RESPONSE TO INTERVENTION (RtI) DISTRICT GUIDEBOOK · students. The diverse needs of these students must be addressed through a tiered problem-solving system of timely interventions

May 2015

HUMBLE INDEPENDENT SCHOOL DISRICT

RESPONSE TO INTERVENTION

(RtI)

DISTRICT GUIDEBOOK

May 2015

Humble Independent School District

Response to Intervention

Guidance Document

MISSION STATEMENT

Our purpose, in partnership with families and community, is to develop each child intellectually,

artistically, emotionally, physically, and socially so that all students are life-long learners, complex

thinkers, responsible global citizens and effective communicators.

VISION STATEMENT

We envision schools where students and staff are enthusiastically engaged in learning within local and

virtual environments. We see schools that encourage collaboration and cultivate a sense of belonging.

We see learning standards that are rigorous and relevant. We see learning standards that inspire

creativity and problem solving. Ultimately, we see schools that prepare students for many paths and

that empower them with skills to successfully live in a rapidly changing world.

DISTRICT GOALS:

The Humble ISD Board of Trustees adopted five district goals to achieve the mission and vision.

They are:

District Goal 1: Each student is on track to be college and career ready by graduation.

District Goal 2: HISD learning communities will provide students with a safe and nurturing school

environment.

District Goal 3: HISD will attract, develop, and retain world-class educators committed to serving

each student.

District Goal 4: HISD will develop and promote positive internal and external relations through

effective communication and the involvement of stakeholders.

District Goal 5: HISD will support the district’s vision and mission through operations that are

effective, efficient, and accountable.

May 2015

Contents LAWS SUPPORTING RESPONSE TO INTERVENTION (RTI) ................................................................................ 5

DEFINING “RESPONSE TO INTERVENTION” ........................................................................................................ 5

THE MAJOR COMPONENTS OF RTI ........................................................................................................................ 5

CHARACTERISTICS OF RTI ...................................................................................................................................... 6

HISD RTI ACADEMIC PYRAMID .............................................................................................................................. 7

THREE TIERS OF RTI DEFINITIONS ....................................................................................................................... 8

TIER 1: .................................................................................................................................................................................. 8 TIER 2: .................................................................................................................................................................................. 8 TIER 3: .................................................................................................................................................................................. 8

HUMBLE INDEPENDENT SCHOOL DISTRICT NONNEGOTIABLES .................................................................. 9

DISTRICT RTI DECISION-MAKING GUIDE ...........................................................................................................10

DISTRICT-WIDE ACADEMIC INTERVENTIONS – RTI READING .....................................................................11

DISTRICT-WIDE ACADEMIC INTERVENTIONS – RTI MATHEMATICS ..........................................................12

ELEMENTARY STRATEGIES ................................................................................................................................................. 13 SECONDARY STRATEGIES ................................................................................................................................................... 19

HISD RTI ACADEMIC FLOW CHART (K-5) ............................................................................................................22

HISD RTI ACADEMIC FLOW CHART (6-8) .............................................................................................................26

FREQUENTLY ASKED QUESTIONS ........................................................................................................................30

COMMON RTI ABBREVIATIONS AND TERMS .....................................................................................................39

FORMS ..........................................................................................................................................................................41

RTI TEAM DOCUMENTATION: TIER 1 PROBLEM SOLVING ................................................................................................................ 43 PROBLEM SOLVING IN RTI .................................................................................................................................................. 44 EXAMPLE OF RTI DOCUMENTATION ............................................................................................................................................ 45 ESSENTIAL CASE FACILITATOR RESPONSIBILITIES FOR CONSULTATION IN TIER 1 .................................................................................. 46 RTI TEAM DOCUMENTATION CHECKLIST ...................................................................................................................................... 47 RTI TEAM DOCUMENTATION: STAFF TRAINING ............................................................................................................................. 48 RTI TEAM DOCUMENTATION: TIER 1 LESSON PLAN REVIEW ............................................................................................................ 49 RTI TEAM DOCUMENTATION: TIER 1 INSTRUCTIONAL STRATEGIES FOR INCREASING ACADEMIC ENGAGEMENT TIME .................................. 51 RTI CLASSROOM OBSERVATIONS ................................................................................................................................................ 52 RTI TEAM DOCUMENTATION: TIER 1 PROBLEM SOLVING ................................................................................................................ 53 RTI DOCUMENTATION: PROBLEM SPECIFICATION CHECKLIST FOR TIER 1 CASE FACILITATOR INITIAL CONSULTATION .................................. 55 RTI DOCUMENTATION: TIER 1 CASE FACILITATOR FOLLOW-UP ........................................................................................................ 56 RTI DOCUMENTATION OF TIER 1 INSTRUCTIONAL INTERVENTIONS: BASIC READING ............................................................................. 57 RTI DOCUMENTATION OF TIER 1 INSTRUCTIONAL INTERVENTIONS: READING LITERACY ......................................................................... 58 RTI DOCUMENTATION OF TIER 1 INSTRUCTIONAL INTERVENTIONS: WRITTEN LANGUAGE ...................................................................... 59 RTI DOCUMENTATION OF TIER 1 INSTRUCTIONAL INTERVENTIONS: MATH ......................................................................................... 60 NOTIFICATION OF TIER 2 RTI TEAM MEETING .............................................................................................................................. 61 DOCUMENTATION OF TIER 2/TIER 3 RTI TEAM MEETING ............................................................................................................... 62 RTI DOCUMENTATION: TIER 2/TIER 3 INTERVENTION AND ASSESSMENT ........................................................................................... 65 RTI FIDELITY CHECKLIST: TIER 1 CURRICULUM AND INSTRUCTION STRATEGIES .................................................................................... 66 RTI FIDELITY CHECKLIST: TIER 2/TIER 3 INTERVENTIONS ................................................................................................................. 68 RTI TEAM END-OF-YEAR REVIEW: TIER SUMMARY DATA ............................................................................................................... 69

APPENDIX A ADDITIONAL INFORMATION ..........................................................................................................70

May 2015

ASSESSMENT OVERVIEW .................................................................................................................................................... 71 UNIVERSAL SCREENERS ..................................................................................................................................................... 72 PROGRESS MONITORING: THE BASICS ................................................................................................................................ 73

Humble ISD

May 2015 Page 5 of 73

Laws Supporting Response to Intervention (RtI)

Both the No Child Left Behind Act (NCLB 2001) and the Individuals with Disabilities Education

Improvement Act (IDEA 2004) focus on the quality of instruction that students receive in the general

education setting. NCLB and IDEA require the use of research-based instruction and interventions. RtI

focuses on effective academic and behavioral programs that result in improved student performance.

Using data-based interventions and interventions based on scientific research to determine eligibility

for learning disabilities is stressed in IDEA 2004. With an RtI approach, general education teachers

assume increased responsibility for delivering high-quality instruction to early-identified struggling

students. The diverse needs of these students must be addressed through a tiered problem-solving

system of timely interventions that increase in intensity and duration. RtI promotes the unity of general

education and special education to create a seamless system.

Defining “Response to Intervention”

Response to Intervention, or RtI, is the practice of meeting the academic and behavioral needs of all

students through a problem-solving process with three key elements:

High-quality instruction and research-based tiered interventions aligned with individual student need

Frequent monitoring of student progress to enable results-based academic and/or behavioral decisions

Use of student response data in making important educational decisions (such as those regarding

placement, intervention, curriculum, and instructional goals and methodologies)

The instructional approaches within the general education setting should result in academic and/or

behavioral progress for the majority of the students (80%). The primary focus of RtI is early

intervention to prevent long- term academic failure. Struggling students are identified using data-based

progress monitoring and are provided intensive instruction. The use of a scientifically validated

curriculum, as well as instructional methods expected in an RtI model, leads to school improvement.

Support services require collaboration among campus personnel such as counselors, interventionists,

special education teachers, and dyslexia teachers.

The Major Components of RtI

Data-based decision making—Critical educational decisions are based on assessment results. Data

are carefully analyzed to determine why academic or behavioral problems exist.

Universal screening—Universal screenings are assessments administered to all students to determine

as early as possible which students are at risk of not meeting academic benchmarks. These screenings

are administered three times per year in order to meet early intervention needs of all students.

Tiered model of delivery—The RtI process incorporates a tiered model of delivery of instruction. The

tiers reflect increasing intensification of interventions to meet the individual needs of students.

Progress monitoring—The monitoring of student progress is a research-based practice that produces

data about student growth over time. Progress monitoring is used to determine the effectiveness of

instruction and/or interventions.

Fidelity of implementation—Fidelity of implementation is achieved when the delivery of instruction,

assessments, and progress monitoring is carried out as it was designed to be.

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Characteristics of RtI

RtI meets the goals of the No Child Left Behind Act by helping with early identification of

struggling learners and by providing immediate intervention using scientific, research-based

instruction and teaching methods in order to improve educational outcomes.

RtI is a preventive approach used to intervene early when students show signs of not meeting

grade- level standards.

RtI generates high-quality instruction and interventions matched to student needs.

RTI uses the student’s learning rate and level of performance to make educational decisions.

RtI can be used to make referral decisions for students who do not respond to intensive

intervention (Tier 3) in the general education setting.

RtI provides data that can be used in the identification of students with specific learning

disabilities, as opposed to the traditional discrepancy model used to determine eligibility for

special education services.

RtI meets the educational needs of all students by providing direct, focused instruction to address

specific academic and/or behavioral needs.

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HISD RtI Academic Pyramid

Tier 3A

Tier 2

Special Education/IEP Specialized Instruction

5-10% of Students Students who did not respond adequately in earlier tiers.

Tier 3B

HISD RtI Academic Pyramid

Intensity Assessment Setting Interventionist 120 minutes weekly

Minimum 4-6weeks, may be repeated for 6 weeks

Progress monitoring, 2 times a week at student’s level of instruction

1 to 3 students in small group Reading or Math Interventionist, dyslexia specialist and/or other service provider

Decision Points: After 6 weeks – (1) Referral to SpEd (2) Section 504 (3) Continue in Tier 3 for 6 weeks or (4) Return to Tier 2

15% of Students Students who need intervention below grade.

Intensity Assessment Setting Interventionist 90 minutes weekly

Maximum 9-18 weeks, may be repeated for 9 weeks

Progress monitoring once a weeks at student’s level of instruction

6 to 10 students in small group in the classroom

Classroom teacher, co-teacher, interventionist, or other service provider

Decision Points: After 9 weeks – (1) Move to Tier III (2) Continue Tier 2 for additional 6 weeks or (3) Return to Tier 1

80% of Students Students receive intervention at academic grade level . ALL students / ELL Learners / SpEd and 504

Intensity Assessment Setting Interventionist 30 minutes weekly Minimum of 9 weeks, may be repeated for 9 weeks

Universal screening, progress monitoring once a week on academic grade level

General classroom instruction / Small group

Classroom teacher

Decision Points: After 9 weeks – (1) Move to Tier 2 or (3) Continue Tier 1 for additional 6 weeks

Tier 1

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Three Tiers of RtI Definitions

Tier 1: Tier 1 is the foundation of the RtI instructional model. In this tier, all students receive high-quality,

research-based instruction in the general education setting. Teachers deliver high-quality core class

instruction that is aligned with state standards and in which 80% or more of the students are successful.

Students in grades K-8 will be screened three times a year with valid and reliable reading and

mathematics assessments to determine areas where intervention is needed. Students will be identified

as “at risk” and assigned a case facilitator in Tier 1 if they fall below the district cut score on the

universal screening and demonstrate a lack of grade level success through a review of multiple data

sources. Teachers will differentiate instruction in grade-level classes for 9 weeks and will monitor the

progress of all students via documentation of universal screening and individual student results on state

assessments, curriculum-based assessments, district benchmark assessments, daily assignments, and

teacher-made assessments.

