: _ Campus Name: _
Meeting Date: _ Completed By:
Misbehavior #1 Misbehavior #2
Target Behavior In measurable, observable terms, describe the
misbehaviors that negatively impacts the student or
others.
Replacement Behavior What behavior do you want the student to exhibit?
What does it look and sound like? Be specific.
Goal Using descriptive, concrete language, write the
student’s behavioral goal.
Objective What measureable behaviors will indicate progress
toward the goal?
1.
2.
3.
Teaching Strategies What strategies will be used to ensure the student
is taught the replacement behavior? Who is
responsible for implementing the strategies?
Antecedent Strategy:
Who is responsible:
Consequence Strategy:
Who is responsible:
Antecedent Strategy:
Who is responsible:
Consequence Strategy:
Who is responsible:
Responsive Interventions What corrective actions will take place if the
misbehavior is exhibited? How will you respond?
Reinforcer(s) How will you reinforce or acknowledge the student
when the replacement behavior is exhibited? Type
of reinforcer will depend on student need.
Tangible
: Social:
Activity:
Tangible
: Social:
Activity:
Adapted from Stetson & Associates, Inc. (2015), The Culturally Responsive Classroom.
FOUNDATIONAL: BEHAVIOR
BASICS
CREATED BY STUDENT SERVICES SUMMER 2015 PAGE 2
Response to Intervention: Speech and Language Concerns
Component of Speech-Language Types of Interventions / Differentiated Instruction
Articulation / Pronunciation
*Speech pathologists consult with
teachers to provide developmental
information, identify targets for
intervention, assist with materials,
review progress, and recommend
movement to RTI meeting if
interventions are not productive or
warranted
• Emphasize the letter sound the student is mispronouncing in sound-letter activities
• Give student feedback on pronunciation (“I heard you say . This letter makes
the sound. Listen and watch how I say . Now you try it”
• Allow student to listen to teacher read a list of words with target sounds (“Listen
for the sound at the beginning (middle) (end) of the words”
• Use word lists or pictures of words containing the target sound to give the student
ample opportunities to repeat words containing the target sound
• Point to words that contain the target sound as student reads and reinforce
attempts to say the word a new way
• Have students make cards with different words/pictures containing the target
sound for practice
Speaking Fluency
*Speech pathologists consult with
teachers to provide developmental
information, assist with materials,
review progress, and recommend
movement to RTI meeting if
interventions are not productive or
warranted
• Model a slower rate of speech, pause frequently, slow down overall pace of
conversation
• Have student speak in unison with the speaker when slow, easy speech is being
modeled. Consider use of memorized or automatic speech (counting, greetings,
pledge, etc)
• If the student speaks too quickly, model slow, easy speech for the student and
encourage the student to speak at a similar rate. Practice for a brief time each day.
• Provide a list of common, simple sentences and encourage student to read or
repeat them at a slow rate
• Allow longer amount of time for student to respond verbally
• Provide preparation time before calling on a student to read (alert student in
advance to his/her reading section)
• During conversation, calmly delay verbal responses by one or two seconds
• When possible, allow student to read in unison or pairs
Vocabulary / Semantics
• Refer to the vocabulary interventions detailed in the RTI: Reading Screening,
Intervention and Progress Monitoring document
• Select a limited number of vocabulary words for focus
• Teach vocabulary in context
• Use visual aids or demonstration/movement whenever possible to introduce
vocabulary
• Include activities involving categorization, associations, similarities and differences
• Help develop memory strategies for students to remember words
• Maintain a vocabulary book including word, student friendly explanation, and
visual or illustration
• Sort new vocabulary by category or function
• Give student a “word of the day” to incorporate into interactions
• Name a category and have student brainstorm words within the category.