What critical areas need to be addressed in Tier 1 classroom interventions? The Individuals with Disabilities Improvement Act of 2004 (IDEA) and the No Child Left Behind Act

of 2001 (NCLB) advocate the use of interventions and instruction based on scientific research. Both

acts require effective reading and mathematics instruction that results in improved student performance

and a reduction in the number of students needing special education services. Essential components for

reading are phonemic awareness, vocabulary development, reading comprehension, phonics

instruction, and fluency, and those for mathematics are mathematics calculation and problem solving.

Tier 2: The RtI campus team may increase support to Tier 2 for students who are not making progress at Tier

1, typically about 10% of all students. Students are identified for individualized small-group instruction

delivered by teachers and/or interventionists, in addition to core class instruction. This intensified level

of intervention includes research-based programs, strategies, and procedures designed to supplement

and enhance Tier 1 activities. Tier 2 intervention is designed to be a minimum of 90 minutes per

week for 9-18 weeks.

Tier 3: Students who have not responded adequately to interventions in Tiers 1 and 2 and are performing

significantly below grade level will move to Tier 3 and receive intensified, comprehensive intervention

in addition to their grade-level curriculum. Tier 3 typically addresses the needs of approximately 5-

10% of all students. Tier 3 intervention is designed to be 120 minutes for a minimum of 4-6

weeks.

For Dyslexia Pullout Services follow the specific intervention requirements identified in the student’s

individual accommodation plan.

Tier 3 is also the most intensive tier of instruction for students identified as eligible for special

education.

Students at this level receive specially designed instruction as determined by the ARD committee.

504 referrals and 504 students:

1. A 504 referral can occur at any point in the RtI process.

2. A student identified as 504 is not automatically a Tier 3 student. He/she is at level Tier 3

only if 504 services and accommodations are needed as a result of severe academic

deficiencies. Some 504 students will be successful at other RtI Tiers (including Tier 1).

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Humble Independent School District Nonnegotiables

The responsibility of the RtI team within each school will be the school’s administrator or the

administrator’s designee.

Universal screenings will be administered three times a year (fall, winter, and spring) to all

students in grades K–8, according to the district schedule.

Interventions will be implemented with fidelity.

Regularly scheduled RtI Committee meetings will be held with documented meeting minutes.

Documentation of student progress will be collected by teachers, case facilitators, and

interventionists and will be reviewed at regularly scheduled meetings focusing on assessment,

interventions, and fidelity.

Student intervention plans will be reviewed according to their tier status.

Data will be used to make any necessary additions or other changes to student intervention plans.

Student privacy is of the highest priority with the RtI team.

Service Tier 2/3 interventions for students assigned to ISS/DAEP.

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District RtI Decision-Making Guide

Tier 1

Reading universal screening: BOY, MOY and EOY

Istation

Cut score = 20th percentile.

Principal/administrator chairs a meeting with the campus RtI team. Data are analyzed to identify data trends for students whose scores fall below the cut score. RtI team consults with teachers regarding curriculum and instructional practices.

Teachers implement core curriculum and interventions for 9 weeks. Teacher administers assessment once a week and provides progress-monitoring data to the RtI team. The team reviews classroom and progress-monitoring data with the case facilitator and analyzes the progress of designated Tier 1 at-risk students.

Decision point: week 9. Identify students who continue to score below the cut score on week 9 screening and demonstrate a lack of progress. Schedule RtI meetings to discuss student move to Tier 2.

Tier 2

Strategic interventions: 9-18 weeks

Use research-based fluency average learning rates for goal setting (Fuchs et al. 2006).

Establish baseline data-point scores and develop aimline (goal).

Select appropriate intervention, to be delivered 90 minutes weekly.

Discuss intervention effectiveness and problem-solve as needed (use RtI standard protocol).

Assign intervention support and assessment support.

Begin intervention. Group size is 5–6 (elementary) and 6–8 (intermediate and up).

Administer progress-monitoring assessment 1 time per week. Decision point: week 9. Use a three-data-point decision rule to monitor progress, and

problem-solve if the intervention needs to be altered.

Continue intervention. Decision point: week 12-18. Reconvene the RtI team and analyze the data collected. If the

learning rate has increased, continue the intervention. If not, change the intervention and monitor progress; or if the learning rate falls significantly below established norms, begin Tier 3 interventions.

Tier 3

Intensive interventions: 4-6 weeks

Increase intensity of intervention to 120 minutes weekly.

Discuss intervention effectiveness and problem-solve as needed (use RtI standard protocol).

Continue intervention support and assessment support.

Begin intervention. Group size is 3 (all grade levels).

Increase progress monitoring to 3 times per week. Decision point: week 6. If the learning rate has increased, continue the intervention or exit

to Tier 2. If the learning rate has not increased, refer the student for Section 504 or special education evaluation.

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District-Wide Academic Interventions – RtI Reading

TIER 3 – Intensive Interventions Identified Istation Teacher Directed Lessons

Read 180- Secondary Only

Leveled Literacy Intervention (LLI) Kits- Elementary

TIER 2 – Intervention: Additional Instruction

Istation Teacher Directed Lessons

Read 180- Secondary Only

Leveled Literacy Intervention (LLI) Kits-

Elementary Only

Guided Reading

K-2 Pacific Learning Kits (Spanish only)

TIER 1 – Foundational Core Classroom Instruction

Balanced Literacy

Guided Reading

State/district curriculum

standards

Handwriting w/o Tears

Elementary and

Secondary Strategies

Classroom Guide (pages

12-19 of Guide Book)

Flexible small grouping

Istation- Student

Independent Use

Differentiated

Instruction

Journeys Curriculum

Knowsys- Middle

School

On our Way to English

(ESL)

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District-Wide Academic Interventions – RtI Mathematics

TIER 3 – Intensive Interventions Identified

Envision Intervention Kit 2.0 Elementary

Fast Math- Elementary

TIER 2 – Intervention: Additional Instruction

Envision Intervention Kit 2.0 Elementary

Fast Math-Elementary

TIER 1 – Foundational Core Classroom Instruction

State/district curriculum

standards

Elementary and Secondary

Strategies Classroom

Guide (pages 12-19 of

Guide Book)

Flexible small grouping

Strategies Guide

Differentiated Instruction

Envision 2.0

Pearson Professional

Resource

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Elementary Strategies

Example of Elementary Campus Interventions

Classroom Available (Tier 1)

Phonemic Awareness Activity Kit by Lakeshore Learning Materials (hands-on reading)

Small flexible grouping

Peer tutoring in learning stations

PBIS (positive behavioral interventions and supports)

Istation

Tier 2

Istation


Leveled Literacy Intervention (LLI) Kits

Tier 3

3:1 grouping

Leveled Literacy Intervention (LLI) Kits

There are other programs available, too. We are putting these together at this time.

Intervention strategies (research-based book)

Progress monitor tools: Istation, Think Through Math, Star.

Strategies and materials needed for Tier 1 intervention (can be used in any tier level):

Letter Recognition Skill

Letter strips with the alphabet—recite and touch and name the letters daily. Also, name the initial, final,

and medial letters. Find and name the letters learned in class so far.

Letter mats and plastic letters—put the letters on the mat as quickly as possible and then name the letters in order.

Flash cards—name the letters as quickly as possible. Do them in order for at least two days a week and

then mix them up the other days.

Technology available: ______________________________________

These things should be done with consistency at every session.

Here are the research-based strategies that can be used:

Identifying similarities and differences

o Compare and contrast

o Analogies

o Visually discriminating

Reinforcing effort and providing recognition

o Students describe personal ways to use this information

o Monitor effort and achievement

o Prompt/praise

Linguistic and nonlinguistic representations

o Physical models

o Visual tools

o Kinesthetic representations (hands-on)

Cooperative learning

o Group engaged learning

o Multimedia

o Small group learning with a goal

Setting objectives and providing feedback

o Personal goals for the student are set

o Assessment feedback (progress monitor)

Based upon content from Robert J. Marzano

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Graphophonemic Knowledge: Phonics

Use the phonemic awareness Intervention Activities Guide or core curriculum intervention section

o Areas to address:

___ Letter name identification

___ Letter-to-sound linking

___ Word study for spelling and blending words on paper

Use __________ phonics kit

Use small group Guided Reading activities (Wright Group)

Technology available: ________________________________





o Analogies





o Prompt/praise


o Physical models

o Visual tools




o Multimedia






Phonemic Awareness

Use the phonemic Intervention Activities Guide

o Areas to address:

___ Listening to sounds

___ Rhyming

___ Syllables

___ Oral word blending (onset-rime blending)

___ Beginning sounds

___ Ending sounds

___ Middle sounds

___ Deleting sounds

___ Segmenting phonemes in words

___ Linking letters to sounds

___ Blending sounds for decoding

Use Phonemic Awareness Activity Kit (daily lessons are provided)

Use small group Guided Reading activities (Wright Group)

Technology available: _________________________________________





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o Analogies





o Prompt/praise


o Physical models

o Visual tools




o Multimedia






Comprehension

Use the phonemic Intervention Activities Guide or the core curriculum intervention section

o Areas to address:

___ Retell

___ Sequence

___ KWL chart—what we know, what we want to know, what we learned

___ Predicting

___ Question/answer—directed reading, cause and effect

___ Story elements

Bloom’s Taxonomy for questioning

Technology available: _______________________________





o Analogies





o Prompt/praise


o Physical models

o Visual tools


o Charts/pictures/webs



o Multimedia





Questions, cues, and advance organizers

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o KWL charts

o Analytical questions (Bloom’s Taxonomy)

o Inferences


Fine Motor/Writing

Use fine motor activity list

o Manipulatives should be used to strengthen finger muscles

o Daily practice of correct writing and letter formation should be done








o Prompt/praise


o Physical models

o Visual tools




o Multimedia






Vocabulary (can be used with ESL students)

Picture cards for naming objects (daily)

Stories with questions for word meaning

Manipulating objects and naming them orally

ESL coordinator suggestions





o Analogies





o Prompt/praise


o Physical models

o Visual tools


o Pictures



o Multimedia


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Number Recognition

Number strips—orally count, touch, and name the numbers daily

Number mats with touch points

Number mats with plastic numbers or number cards—put numbers in order as quickly as possible

Flash cards—name the numbers as quickly as possible, in order for at least two days a week and mixed up

on the other days





o Analogies





o Prompt/praise


o Physical models

o Visual tools




o Multimedia






Math Problem Solving or Computation

o Use BL (below level) alternative teaching strategy in the core curriculum

o Reteach

o Use manipulatives with small group

o Repetition with flash cards





o Analogies





o Prompt/praise


o Physical models

o Visual tools


o Charts and graphs

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o Multimedia






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Secondary Strategies (Tier 1)

Think Through Math

Bloom’s Taxonomy level questioning

Brain-based strategies

Brainstorming

Marzano’s strategies


Peer tutoring in learning stations


Assigned mentor (check in with adult and help student manage assignments, time, and organization of

materials)

(Tier 2)

Istation


Accelerated Reading/Math Instruction

(Tier 3)

Istation

Progress monitor tools: Istation, Think Through Math

Strategies and materials needed for Tier 1 intervention (can be used in any tier level):

Reading Comprehension and Vocabulary

Bloom’s Taxonomy questioning to inspire a deeper thinking

Use the following with reading passages, book chapters, and other literature:

o Retell and summarize

o Sequence events

o Use KWL chart—what we know, want to know, and learned

o Make predictions

o Use cause and effect

o Create story maps and list story elements

o Instigate thinking about inferences and underlying meanings

Use small group reading with peers and discussion groups


Technology available: _______________________________________

(Possibilities include Istation, Renaissance Learning with the Accelerated Reading program, )

Here are the research-based strategies (from Marzano) and learning styles:



o Analogies



o Prompt/praise

Linguistic and nonlinguistic representations and learning styles

o Physical models

o Visual tools

o Kinesthetic representations (hands-on, teacher modeling)

o Support text with pictures, graphics, and other visuals

o Verbalize expectations and directions for solving problems

o Engage students with hands-on learning experience—use tangible objects to represent text

o Act out text


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o Multimedia




Progress monitoring may be completed with the technology programs or a program such as Istation

comprehension.

Reading Fluency

Use reading passages with timed limits—set goals for improvement

Use the following with reading passages, book chapters, and other literature:

o Reread text several times

o Encourage students to read silently and then aloud

Use small group reading with peers



(Possibilities include Renaissance Learning with the Accelerated Reading Program, NovaNet.)

Here are the research-based strategies that can be used (from Marzano) and instructional intervention strategies:




o Prompt/praise



o Paired reading

o Multimedia




Instructional intervention strategies

o Provide review and practice with text

o Integrate fluency learning into a game for motivation

o Allow students to compete with others and self

o Teacher modeling

Progress monitoring may be completed with the technology programs or a program such as AIMSweb R-CBM

for fluency.

Math Computation and Fluency

Timed drills with campus work pages

Use FASTDRAW strategy (mnemonics)

Use concrete objects and three-dimensional objects to represent math solutions



(Possibilities include Renaissance Learning with the Accelerated Math program, the Compass Learning math

program, and Destination Math.)

Here are the research-based strategies that can be used (from Marzano) and differentiated instruction:



o Analogies





o Prompt/praise

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o Physical models (concrete objects)

o Visual tools (advanced organizers)

o Teacher modeling




o Multimedia




Progress monitoring may be completed with the technology programs or a program such as Accelerated Math.

Motivation and Organization


Write directions, model directions, and have students retell or rephrase the directions

Use the buddy system

Assign a mentor for check-in and individual help for motivating and organizing



Here are some behavioral intervention strategies:

Directions

o Give clear, simple, and precise directions

o Model or show visual directions

o Check students for understanding of directions

o Post rules

Redirecting behavior

o Allow students time to regain control and focus


o Prompt/praise

o Team with partners for a task

Motivate

o Provide a positive and trusting classroom environment

o Follow through with consequences and rewards

o Use student’s likes and needs to encourage completion of tasks

o Use extrinsic and intrinsic motivators—rewards, verbal praise, and individual needs for

personal gain

Organization

o Demonstrate ways to organize materials—give students examples

o Allow a few minutes of class time to have students organize materials together and help each

other

o Assign a buddy for assignments and organizing

o Assign a mentor staff for checking in with assignments, organizing, and progress

o Multimedia use for organizing ideas




Progress monitoring may be completed with a checklist of expectations. Periodically the checklist should be

used and compared to previous checklists. This will help in determining progress.

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Tier

1

HISD RtI Academic Flow Chart (K-5)

Administer Universal Screeners in Reading at the beginning, middle, and end of the year. Refer to District Assessment Calendar for specific dates.

Principal/RtI Chairperson convenes campus RtI team. A cut score of 20th percentile is used to analyze data trends.

Campus RtI team meets with teachers regarding curriculum and instructional practice.

Universal Screening DECISION POINT

Student is at or below the 20th

percentile

Teacher completes the “HISD RtI Student Identification Process K-5” form to determine which students are designated Tier 1 Identified. Then progress monitor once a week until student has received nine weeks of general classroom instruction. Progress monitoring occurs on grade level at this point.

Student is above the 20th

percentile

Continue working with the student in the general education classroom using Tier 1 instruction OR schedule meeting with the RtI Team for further assistance.

Student is above the 20th

percentile

Continue working with the student in the general education classroom using Tier 1 instruction OR schedule meeting with the RtI Team for further assistance.

Student continues to score below the 20th percentile OR supporting documentation demonstrates a lack of progress.

Move to Tier 2 and complete designated forms.

Student consistently scores above the 20th percentile AND supporting documentation shows progress. Discontinue progress monitoring and continue with Tier 1 differentiated instruction.

9 Week DECISION POINT Meeting

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Tier

2

Student is at or below the 20th percentile on the most recent Universal Screener, growth

rate is flat, OR growth rate has been less than average for 18

weeks. At the RtI meeting, complete the HISD designated form and move to Tier 3.

Student is at or below the 20th percentile on the most recent

Universal Screener AND growth rate is less than

average. At the RtI meeting, complete the HISD designated form and continue in Tier 2. See Tier 2 directions above.

Student is above the 20th percentile on the most

recent Universal Screener OR growth rate is average

or above average.

At the RtI meeting, complete the HISD designated form and move to Tier 1.

Tier 2

9-18 weeks, 90 minutes supplemental instruction 5 to 1 grouping Discuss intervention effectiveness and problem solve as needed.

Select appropriate interventions from the HISD Tier 2/3 intervention list.

Establish baseline data-point scores and develop nine week goal. Refer to “How to Set a Goal” in the Progress Monitoring Section of the HISD K-12 RtI Guide.

Assign intervention and assessment support.

Deliver intervention in 30 minutes sessions, 3 times per week, in a 5 to 1 grouping.

Administer progress monitoring 1 time per week as outlined in Progress Monitoring Section of the HISD K-8 RtI Guide.

Prior to the 9 week decision point meeting, the teacher completes the HISD designated form.

12-18 Week Decision

After 12 weeks in Tier 2, the RtI team will determine whether to move the student back to Tier 1 or move to Tier 3.

9 Week DECISION POINT

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Tier

3

Student is at or below the 20th percentile on the most recent Universal Screener,

growth rate is flat, OR growth rate has been less than average. Proceed to referral for further evaluation (Special Education or 504).

Student is above the 20th percentile on the most recent Universal Screener, OR growth

rate is average or above average.

Move to Tier 2 and see Tier 2 directions.

Tier 3

Min. 120 mins. per week for 4-6 weeks, 3 to 1 grouping Discuss intervention effectiveness and problem solve as needed.


Establish baseline data-point scores and develop six week goal. Refer to “How to Set a Goal” in the Progress Monitoring Section of the HISD K-8 RtI Guide.


Administer progress monitoring 1 time per week as outlined in Progress Monitoring Section of the HISD PK-12 RtI Guide. There must be 9 points of data within Tier 3.

Prior to the 6 week meeting, the teacher completes the HISD designated form.


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Post- Referral

Tier 3 Student meets eligibility for Special Education services. Follow the Special Education process.

Student meets eligibility for 504 services. Follow the 504 Committee process.

Student does not meet eligibility .

RtI team meets with evaluator to review results of evaluation. Evaluator discusses strengths, weaknesses, and recommended interventions.

The RtI team in collaboration with the evaluator determines a plan for the student. This includes suggestions for instruction and interventions based on the evaluation. The RtI team determines if Tier 2 or Tier 3 interventions are appropriate for the student. If the student will continue Tier 2 or Tier 3, an intervention plan is created and the RtI process is followed.

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Tier

1

HISD RtI Academic Flow Chart (6-8)

Administer Universal Screeners in both Math and Reading at the beginning, middle, and end of the year. Refer to District Assessment Calendar for specific dates.

Principal/RtI Chairperson convenes campus RtI team. A cut score of 20th percentile is used to analyze data trends.

RtI team meets with teachers regarding curriculum and instructional practice.

Universal Screening DECISION Point

Student is at or below the 20th percentile

Teacher completes the HISD designated form to determine which students are designated Tier I Identified. The identified students on the campus monitoring list are progress monitored every 3 weeks until student has received nine weeks of general classroom instruction. Progress monitoring occurs on grade level at this point.

Student is above the 20th percentile

Continue working with the student in the general education classroom using Tier I instruction OR schedule meeting with the RtI Team for further assistance

Schedule RtI meeting to discuss potential student move to Tier 2. Teacher completes HISD designated form and gathers all supporting documentation, including progress monitoring data, to be presented at the RtI meeting for consideration.


Student continues to score below the 20th percentile OR supporting documentation demonstrates a lack of progress.

Move to Tier 2 and complete HISD designated form.

Student consistently scores above the 20th percentile AND supporting documentation shows progress.

Discontinue progress monitoring. Complete the HISD designated. Continue with Tier 1 differentiated instruction

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Tier

2

Student is at or below the 20th percentile on the most recent Universal Screener, growth rate is flat, OR growth rate has been less than average for 18 weeks. At the RtI meeting, complete the HISD designated form and move to Tier 3.

Student is at or below the 20th percentile on the most recent Universal Screener AND growth rate is less than average. Continue in Tier 2. See Tier 2 directions above.

Student is above the 20th percentile on the most recent Universal Screener OR growth rate is average or above average.

At the RtI meeting, complete the HISD designated form and move to Tier 1.

Tier 2 Minimum 90 minutes distributed throughout the week for 9 weeks, small group Discuss intervention effectiveness and problem solve as needed. Select appropriate interventions from the HISD Tier 2/3 intervention list. Establish baseline data-point scores and develop nine week goal. Refer to “How to Set a

Goal” in the HISD K-12 RtI Guide. Assign intervention and assessment support. Administer progress monitoring 1 time per week. Prior to the 9 week decision point meeting, the teacher completes HISD designated

form.

12-18 Week Decision

After 12-18 weeks in Tier 2, the RtI team will determine whether to move the student back to Tier 1 or move to Tier 3.


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Tier

3

Student is at or below the 20th percentile on the most recent Universal Screener, growth rate is flat, OR growth rate has been less than average. Proceed to referral for further evaluation (Special Education or 504).

Student is above the 20th percentile on the most recent Universal Screener, OR growth rate is average or above average. Move to Tier 2

Tier 3

Increase intensity of Tier 2 interventions: 120 distributed minutes – small group Discuss intervention effectiveness and problem solve as needed.


Establish baseline data-point scores and develop six week goal. Refer to “How to Set a Goal” in the HISD K-8 RtI Guide.


Administer progress monitoring a minimum of 2 times per week. There must be 9 points of data within Tier 3.

Prior to the 6 week meeting, the teacher completes HISD designated form.


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Post- Referral

Tier 3 Student meets eligibility for Special Education services. Follow the Special Education process.

Student meets eligibility for 504 services. Follow the 504 Committee process.

Student does not meet eligibility .

RtI team meets with evaluator to review results of evaluation. Evaluator discusses strengths, weaknesses, and recommended interventions.

The RtI team in collaboration with the evaluator determines a plan for the student. This includes suggestions for instruction and interventions based on the evaluation. The RtI team determines if Tier 2 or Tier 3 interventions are appropriate for the student. If the student will continue Tier 2 or Tier 3, and intervention plan if created and the RtI process is followed.

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Administer Universal

Frequently Asked Questions

What is the purpose of the RtI team? Each campus will have a team that implements an RtI approach, according to the process outlined in

the model adopted by the district. The purpose of the team is to make data-based decisions regarding

students who are experiencing difficulties in academic and/or behavioral domains. The team will

develop an intervention plan to promote improvements in the student’s academic performance and/or

classroom behavior and will provide the teacher with support to implement the interventions. Teachers

will be provided the support and resources they need to implement the interventions at each of the

three RtI tiers.

What are the roles of the campus based RtI team? The roles of the campus team are to increase support for high-quality curriculum and instruction based

on data collected, to provide consultative support to teachers by aligning existing school resources, and

to focus the decision-making process using data. The campus RtI team engages in two distinct

functions. One is to analyze the universal screening data in order to interpret trends and identify

struggling learners who fall below the predetermined cutoff score. The team reviews the data to

determine whether there are deficits in Tier 1 curriculum or delivery of instruction that may be

contributing to students’ inability to meet standards. The team uses the data in this sense to provide

consultation to teachers and other staff on improving Tier 1 interventions and whole-class instruction.

The second function of the team is student- centered, focusing on individual student needs. The team

carries out this function after Tier 1 problem solving has been addressed and fidelity of curriculum and

instruction is established. At this time, the team problem-solves to decide on individual interventions

aimed at increasing the learning rate of the struggling learner.

Who is on the RtI team? Each campus will have a core team (5 or 6 members) that will meet regularly at specified dates and

times. The team is accountable for most of the RtI process and is multidisciplinary, including an

administrator, a counselor, a diagnostician, a classroom teacher or teachers, an interventionist, and

parents.

Campus administrator—Participation by an administrator is key to the RtI team’s

effectiveness. The administrator’s responsibilities include the following:

Scheduling the team meeting’s time and location

Maintaining communication between the team members, the principal, and

administrative staff

Recruiting new members

Maintaining documentation of the team process

Scheduling and attending additional meetings when deemed necessary

Ensuring that the RtI team process is monitored and evaluated for effectiveness

Participating in a district-wide RtI planning committee

Case facilitator—Each identified student must have an assigned case facilitator. Most team

members will function in this role at some time on a rotating basis. The case facilitator is

responsible for the following:

Aiding teachers and staff in communicating with the assigned data collector

Examining existing data, such as grades, attendance records, cumulative folder, and

discipline folder

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Consulting with the school nurse and other staff for feedback

Participating in meetings with parents, if scheduled

Monitoring the intervention process as indicated in the RtI plan

Data collector—The data collector gathers information, organizes the presentation of data,

manages data reports on interventions, and plots student progress.

All students identified within the RtI process need to be monitored so that the intervention

outcome can be measured. (This monitoring is the responsibility of the assigned case

facilitator.) The data collector is responsible for the following:

Gathering and comparing measurable data to determine the outcome of the RtI plan

Creating a report for the campus RtI team, highlighting the effectiveness of the

instructional support plan for individual students, as well as the overall process

Record keeper—This team member is responsible for scripting and documenting the meetings.

Timekeeper (optional) —To keep the group on task and the meetings within their allotted

amount of time, one team member may serve as a timekeeper, using a timer to structure the

pace of the meeting.

Who conducts the campus-wide screening process? The campus RtI team is responsible for overseeing the universal screening process. Universal

screenings will be conducted on every student. The classroom teacher or other school personnel

conduct the screenings and report the results to the campus RtI team. Careful documentation of

screening results is important for accurate identification of students’ needs.

If the results of universal screening suggest that an individual student is performing below standards,

then interventions by the classroom teacher need to be developed and implemented at Tier 1. District-

approved interventions are used to prevent students from failing to meet academic and/or behavioral

expectations and thus requiring more intensive interventions. The goal of district-approved interventions

is to proactively teach and support desired academic and social behavior for all students. Confidentiality

must be safeguarded, although district-approved screening records should be accessible to teachers and

staff who work with a student. Note: Universal screening is not considered to be an individual

evaluation and therefore does not require prior parental notice or consent.

What happens during Tier 1? All students are provided high-quality core instructional and behavioral supports in the general

education setting.

Universal screenings of mathematics and reading are administered to all students by a team of

school personnel and/or the classroom teacher to determine each student’s level of proficiency.

A team approach is used to analyze and screen data to identify any problem areas in the

curriculum, instruction, the environment, or learners.

Using the problem-solving model, the RtI team defines the problem in concrete, measurable

terms.

Differentiated instruction is used within the classroom, and student response to the instruction

is monitored.

Adjustments in instructional strategies for all students in the classroom are reflected through

whole-group and small-group differentiated instruction.

Identified students are provided interventions based on data from ongoing assessments.

Identified students receive interventions usually in small, teacher-led flexible groups. The

intervention occurs during the regular school day in the general education classroom with a

review of student progress every 2 weeks.

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The intervention schedule is based on how frequently the teacher needs to meet with and

provide direct instruction to each group per week (e.g., group meets daily, group meets 3 times

per week) and the number of minutes per meeting time (e.g., 10 minutes, 20 minutes).

A progress monitoring tool is used to track students’ response to intervention, and a minimum

of 3 data points are collected within 6 weeks.

Campus administrators monitor the fidelity and integrity of classroom instruction and

interventions.

Interventions and progress are documented in the student’s instructional support plan, which is

kept in the student’s RtI folder.

What critical areas need to be addressed in Tier 1 classroom interventions? The Individuals with Disabilities Improvement Act of 2004 (IDEA) and the No Child Left Behind Act

of 2001 (NCLB) advocate the use of interventions and instruction based on scientific research. Both

acts require effective reading and mathematics instruction that results in improved student performance

and a reduction in the number of students needing special education services. Essential components for

reading are phonemic awareness, vocabulary development, reading comprehension, phonics

instruction, and fluency, and those for mathematics are mathematics calculation and problem solving.

What happens during Tier 2? Tier 2 instruction/interventions are delivered inside the classroom or in a pull-out setting

outside the classroom to students who are not achieving state and grade-level standards through

core instruction and district-approved Tier 1 interventions.

Identified students are provided with research-based interventions based on data from ongoing

assessments.

Small, flexible, teacher-led instructional groups are formed, based on student data and

observations.

Students with similar instructional needs are grouped together, limiting the size of the group

according to the intensity of instruction needed.

Identified students in grades K–8 receive interventions in small groups during the regular

school day for two 6-week periods.

Academic instructional time is increased. How often and how long the teacher meets with each

small group varies, depending on student needs.

Campus administrators monitor the fidelity and integrity of classroom instruction and

interventions.

The CBM data are used to assess student response.

Instruction is adjusted, based on each student’s response to the provided intervention.

Interventions and student progress are documented in the Tier 2 intervention plan.

A progress-monitoring tool is used to identify which students continue to need assistance and to

determine the specific kinds of skill deficits that must be addressed.

The collaborative RtI team analyzes assessment data, determines the progress that has or has

not been made, develops individualized interventions, monitors interventions, and identifies

students who need further support provided at Tier 3 or with special education.

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What happens during Tier 3? Individualized instruction is provided in addition to core instruction in the general education

classroom.

Multiple interventions and services are delivered by specially trained staff.

The student-teacher ratio is reduced.

The intensity and frequency of support services are adjusted as students achieve targeted skills. Students continue to move fluidly between and among the tiers.

Instructional time is increased.

Student progress is tracked weekly, using progress-monitoring tools to determine intervention effectiveness and the students’ response to the intervention(s).

Campus administrators monitor the fidelity and integrity of classroom instruction and interventions.

How often does the RtI Team meet and when would follow-up meetings be needed? The campus based RtI meetings should occur on a regular basis, such as weekly or bi-monthly. The

Tier 2/3 interventionist or case manager can request a campus RtI meeting at any time when a student is

not making progress and a problem solving session is necessary to determine providing additional

support, changing of interventions, or if the student is at the end of the Tier intervention time and a Tier

change may be needed.

How do you know if student responded to the intervention? If the student makes the average growth rate expected as defined by the campus based team, he or she

responded to the intervention. The process of ongoing progress monitoring provides data to support

this. This type of data is usually charted and the chart will provide a visual analysis of the student’s

progress. Additional information such as Tier 1 student products, in-class tests, and performance on

district /state assessments is also used.

How are the average growth rates for the purpose of determining whether or not

the student responded to the intervention, established? They are typically established by using researched based standards for growth rates, such as those

published by Dr. Lynn Fuchs, Dr. Mark Shinn, and Dr. Edward Shapiro.

Documentation is a very important part of RtI, what documentation represents

enough data for decision making? Documentation forms should include student products and assessments in Tier 1 instruction, teacher

and team communication with parents, teacher interviews, parent interviews, the team process itself,

definition of outcome goals, observations of the student, progress monitoring and fidelity of

implementation.. Critical to problem solving are the forms used to document the fidelity of the RtI

process. The following is an example of the flow of data collection (Ogonosky, 2008):

Universal screening results and documentation • Classroom observations

• Review of records

• Documentation of level of curriculum taught and instructional intervention

• Parent notification of concerns

RtI referral • Parent notification of RtI meeting

• Teacher/staff notification of RtI meeting

• Problem identification form

• Student information form

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• Classroom observations

• Minutes/notes of problem-solving meeting

• Intervention plan/fidelity documentation

• Progress monitoring/CBM results

• Progress reports

Documentation of progress monitoring/CBM results • Description of interventions

• Student work samples

• Follow-up documentation of fidelity

• Data for formal request for multidisciplinary assessment: health history, progress reports,

and campus RtI team reports (minutes and notes)

• Remember that the campus team’s chairperson is responsible for checking with team case

managers to make sure all forms are completed at the specified time in the process.

Are there “basics” of a strong problem solving process? Yes. Common variables that insure a strong team process include:

Confidentiality is ensured at all times.

Meetings are held in a timely manner (schedule weekly times and review individual students

every 4- 6 weeks)

An agenda is displayed and communicated during the meeting

Time limits are honored.

Staff and student needs are carefully addressed and honored.

Creative use of auxiliary personnel and other appropriate resources occurs when planning the

intervention.

Team members who represent a variety of experience and expertise are included in the

discussion as needed.

A campus RtI library of resources is available for team members and staff

Teams building activities and team staff development are provided in order for the team to

stretch and grow.

What are the components of the RtI Problem Solving Process? The problem process is designed to promote increased in learning outcomes for all students. The first

type of problem solving involves the universal screening data where the data is analyzed in terms of

trends to Identify instructional strategies and interventions necessary to support staff and also to

document informal consultations and data collection. The next type of problem solving is focused on

the individual student where the data is analyzed by the RtI team specific to the student. Here the

problem is objectively defined in a measurable manner and a plan of instruction and intervention

support is developed. Then the team will review the plan and monitor for fidelity and outcomes.

Fidelity in the problem solving process refers to the team ability to problem solve in a consistent

manner by using a process designed to increase student achievement. Fidelity of the process is

enhanced when the campus team uses a scripted procedure for carrying out the problem solving

process.

Is there a recommended way to hold a team problem solving meeting? Yes. It is recommended that the team follows a scripted agenda to ensure fidelity of the team problem

solving process and to provide a framework for accurate documentation of deliberate and thoughtful

analysis of problems and solutions. An example of this process is as follows:

Step 1: Assess Teacher Concerns • Review all Tier 1 data (including observations of classroom and fidelity of instruction)

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• Review teacher lesson plans and student products

• Review any additional information regarding Tier 1 interventions, parent input, outside sources

of information

Step 2: Inventory student strengths and talents • Provide examples of learning and behavioral skills that are demonstrated strengths of the

student-use data to support and measure the strengths

Step 3: Review all Tier 1 documentation from case manager Step 4: Select targeted

academic and/or behavioral concerns • Based upon data review identify and define skill deficits impacting the students ability to

progress and achieve commensurate with peers.

Step 5: Review Baseline data and set goals • Baseline data provides the starting point of the intervention (academic instructional rate,

behavioral rates) Goal setting should use norms for determining adequate weekly process (i.e. Shinn, Shapiro, Fuchs) such as increasing fluency of reading rates by correct words per minute or math computation by digits correct per minute.

Step 6: Design the Intervention Plan • Select intervention strategy based upon district guidelines (instructional strategies identified,

strategic programs identified etc.) aligned with Tier 1 data collection and design entry as baseline point.

• Determine location where intervention is going to occur • Discuss and plan for when the intervention will be delivered based upon district guidelines,

such as Tuesday and Thursday mornings 9:30-10:00 am. • Identify staff who will be responsible for the instruction and fidelity of the intervention

Step 7: Plan for method of documenting progress and fidelity • Specify who will be collecting the progress monitoring data (note: in Tier 1 this is done by

the classroom teacher and in Tiers 2 &3 this person is selected by the RtI campus team). • Determine when fidelity check will be completed by administrator (i.e. 2 weeks after

initiation of intervention).

Step 8: Design plan for parent communication • Designate parent contact (most often case manager) • Specify date parent will be notified on progress

Step 9: Review Intervention Plan and Obtain signatures of team members • Decide on follow-up meeting date (often 6 weeks after start of intervention) • Designate a case-manager follow-up date (usually 2 weeks into intervention process) • Have all members present sign intervention plan documentation

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Assessment and Intervention

Why is it so important to focus on data in the RtI process? Assessments are critical for problem solving solutions in an RtI model. The assessment process is used

to gather information about students and interventions. This data provides the campus team an

objective way to quantify and measure student’s academic and behavioral needs.

What is the difference between a percent score and a percentile score? The term "percent" is an abbreviation of the Latin phrase per centum, which literally means "by the

hundred.” A percent score represents the proportion of test material answered correctly out of a

hundred. A percentile score is one of most common methods to interpret norm-referenced assessments.

Percentile scores range from 1 to 99 and tell the test interpreter the percentage of individuals in the

norm-group that the test taker outperformed.

What is curriculum based measurement? Curriculum based measures are assessment procedures that use direct observation and recording of a

student’s performance based upon fluency probes. The probes are brief (1-3 minutes for reading and 5-

7 minutes for math) and focus on measuring rate of responding using basic skills or comprehension and

application measures.

What is universal screening? Universal screeners are brief assessments administered to all students at least three times per year to

determine as early as possible which students are not progressing in the core curriculum at the expected

rate. Trends in universal screening data are analyzed to determine if core curriculum and instruction

practices are meeting the needs of the majority of the students (80%). Then, students whose scores on

the screening fall below a predetermined level (typically below the 25th percentile & known as the cut

score) are given additional support as needed and monitored carefully by the RtI team.

Who conducts the universal screening process? The RtI team should be responsible for overseeing the implementation of the universal screening

process. The classroom teacher is responsible for conducting the universal screenings and reporting the

findings to the designated data collector. Fidelity of universal screening is very important. Careful

documentation of results is important for accurate identification of students’ needs. If the results of

universal screening suggest that an individual student is performing below the cut score, then

instructional interventions need to be developed and implemented at Tier1. Universal screening data

should be accessible to teachers and staff who work with a student. Note: Universal screening is not

considered to be an individual evaluation and therefore does not require prior parent notice or consent.

What is progress monitoring? Progress monitoring is a scientifically research-based data collection process that illustrates student

growth over time in the core curriculum and intervention. After interventions are provided to the

identified students, frequent progress monitoring occurs. Data is collected and analyzed to determine

the effectiveness of interventions, to make changes as needed, and to support decisions regarding

moving students from tier to tier. The data from progress monitoring provides a picture of the student’s

academic growth rate and it is used to make instructional and intervention changes to promote student

proficiency of targeted skills.

What other assessments are used in the RtI problem solving model? Multiple assessments that are a natural part of the educational system should be used and include

formative and summative assessments; criterion referenced assessments, in-class tests, standardized

district assessments, state assessments and student grades.

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Is a certified teacher the only person who can administer the interventions? No, a highly trained and competent paraprofessional can be utilized to administer some of the standard

protocol computer-based interventions. It is important the interventionist is trained and demonstrates

competency for implementing the intervention. A certified teacher should be managing the prescribed

interventions and supporting the paraprofessional.

Who will provide the additional intervention(s) at Tiers 2/3? The RtI team makes this decision based on available qualified staff, master schedules, and resources

that are available. Creative uses of staff and time may be necessary.

When during the day can a student receive the planned additional Tiers 2/3

interventions? A creative arrangement of a students’ day is necessary in order for the student not to miss academic

instructional time. Many districts have realigned master schedules in a manner that allows for a daily

activity period that can be used for intervention time. Some campuses use before or after school

tutorial time for intervention delivery. Be careful when doing this as it is imperative the student can

attend during those times to ensure fidelity.

Are shortened assignments, reduced answer choices, oral administration of tests,

preferential seating, and breaking down instructions considered Tier 1

interventions? Tier 1 interventions are researched based strategies focusing on differentiated instructional practices.

Tier 1 does not preclude using accommodations; however they are not considered as research-based

best instructional practices.

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Secondary RtI

Who is responsible for providing the vision and mission for how RtI will work on

our secondary campus? The foundations should be made based upon collaboration between district level administrators and

campus principals. The process should be a natural extension of the problem solving models being

instituted in the district elementary campuses.

What is the focus of RtI at the middle and high school levels? The focus is on improving teacher led instruction and support in the general education content areas.

Teacher support is given to help the deliver their content effectively and teaching students strategies

for connecting with the curriculum. Secondary campus RtI teams should focus on the delivery of

high quality instruction based upon state curriculum standards and providing a safe school

environment through positive behavioral support systems. Students should also be taught study and

organizational skills. A large focus within the secondary model is to incorporate explicit literacy

based instruction within the context of the content area lesson.

If the issue is prevention should we focus all our efforts on the elementary school

RtI process and not on secondary school RtI? No. While it seems odd to refer to prevention in terms of secondary school instruction, the term

prevention at this level takes on a different meaning. One should focus on drop-out prevention and

increasing high school graduation rates. This is why the focus has been on increasing literacy

instruction because it is a vital part of ensuring academic success in middle and high schools.

Is RtI delivered in the same manner in secondary schools as it is designed in

elementary? Middle and high schools are vastly different learning communities than elementary schools. Although

there are similarities in the problem solving process the actual structure of supports will vary with

campus needs. Specific universal screening tools may not be as prevalent for the secondary education

setting; however, curriculum-based content vocabulary matching, district common assessments, and

criterion referenced assessments may be used as universal screening tools to assist educators in

making data-based decisions regarding student performance.

Vocabulary embedded literacy instruction is often referred to as RtI in the

secondary schools, who is going to deliver that instruction? The answer is simple: content area teachers are expected to recognize their roles in delivering

literacy embedded instructional techniques as part of their daily instruction. Teachers are supported

in this endeavor by their campus administrators and RtI teams who use a school wide shared mission

and collective responsibility for addressing student needs.

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Common RtI Abbreviations and Terms

CBM – curriculum-based measurement

IDEA – Individuals with Disabilities Education Improvement Act of 2004

IEP – individualized education plan

LD – learning disability

NCLB – No Child Left Behind Act of 2001

PBS – positive behavior support

RtI – Response to Intervention

academic engagement time – The amount of time a student is actively participating in instruction

(excluding transition times).

aimline – A visual representation (line) on a progress-monitoring graph that connects the baseline data

point to the outcome goal.

baseline data point – An initial score that indicates a student’s skill level before intervention; the

starting point in curriculum-based measurement of the student’s response to the intervention.

behavior action plan – A plan designed by the campus RtI team to teach appropriate behavior

strategies and responses to students.

benchmark – An assessment of group performance against a standard at defined points in time to

measure progress toward meeting the standard.

case facilitator – An RtI committee member assigned to consult with staff regarding a student’s needs

and interventions.

clinical utility – The capacity to make a decision possible, based upon the data presented.

common assessments – Assessments created by a team of educators for identifying students who need

additional time and support and for designing instructional strategies to promote skill acquisition.

core curriculum – Instructional content that specifies skills aligned with grade-level state standards

that must be addressed.

curriculum-based measurement (CBM) – Any set of assessment procedures that uses direct

observation and recording of a student’s performance in a local curriculum to gather information for

making instructional decisions.

cut score – Within RtI, a preset score against which assessment results can be compared to help RtI

teams identify struggling learners.

data-based decision making – The process of analyzing assessment data to determine why a student’s

academic or behavioral problem exists and then deciding on a research-based strategy to address the

specific problem.

differentiation of instruction – An approach to teaching and learning in which students have multiple

options for taking in information, making sense of ideas, and demonstrating their understanding;

requires teachers to be flexible in adjusting their methods and the curriculum to suit students, rather

than expecting students to modify themselves for the curriculum.

fidelity – The degree to which something is carried out as designed, intended, and planned.

fluency – An acceptable level of mastery of a skill.

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formative assessment – A dynamic aspect of the instructional process that provides information for

making timely adjustments to enhance learning; considered integral to developing the delivery of

instruction by evaluating the delivery and relevance of the curriculum.

functional behavioral assessment – A collection of information about events that predict and

maintain a student’s problem behavior; used to construct a behavior action plan.

instructional level – A level of the curriculum that is challenging to a student, but not so challenging

that the student is frustrated.

intervention – Any process that is intended to increase learning or modify a student’s behavior.

lack of progress – A student’s failure to demonstrate expected learning rates relative to the baseline

data point after an RtI intervention plan has been implemented with fidelity.

learning rate – The pace of a student’s skill acquisition; one of the elements used for making

decisions in RtI.

multigate system – A system that uses multiple steps and indicators for identifying students who are at

risk for emotional and behavior problems.

norm-referenced assessment – A measure of performance in terms of an individual’s standing in

some known group, such as all of a district’s students at a particular grade level.

outcome goal – The targeted goal of an intervention plan.

probes – In terms of progress monitoring and curriculum-based measurement, refers to brief repeated

assessments of an academic skill.

progress monitoring – Frequent measurement of student progress in a brief, repeatable, reliable, and

scientifically valid way; usually performed at predetermined intervals to allow for timely modification

of instructional design to suit the student’s needs.

research-based strategies – Instructional designs and recommendations that have been demonstrated

through formal scientific research to improve learning.

RtI model – A conception of the process known as Response to Intervention for delivering research-

based instruction and interventions to facilitate student learning.

RtI standard protocol – A method of problem solving that provides structure for choosing

appropriate standard interventions to address the most common student weaknesses.

summative assessment – Assessment that is used to give a grade to a student; a measure of

cumulative student learning, such as an end-of-semester exam or a state-mandated test.

three-data-point decision rule – A decision-making rule within the RtI problem-solving process that

analyzes three consecutive progress-monitoring data points against the expected goal (must have a

minimum of nine data points).

universal screening – A type of assessment administered to all students to determine, as early as

possible, which students are likely to experience difficulty learning, due to a lack of foundational

skills. Universal screenings are used as predictors of success within a grade level and are administered

three times per year in order to meet early-intervention needs of all students.

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FORMS

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PROBLEM SOLVING IN RTI (DATA TO CONSIDER)

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RtI Team Documentation: Tier 1 Problem Solving (Complete this form after universal screenings have been administered.)

Campus: __________________________________ Date: ___________ Date of Screening:___________ Grade: _________ Area: Reading _______ Math _______ Cut Score: _____________ TEAM DATA ANALYSIS PLAN OF ACTION FOR TIER 1 CURRICULUM AND INSTRUCTION MEMBERS IN ATTENDANCE ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________


PROBLEM SOLVING IN RtI

Instruction

Appropriate instructional level

Teacher enthusiasm

Opportunities for reflection

Varied, frequent methods of assessment and feedback

Opportunities for student choice

Use of varied teaching strategies

Providing a “just-right” task – zone of proximal development

Authentic and meaningful tasks

Opportunities for collaboration/social learning

Use of humor

Documenting growth and sharing info with child

Connecting new learning to prior knowledge

Curriculum

Developmentally appropriate

Cross-curricular connections

Relevant to student interests

Cultural relevancy

Balance of skills vs. concepts

Giving abstract concepts a real-world focus

Environment

Student sense of safely

Peer relationships

Student relationship with teacher

Proximity to distractions

Welcoming, warm atmosphere

Physical conditions in classroom (i.e. warm/cold, dim/bright, spacious/cramped, clean/dirty, organized/cluttered)

Student ownership in classroom space

Classroom structures

Arrangement of learning space, furniture, and kids

Noise level

Accessibility to materials and needed items or space Appropriate levels/types of sensory stimulation

Learner

Student relationships with peers, teacher

Learning styles and intelligences

Sense of belonging

Special needs of learners

Acceptance of responsibility as a learner

Health/hygiene of student – physical, emotional well-being

Child’s perception of self as a learner

Attitude and motivation to learn

Confidence

Opportunities/exposure – prior knowledge to build upon

Connection to what is purposeful/meaningful to the learner

Ability to attend or focus

Basic needs – sleep, food, shelter


Example of RtI Documentation Instruction

Appropriate instructional level*

Teacher enthusiasm*

Opportunities for reflection*

Varied, frequent methods of assessment and feedback*

Opportunities for student choice*

Use of varied teaching strategies*

Providing a “just-right” task – zone of proximal development*

Authentic and meaningful tasks*

Opportunities for collaboration/social learning*

Use of humor*

Documenting growth and sharing info with child*

Connecting new learning to prior knowledge

__________________________________

Delivery and pacing of instruction

Teaching & learning style

Appropriate use of adaptations (i.e. technology)

Teacher’s knowledge of subject area

Teacher’s comfort teaching content

Level of student engagement

Clearly stated expectations

Relationship between student and teacher

Relationship between new learning and prior knowledge

Regular opportunities for success

Sequencing/scaffolding – breaking down into smaller steps

Variety of instructional design

Use of varied materials and resources

Rigorous expectations

Curriculum

Developmentally appropriate*

Cross-curricular connections*

Relevant to student interests*

Cultural relevancy*

Balance of skills vs. concepts*

Giving abstract concepts a real-world focus*

_________________________________

Knowledge of current curriculum and previous knowledge (?)

Making use of all available resources

Look at whole curriculum and key indicators

Motivating to students

Supplement according to what kids need

Break it down into manageable chunks

Addresses district and state expectations

Modify materials to meet individual student needs

Collaborate with other staff

Modify the delivery of instruction for learning style

Does it connect to the learner?

Global picture vs. sequential

Pacing

Field trips and “cool” stuff

Modify skill level to fit interests

Less is more (depth of understanding vs breadth)

Environment

Student sense of safety*

Peer relationships*

Student relationship with teacher*

Proximity to distractions*

Welcoming, warm atmosphere*

Physical conditions in classroom (i.e. warm/cold, dim/bright, spacious/cramped, clean/dirty, organized/cluttered)*

Student ownership in classroom space*

Classroom structures*

Arrangement of learning space, furniture, and kids*

Noise level*

Accessibility to materials and needed items or space*

Appropriate levels/types of sensory stimulation*

_________________________________

Child-centered

Familiarity with space

Available resources and materials

Amount of space

Feel of classroom – orderly/chaotic

Weather

Time of day

Smells

Color

Location in building

Parent relationships with teachers

Visuals in classroom

Seating arrangements

Ever-changing learning spaces

Availability for physical movement

Smaller class sizes

Use of music

Enthusiasm/motivation

Connected to environment-green space, fresh air

PBS

Post expectations

Learner

Student relationships with peers, teacher*

Learning styles

Sense of belonging*

Special needs of learners*

Acceptance of responsibility as a learner*

Health/hygiene of student-physical, emotional well-being*

Child’s perception of self as a learner*

Attitude and motivation to learn*

Attitude and motivation to learn*

Confidence*

Opportunities/exposure-prior knowledge to build upon*

Connection to what is purposeful/meaningful to the learner*

Ability to attend or focus*

Basic needs – sleep, food, shelter* _________________________________

Determination/persistence

Family background

Home environment

Student interests

Self-efficacy

Self-confidence

Self-image

Stress levels

Gift of time

Accountability

Comfort level in environment

Situational, personal events in student’s live

Previous experiences with school-successes, problems

Willingness to take risks

Language, understanding

Medical concerns

Length of time a student needs to master a concept or skill

Individualized routines


Essential Case Facilitator Responsibilities for Consultation in Tier 1

1. After universal screening has been administered, the campus RtI team (of which the case facilitator is a member) completes the following tasks:

a. Reviews the universal screening data on all students and analyze trends. b. Makes team-member assignments for each of the students to be supported.

i. Assigns the staff member (an administrator) who will be responsible for checking fidelity.

ii. Assigns the staff member (other than the case facilitator) who will be responsible for student observation.

c. Schedules and documents a teacher consultation to discuss the following (this consultation occurs no later than 1 week after the initial team meeting):

i. Concerns about the student ii. Tier 1 strategies to address these concerns iii. How to accomplish the reading, math, or behavior documentation iv. Program-monitoring technique to be used

2. Within a week after the teacher consultation, the case facilitator meets with the student’s teacher (or teachers) to do the following:

a. Determine whether the teacher has begun implementing a Tier 1 strategy. If not, the case facilitator and the teacher problem-solve together to find out why not and what support the teacher needs (e.g., the facilitator assists the teacher with finding proper resources and/or informs the RtI team of the teacher’s need for support).

b. Determine whether the teacher has any questions regarding the strategies c. Determine whether the teacher needs any additional resources to implement the

strategies d. Determine whether the teacher is still satisfied with the strategies designed. If not,

the case facilitator and the teacher problem-solve together to minimally modify strategy and/or the case facilitator informs the RtI team.

e. Update documentation to include additional information collected since the previous consultation.

3. The case facilitator checks with the student’s teacher (or teachers) approximately every 2 weeks for the duration of the intervention and performs the following tasks:

a. Determines whether the strategy and the program monitoring are being implemented as designed.

b. Determines whether the teacher is maintaining the appropriate documentation c. Documents the conversations and any additional information provided by teacher d. Reports back to the RtI team regarding student progress.


RtI Team Documentation Checklist Campus: ____________________________ Case Facilitator: _____________________________

Student: ____________________________ Grade: ____ Teacher(s): ______________________

Tier 1 Documentation (ongoing and completed every 9 weeks)

___ Review of universal screening trends - Dates: _________ , __________ , __________ ___ Review of lesson plans in area of concern ___ Review of student work samples ___ Review of case facilitator consultation documentation ___ Review of classroom observations focusing on curriculum, instruction, environment,

and learner ___ Review of fidelity checks ___ Review of 4 sources of assessment (screening, diagnostics, progress monitoring,

outcomes)

Note: All sources of documentation are attached to the team meeting form used by the district.

Tier 2 Documentation (weekly progress monitoring and completed every 9 weeks)

___ Review of intervention design ___ Review of intervention alignment with diagnostic and progress-monitoring data ___ Review of student growth (Tier 1 grade level; include all formative assessments and

student work samples) ___ Review of student growth (Tier 2 instructional level, measured by diagnostics and

progress monitoring) ___ Fidelity checks on Tier 2 intervention ___ Team decisions regarding analysis of multiple sources of data, intervention status, and

student support (change in tiers, etc.).

Note: These data are collected with the ongoing Tier 1 data collection.

Tier 3 Documentation (intensified weekly progress monitoring and completed in 4–6 weeks)

___ Review of intervention design ___ Review of intervention alignment with diagnostic and progress-monitoring data ___ Review of student growth (Tier 1 grade level); include all formative assessments and

student work samples) ___ Review of student growth (Tier 3 instructional level measured by diagnostics and

progress monitoring) ___ Fidelity checks on Tier 3 intervention ___ Team decisions regarding analysis of multiple sources of data, intervention status, and

student support (change in tiers, etc.).

Note: These data are collected with the ongoing Tier 1 data collection.

Referral for Section 504 or Special Education Evaluation

___ Completion of district forms (include all RtI problem-solving information) - Date: _____


RtI Team Documentation: Staff Training

TIER 1 High-quality instructional and behavioral supports are provided for all students within

general education. Training Date Coaching Date Teacher Implementation Date

Universal screening __________ ___________ ___________ Diagnostics __________ ___________ ___________ Progress monitoring __________ ___________ ___________

Description of Content • Collection and sharing of benchmark data among teachers, principals, district staff, and parents

(data are collected in fall, winter, and spring) • Specific, objective measures of problem areas, not anecdotal information or opinions

TIER 2 Students whose performance and rate of progress lag behind those of peers in

their classroom, school, or district receive more-specialized prevention or remediation within general education. Training Date Coaching Date Teacher Implementation Date

Baseline data collection __________ ___________ ___________ Diagnostics __________ ___________ ___________ Progress monitoring __________ ___________ ___________ Written plan of accountability __________ ___________ ___________ Comparison of pre- and post-

intervention data __________ ___________ ___________

Description of Content • Curriculum-based measurement (CBM) to determine whether the problem area is an issue with

the student or the core curriculum • Which interventions will be tried that are different? Who will deliver them? When? Where? For

how long? • Frequent collection of a variety of data for examining student performance over time and

evaluating interventions, in order to make data-based decisions • Data-based decision making for intervention effectiveness

TIER 3 Tier 3 includes all the elements of Tier 2. The difference between Tier 2 and Tier 3 is the

frequency and group size of the intervention treatment.

Training Date

Increased intensity of interventions __________

Description of Content • The most intensive phase of RtI • Fidelity of intervention ensured by documentation • Referral for multidisciplinary assessment for special education if progress monitoring does not

establish improvement after intervention phase is implemented


RtI Team Documentation: Tier 1 Lesson Plan Review Teacher: _______________________ Content Area: _________________________ Grade: _________ Date of Review: ________________

Lesson Plan Element

Excellent (4 points)

Accomplished (3 points)

Satisfactory (2 points)

Beginning (1 point)

Score

Alignment with state standards

Lesson supports core curriculum, aligned to state standards. Bench-marks are stated and appropri-ately used to guide lesson plan development.

Lesson provides connections to core curriculum, referenced to state standards. Benchmarks are stated and connected to lesson plan development.

Lesson appears to relate to core curriculum and state standards, but alignment is not explicit. Benchmarks are stated but not explicitly connected to lesson plan development.

Lesson does not provide connection to core curriculum or state standards. Benchmark information is absent.

Instructional goals and objectives

Goals and objectives are stated clearly and aligned to standards incorporating concepts, principles, and cognitive skills within the area of study. Lesson plan provides a list of student outcomes at end of lesson. Learners can determine what they should know and be able to do as a result of instruction.

Goals and objectives are stated. Objectives are listed and refer-ence standards. Learners are able to determine what they should know and be able to do as a result of instruction.

Goals and objectives are provided but are not clear and might not be realistic, given the lesson content. Objectives do not sufficiently address benchmarks.

Objectives are not listed, are unclear, and do not align with state standards or benchmarks.

Instructional strategies

Differentiated instructional strate-gies are stated clearly and aligned with evidence-based practices. Lesson procedures are complete, deep, and flexible. Lesson offers extensions for higher-level learn-ing, and adaptations are evident for students with special needs. Plan identifies potential barriers to lesson and offers alternative instructional strategies.

Most strategies are appropriate to learning and are evidence based. Lesson procedures are complete but lack depth in details for adapt-ing lesson for students for higher-level learning. Plan is not com-plete in adaptations for students with special needs. Lesson is not clear on addressing potential barrier, nor does it offer alternative strategies.

Some strategies are appropriated and have evidence-based support. Procedure lacks depth and does not offer strategies for adaptations to students with higher-order learning or special needs. Teacher may need to seek out resources for completion of lesson.

Instructional strategies are missing or are not appropriate to lesson content. Lesson appears incom-plete. Teacher role is not clearly defined. Teacher will need to invest significant time and effort in order to implement lesson.

Learning tasks

Tasks are listed that are aligned with goals and objectives of lesson. Task concepts are engag-ing in reasoning, reflection, anal-ysis, and synthesis of learning and evaluation of information. Students create their own product/process. Tasks build on previously learned information and require student to build on that knowledge. Authentic learning experiences are provided.

Most tasks are aligned with goal and objectives. Most tasks are engaging in reasoning, reflection, analysis and synthesis of learning and evaluation of information. Tasks require students to investi-gate and create their own product/process. Most tasks build on previously learned information.

Tasks are somewhat aligned to goals and objectives. The tasks engage students in the application of previously learned material using multiple representations, but students are not required to make connections among them.

Tasks listed are tangentially related to goals and objectives. Tasks require only limited practice. Student task completion relies on recall and identification only of previously learned information. The structure of the tasks listed does not encourage intrinsic motivation.


Lesson Plan Element

Excellent (4 points)

Accomplished (3 points)

Satisfactory (2 points)

Beginning (1 point)

Score

Resources All needed materials are listed. Necessary supplies are readily accessible through technology or teacher resources center.

Plan has a materials list but is missing some details. Most supplies appear to be available through technology or teacher resource center.

Plan has a materials list, but important details may be missing such as quantity and type of materials. Tangential connections to technology resources are listed.

Items essential for plan implemen-tation are not evident or listed. Details are omitted and little information is available regarding access to technology or teacher resources.

Assessment Assessments are aligned with benchmarks and lesson objec-tives. Strategies are described in detail for data collection. Rubrics for scoring are included. Design of assessment is for progress monitoring, feedback, and differentiation of content.

Some assessments are aligned with benchmarks and lesson objectives. Design of assessment is diagnostic and evaluative, with some reference to progress monitoring.

Assessments appear related to benchmarks and lesson objectives. Assessment information is vague and may or may not be designed to drive instruction.

There is no evidence of assessment connected to benchmarks or lesson objectives. Reference to assessment relies solely on paper-and-pencil tasks or outcomes.

Use of technology

Plan provides information for access to real-world situations through video, audio, graphics. Multisensory applications are represented and provide multiple opportunities for skill building. Selection and application of tech-nology are appropriate to learning environment and outcomes.

Plan provides for use of tech-nology to enable students to be meaningfully involved in real-world applications using video, audio, graphics. Lesson’s use of technology encourages student involvement in use of technology and is appropriate.

Plan lists technology but is not focused and does not drive student involvement to affect learning outcomes.

Plan lists technology that is not appropriate to learning outcomes or environment. The technology treats students as passive recipients of information and is not clearly designed.

Total points per column

Scoring Rubric for RtI Team Documentation of Tier 1 Lesson Plan Review 27–28 points: Excellent 25–26 points: Accomplished 23–24 points: Satisfactory Below 23 points: Beginning Note: If score is below 23, team will problem-solve to determine which supports are needed and how the lesson plan needs to be

redesigned to align at-risk learners with access to curriculum and instruction.


RtI Team Documentation: Tier 1 Instructional Strategies for Increasing Academic Engagement Time

Teacher/Content Area: ______________________________________ Student: Date: _____________

Key Points Salient Features Consistency of Implementation Fidelity Check

High-quality, research-based activities

Yes No Are aligned with state curriculum standards/content objectives.

Yes No Are rigorous and relevant to content designed for high student interest and multisensory involvement.

Yes No Provide students with choice of activity. Yes No Assess student age, interests, needs,

learning styles, and developmental level when designing activity.

Yes No Use a variety of activities in order to avoid practice effects and saturation, which can inhibit on-task engagement.

Attendance Work Samples Classroom Observations Notes:

Fidelity Check Classroom Observations Lesson Plan Review Notes:

Positive outcomes for students

Yes No Students take ownership in their learning. Yes No Student engagement increases when

students are presented with activities based on their interest and ability level.

Yes No Allowing for choice of product increases student motivation.

Yes No Ability to build foundational skills increases when activity is individualized for students.



Teacher planning

Yes No Review curriculum strands based on state expectations.

Yes No Determine which materials and resources are necessary.

Yes No Align activity with direct instruction embedded in lesson plans.

Yes No Determine product assessment tool (e.g., rubrics) and evaluation methods.

Yes No Plan for sharing with grade/content teachers.



We assure that the above-noted intervention(s) were conducted as disclosed.

____________________________________ __________________________________ ___________________________________ Principal/ RtI Team Chair Classroom Teacher/Service Provider Case Facilitator


RtI Classroom Observations Student: ______________________________ Grade: ______ Date of Observation:___________

Teacher: ______________________________ Campus: ________________________________

Observer: ____________________________ Time of Day: From __________ to ___________

Teacher-Student Ratio: __________________ Instructional Level of Lesson: ___________________

Time on Task: (Circle on task [+] or off task [–] at 10-second intervals.)

+ – + – + – + – + – + – + – + – + – + – + – + – + – + – + –

Class/Subject Observed: (Observation should be in the area of suspected disability.)

English/LA Reading History/Social Studies Science

Math Specials Other: Other:

Student-Teacher Ratio during Observation Period:

Students: Fewer than 10 10–15 16–20 More than 20

Classroom Arrangement:

Rows of desks Grouped desks Tables Centers Other:

Classroom Interaction with Teacher: Yes No Not Observed Comments:

Demanded teacher attention

Was attentive to instruction/instructor

Had excessive concern with achievement

Participated in class discussion

Responded appropriately to: Praise Correction

Required firm discipline

Was out of seat without permission

Work Behavior:

Began tasks promptly

Had short attention span

Was easily distracted

Appeared prepared and organized for activity

Follows oral instruction

Follows written instruction

Works effectively in: Small group Large group Alone

Appears to work to limit of ability

Classroom Interaction with Peers:

Interacts with peers appropriately

Disturbed others: Frequently Occasionally Not at any time

Comments: ____________________________________________________________________ _____________________________________________________________________________


Signature of Observer ____________________________________ Position_________________________________________

RtI Team Documentation: Tier 1 Problem Solving (Complete this form after universal screenings have been administered.)

Campus: _______________________________ Date: __________ Date of Screening: ________ Grade: _______ Area: Reading ______ Math ______ Cut Score: ___________ TEAM DATA ANALYSIS PLAN OF ACTION FOR TIER 1 CURRICULUM AND INSTRUCTION MEMBERS IN ATTENDANCE _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________



RtI Documentation: Problem Specification Checklist for

Tier 1 Case Facilitator Initial Consultation (Limit to 2 primary areas.)

Student: _______________________________ Teacher: _______________________________

Case Facilitator: _________________________ Return by: _____________________________

Academic Readiness Language _____ Recall of personal information _____ Expressive language _____ Shape recognition _____ Receptive language _____ Color recognition _____ 1:1 correspondence _____ Number identification _____ Uppercase letter identification _____ Lowercase letter identification _____ Counting _____ Recitation of alphabet _____ Other areas: _______________________________

Reading Math _____ Pre-literacy skills _____ Quantity Specify: _____ Number recognition _____ Number concepts _____ Calculation accuracy _____ Applications _____ Sight words _____ Word problems _____ Fluency: (accuracy and quickness) _____ Measurement _____ Vocabulary development _____ Pre-algebra concepts _____ Comprehension _____ Math vocabulary

Writing _____ Fine motor or handwriting _____ Conventions (punctuation, capitalization) _____ Language (sentence structure, grammar, vocabulary) _____ Construction of story (prose, action, sequence, theme) _____ Fluency _____ Spelling

Behavior Description (type, frequency, duration, setting): _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Please complete and return to the RtI team after initial teacher consultation.


RtI Documentation: Tier 1 Case Facilitator Follow-up

Student: _______________________________ Teacher: _______________________________

Case Facilitator: _________________________ Initial Contact Date: ______________________

Week ______ Tier ______ Are the interventions being implemented as designed? Y / N If not, why not? ________________________________________________________________ _____________________________________________________________________________ Are additional supports/resources needed? _____________________________________________________________________________ _____________________________________________________________________________ What is intervention outcome? Was there a response to intervention? Y / N _____________________________________________________________________________ _____________________________________________________________________________ Have there been classroom observations for fidelity? Y / N Have there been classroom observations for documentation of curriculum, learner, and environmental variables? Y / N




RtI Documentation of Tier 1 Instructional Interventions: Basic Reading

Student: ______________________________________Teacher(s): _________________________________________________________

Student Date of Birth: _______ Grade:________Date of Review: ___________Case Facilitator: ____________________________________

Instruction and Curriculum Tier 1 Core Instruction Supports

Targeted Area of Instruction

Description of Participation in Core

Curriculum (amount of time, mode of

instruction, lesson plan objectives)

Has Student Been Provided

Appropriate Core Curriculum?

Strategies (interventions)

Consistency of Implementation

Fidelity Check

Phonemic awareness

Yes No

Attendance Work samples Formative assessment

Fidelity check Classroom observations Lesson plan review

Phonics

Yes No



Fluency

Yes No



Vocabulary

Yes No



Comprehension

Yes No



We assure that the above-noted intervention or interventions were conducted as disclosed.

__________________________________ __________________________________ __________________________________ Principal/RtI Team Chair Classroom Teacher/Service Provider Case Facilitator


RtI Documentation of Tier 1 Instructional Interventions: Reading Literacy Student: _______________________________________Teacher(s): __________________________________________________________

Student Date of Birth: ________ Grade:________Date of Review: ___________Case Facilitator: _____________________________________



Description of Participation in Core Curriculum (amount of time, mode of instruction, lesson plan objectives)

Has Student Been Provided Appropriate Core Curriculum?


Consistency of Implementation Fidelity Check

Fluency of text reading

Yes No



Vocabulary (as defined as the breadth and depth of knowledge about the meaning of words)

Yes No



Comprehension

Yes No



Background knowledge related to content of text

Yes No



Higher-level reasoning skills

Yes No



Motivation and engagement for understanding and learning from text

Yes No






RtI Documentation of Tier 1 Instructional Interventions: Written Language

Student: ____________________________________________Teacher(s): ______________________________________________________

Student Date of Birth: _____________ Grade:________Date of Review: ___________Case Facilitator: _________________________________



Description of Participation in Core Curriculum (amount of time, mode of instruction, lesson plan objectives)

Has Student Been Provided Appropriate Core Curriculum?


Consistency of Implementation Fidelity Check

Writing content

Yes No



Mechanics of writing

Yes No






RtI Documentation of Tier 1 Instructional Interventions: Math

Student: ____________________________________________Teacher(s): ______________________________________________________

Student Date of Birth: _____________ Grade:________Date of Review: ___________Case Facilitator: _________________________________


Tier 1 Core Instruction Supports

Instructional Strategies (interventions) Consistency of Implementation Fidelity Check

Math concepts and problem solving

Explicit instruction Y N



Multiple examples Y N

Think-aloud approach Y N

Visual representations to problem-solve Y N

Use of multiple heuristic strategies Y N

Peer-assisted instruction Y N

Math Computations

Explicit instruction Y N



Multiple examples Y N

Think-aloud approach Y N

Visual representations to problem-solve Y N

Use of multiple heuristic strategies Y N

Peer-assisted instruction Y N




Notification of Tier 2 RtI Team Meeting To: _______________________________________________ Date: ______________________ Purpose: RtI team meeting to discuss Tier 1 interventions and progress. Please be prepared to present documentation of curriculum, instruction, interventions, and any other data you have collected on the following child to the RtI team.

Student: __________________________________ Grade: ________ Please bring copies of the following, as applicable. Check off each item as it is filed:

_____ Documentation of Tier 1 Instruction and Interventions form _____ Attendance records _____ Health screening _____ Multiple intelligence learning profile _____ Grades printout _____ Photocopies of all standardized and criterion-referenced tests/assessment data _____ ARI/AMI/title documentation _____ Lesson plans _____ Student work samples (e.g, journal, spelling tests, math computation) _____ Discipline record printout _____ Any other documentation that shows Tier 1 classroom interventions _____ Home Language Survey _____ Parent conference documentation

If you have any questions, please contact an RtI team member before your assigned time. Thank you, ______________________________ RtI Team Chair


Documentation of Tier 2/Tier 3 RtI Team Meeting

Student: _______________________________ Teacher: _______________________________

Case Facilitator: _________________________ Date of Meeting: ________________________ Step 1: Problem Identification

Tier 1 Instructional strategies used and student outcomes

Core curriculum support documentation

Academic engagement strategies documentation

Student multiple intelligence profiles and learning inventories

Student work samples

Lesson plans/schedules

Assessments (including but not limited to fluency probes, common assessments, and district benchmarks)

Additional Tier 1 strategies used

Any additional data (e.g., attendance and tardy records, parent contacts, conferences)

Step 2: Inventory of Student Strengths and Talents

Step 3: Health and Other Variables Affecting Learning

Documentation indicates:


Step 4: Selection of Targeted Areas of Intervention

List two targeted concerns:

1. _______________________________________________________________________ 2. _______________________________________________________________________

Note: Add these concerns to the Targeted Area of Instruction section on the Documentation of Tier 2 or 3 Intervention and Assessment form.

Step 5: Baseline Data Review and Goal Setting

Content area: _________________________________ Instructional level: ________________ Goals (expected weekly growth and number of intervention weeks):

Step 6: Design of Intervention Plan

Hypothesis statement: ___________________________________________________________ _____________________________________________________________________________

Strategic intervention(s) identified: ________________________________________________

Where: ______________________________________

When: ______________________________________

Resources needed:

Interventionist assigned: _________________________________

Data collector (progress monitoring): __________________________________

Step 7: Method of Progress Monitoring

Data collector: _________________________________________

Where: _____________________________

When: _____________________________

Fidelity check (date): __________________


Step 8: Parent Communication Plan

Parent contact: ________________________________________

Time: ________________________________________________

Step 9: Intervention and Monitoring Review

Members in agreement? ____ Yes ____ No

Follow-up meeting date: __________________

Case manager consultation follow-up date: ____________________

Step 10: Signature record (All members in attendance sign.)

Name Position

Chairperson

Teacher of Record

Case Manager

Timekeeper

Data Manager

Scribe

Interventionist

Team Member

Team Member

Parent


RtI Documentation: Tier 2/Tier 3 Intervention and Assessment Interventionist: _____________________________ Student: _______________________________ Grade: ____________ Tier: __________

Instructional Skill(s)/Level Date Day of Week No. of

Minutes

Progress-Monitoring Data

M T W Th F

CBM probe level _____ WCPM _____ DCPM _____ BCPM _____

M T W Th F


M T W Th F


M T W Th F


M T W Th F


M T W Th F


M T W Th F


M T W Th F


M T W Th F


M T W Th F


M T W Th F


M T W Th F


Abbreviations: WCPM, words correct per minute; DCPM, digits correct per minute; BCPM, behaviors correct per minute.


RtI Fidelity Checklist: Tier 1 Curriculum and Instruction Strategies

Student: ________________________________________ Teacher: ________________________________________ Grade: _____________

Date and Time: ______________________________________ Class Size: ___________ Observer: ___________________________________

Grouping: _______ Whole-Class Instruction _______ Small Group _______ Paired ______ Individual (1:1)

Description of Lesson Objective: Specific to Core Instruction Delivery:

Yes Sometimes No Not Observed Observation Descriptor Notes

______ ______ ______ ______ Lesson plan objective is clearly communicated to students.

______ ______ ______ ______ Lesson plan objectives are evident in student work samples.

______ ______ ______ ______ Teacher delivers instruction consistent with lesson plan objectives.

______ ______ ______ ______ Delivery of instruction allows time for practice of objective.

______ ______ ______ ______ Teacher has necessary resources to differentiate content, process, and product.

______ ______ ______ ______ Teacher-student interactions are positive, reinforcing strong teacher-student relationships.

______ ______ ______ ______ Teacher provides continuous constructive feedback to students.

______ ______ ______ ______ Measured academic engagement time of class is high.


Specific to Differentiation of Content for Struggling Student(s): (Check all that are observed.)

Cooperative Learning Learning Environment Student Products Differentiation Suggestions

___ Small group ___ Cooperative learning

roles ___ Variety of criteria for

grouping Other: ___ __________________ ___ __________________

___ Classroom management ___ Classroom organization ___ Classroom centers ___ Behavior rules posted ___ Student objectives

posted ___ Reinforcing effort Other: ___ __________________ ___ __________________

___ Physical representations (models, books, etc.)

___ Musical representations ___ Poetry ___ Dramatic responses

(play, role-playing, reenactment)

Other: ___ __________________ ___ __________________

___ Student work samples ___ Presentation of material ___ Use of manipulatives ___ Classroom organization ___ Use of visual

representations

Multiple Intelligences Questioning Strategies Research-Based Strategies Notes

___ Print—printed or written word

___ Aural—listening ___ Interactive

verbalization ___ Visual—seeing visual

descriptions such as pictures and graphs

___ Haptic—sense of touch or grasp

___ Kinesthetic—whole-body movement

___ Olfactory—smell and taste

___ Linguistic intelligence (“word smart”)

___ Logical-mathematical intelligence (“number/ reasoning smart”)

___ Spatial intelligence (“picture smart”)

___ Bodily-kinesthetic intelligence (“body smart”)

___ Musical intelligence (“music smart”)

___ Interpersonal intelligence (“people smart”)

___ Intrapersonal intelligence (“self smart”)

___ Naturalist intelligence (“nature smart”)

___ Implicit vs. explicit questions

___ Higher order vs. lower order

___ Analytical ___ Reflective ___ Summarizing ___ Wait time ___ Modeling ___ Anchor activities ___ 4-step problem-solving

approach ___ Timed drills to increase

fluency ___ Use of student response

cards ___ Graphic organizers ___ Vocabulary instruction ___ Self-monitoring chart ___ Homework planner


RtI Fidelity Checklist: Tier 2/Tier 3 Interventions

Student: ________________________________________ Interventionist: ___________________________________ Grade: _____________

Date and Time: ___________________________________ Observer: _______________________________________

Grouping: _______ Small Group _______ Paired _______ Individual (1:1)

Description of Instructional Level Lesson Objective: Specific to Delivery of Intervention:

Yes No Not Observed Observation Descriptor Notes

______ ______ ______ Intervention skill-building objective is clearly communicated to students.

______ ______ ______ Intervention objectives are evident in student work samples.

______ ______ ______ Interventionist delivers instruction consistent with program design.

______ ______ ______ Intervention level matches student instructional level (measured at baseline).

______ ______ ______ Repeated practice of objectives is aligned with measured skill deficits.

______ ______ ______ Interventionist has necessary resources to deliver intervention as designed.

______ ______ ______ Interventionist provides continuous constructive feedback to students.

______ ______ ______ Documented intervention time is consistent with RtI plan.

Rev 9/15/15 Page 69 of 73

RtI Team End-of-Year Review: Tier Summary Data

Campus: ________________________ Review Date: ________ Chair: ___________________________

Tier 1 Tier 2 Tier 3

Special Education Referrals Movement between Tiers

Number Referred

Number Qualified 1 2 2 3 3 2 2 1

Kindergarten

Reading

Math

Behavior

Grade 1

Reading

Math

Behavior

Grade 2

Reading

Math

Behavior

Grade 3

Reading

Math

Behavior

Grade 4

Reading

Math

Behavior

Grade 5

Reading

Math

Behavior

Campus Totals Tier 1 Tier 2 Tier 3

Number Referred

Number Qualified 1 2 2 3 3 2 2 1

Reading

Math

Behavior

Rev 9/15/15 Page 70 of 73

APPENDIX A ADDITIONAL INFORMATION

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Assessment Overview Universal Screeners

Universal screeners are assessments administered to all students to determine as early as possible which

students are at risk of not meeting academic goals.

Universal Screeners are norm referenced measures of automaticity or fluency in the short term memory.

Universal screeners are administered on grade level three times a year.

They are not diagnostic in nature or standards based.

No accommodation or modifications are allowed for universal screening.

Progress Monitoring Progress monitoring is a brief assessment to determine if students are making adequate progress.

Progress monitoring occurs at the student’s instructional level over an extended period of time.

They are not diagnostic in nature.

Progress monitoring is measuring rate of improvement.

If a student’s IEPs allows him/her to have accommodations during testing, they are to be provided for all

progress monitoring assessments.

Progress monitoring tools/measures should match the specific intervention/deficit.

Diagnostic Assessments:

Diagnostic assessments are designed to provide the teacher with an understanding of the prior knowledge

and skills, as well as the strengths and specific learning needs of their students.

Diagnostic assessments are conducted before instruction is given.

Examples of Diagnostic assessments used in HISD are:

o ISIP – K-8 Reading

o ISIP – 3-8 Math

o TMSDS (Texas Mathematics and Science Diagnostic System (TMSDS)/ MSTAR(Middle School Students

in Texas Algebra Ready)/– Grades 5-8 Math

o HEMI – K-2 Math

o TMSFA(Texas Middle School Fluency Assessment) – 7th

grade reading

Formative Assessments:

Formative assessments provide ongoing feedback to improve learning and occur during the learning

process.

Formative assessments are a planned process that can involve many different activities.

Examples of Formative assessments used in HISD are:

o Informal teacher questions/observations

o Conversation with student

o Working portfolio

o Journal writing

o Anecdotal Records

o Exit Tickets

o Unit assessment questions used during the unit to guide instruction.

Summative Assessments Summative assessments occur when teachers evaluate a final product.

Summative assessments are the last opportunity for students to demonstrate standards after a specified

learning period.

Examples of Summative assessments are:

o STAAR/TAKS

o Mid-term and Finals

o District Benchmarks

o Unit assessments when used at the end of a unit

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Administer Universal Screener

Analyze Campus

Data

Identify Students

Progress Monitor

Universal screening is the 1st

step in identifying the students who are at risk for learning difficulties. Its

main purpose is to evaluate academics and identify students whose performance is not consistent with that of

their peers. Universal screening is typically administered to all students three times per year, at the beginning

(BOY), middle (MOY), and end (EOY).

The campus RtI team is responsible for overseeing the universal screening process. Universal screenings in

HISD will be conducted on every student in grades PK-8. The classroom teacher or other school personnel

conduct the screenings and report the results to the campus RtI team. Careful documentation of screening

results is important for accurate identification of students’ needs.

If the results of universal screening suggest that an individual student is performing below standards,

interventions should be designed for each student based on their individual strengths and weaknesses.

These students will continue within the continuum of the tiers as determined by the RTI team. These students

will be continuously monitored through