Introduce new words which belong in the same category
Listening Comprehension
• Refer to interventions detailed in the RTI: Reading Screening, Intervention and
Progress Monitoring document
• Pair “Wh” words with “person”, “place”, etc. when asking questions. (I’m going to
ask a “who” question, so I will want the name of a person)
• Teach student what to listen for ( “listen for the answer to Wh ?” or
• Present information in smaller steps
• Before presenting information orally, tell student what to listen for
• Break story into smaller units when asking questions
• Provide opportunity for student to re-tell instructions or questions
• State multi-step directions one directions one-direction-at-a time, ask student to
follow single direction, then repeat with combined directions
Syntax / Grammar
• Model sentences and have the student imitate
• Have the student create and say sentences using a targeted grammar structure
• Encourage student to use complete sentences when answering questions – provide a
model first
• Provide the question word to help student begin formulation of a “wh” question
• Using pictures, elicit imitation of the targeted structure - plurals, pronouns, regular
past tense, -ing present tense. Switch to sentence completion tasks
ريخ :التا
ر األعزا ءاوليا ء،األمو
زم بتقديم أفضل مستوى تعليمي لطفلك .نود أن نلتقي بكم لمناقشة خططنا المتعلقة بالتدخالت التعليمية اإلضافية من أجل تسريع نلت مستوى
.التقدم لدى طفلك و تعظيم قدراته التعليمية
ر دخل في اليوم التالي و ندعوكم للحضو ت ل ل ة ب ا تج االس .لقد حددنا اجتماع لتناول موضع
اسم المدرسة
عنوان المدرسة
رقم هاتف المدرسة
اسم الطفل
ر اسم الوالد /ولي األم
ريخ ووقت االجتماع تا
يرجى التوقيع في الخانة المناسبة :أدناه
ر رغبتكم بالحضو رنا ب رجو إشعا !ن
يمكنني أن أحضر
ر ركة عب رغب في المشا ر لكن أ ال يمكنني الحضو .الهاتف
رقم هاتفي • :
رجى عقد االجتماع بدوني وإبالغي بعد ر :ي ال يمكنني الحضو ذلك
بشأن الخطط الخاصة را .بطفلي لكمً شك
من االستجابة هدف ل ا ل�ى ع أ ز على ا نج اال و م ل ع ت ل ل أجل من لب ا كل ط ل زم لال ا دعم ل ا و قت و ل ا م ي د ق ت و دخل ه ت ل ل
وى ت مس .
Date:
Dear Parents,
We are committed to providing the very best education for your child. We would like to meet
with you to discuss our plans to provide additional instructional interventions to accelerate your
child’s progress and maximize your child’s learning.
We have scheduled a Response to Intervention meeting on the following day and invite you to
attend.
School Name
School Address
School Telephone #
Child’s Name
Parent/Guardian Name
Date and Time of Meeting
Please let us know if you are coming! Sign in the appropriate box below:
I can attend
I cannot attend but wish to participate by phone
• My phone number is
#
I cannot attend; please meet without me and notify me afterward regarding plans for my
child
Thank you,
The purpose of Response to Intervention is to provide every student with the
time and support needed to learn and achieve at high levels.
Fecha:
Estimados padres,
Nos comprometemos a brindarles la mejor educación para sus hijos. Los invitamos a una
reunión en la que trataremos nuestros planes para realizar intervenciones educativas
adicionales y así acelerar el progreso de sus hijos y maximizar el aprendizaje.
Hemos programado una reunión de Respuesta a la Intervención en la fecha que se indica a
continuación y los invitamos a asistir.
Nombre de la escuela
Dirección de la escuela
# de teléfono de
la escuela
Nombre del alumno
Nombre del
padre/madre/tutor
Fecha y hora de la reunión
¡Por favor, tengan a bien informar si asistirán! Firmar en el casillero correspondiente:
Puedo asistir
No puedo asistir pero deseo participar
por teléfono
• Mi número de teléfono es #
No puedo asistir; por favor, tengan la reunión
sin mí e infórmenme luego respecto de los
planes para mi hijo/a
Gracias,
El fin de Respuesta a la Intervención es dar a cada alumno el tiempo y el apoyo
necesarios para que aprenda y tenga éxito en niveles altos.
Ngày:
Thưa quý phụ huynh,
Chúng tôi cam kết cung cấp giáo dục tốt nhất cho con quý vị. Chúng tôi muốn gặp quý vị để
thảo luận về các kế hoạch của chúng tôi để cung cấp can thiệp giảng dạy bổ sung để đẩy nhanh
tiến bộ của con quý vị và tối đa hóa việc học tập của con em quý vị.
Chúng tôi đã lên lịch cuộc họp Phản Hồi Can Thiệp vào ngày hôm sau và mời quý vị tham dự.
Tên Trường
Địa Chỉ Trường
# Điện Thoại Trường
Tên của Trẻ
Tên Phụ
Huynh/Người Giám
Hộ
Ngày và Thời Gian
Của Cuộc Họp
Xin vui lòng cho chúng tôi biết nếu quý vị sẽ đến! Ghi vào ô thích hợp dưới đây:
Tôi có thể tham dự
Tôi không thể tham dự, nhưng muốn tham gia
qua điện thoại
• Số điện thoại của quý vị là #
Tôi không thể tham dự; xin vui lòng họp mà
không có tôi và sau đó thông báo cho tôi về kế
hoạch của con tôi
Xin cám ơn quý vị,
Mục đích của Phản Hồi Can Thiệp là cung cấp cho mỗi học sinh thời gian và
sự hỗ trợ cần thiết để học tập và đạt được ở mức cao.
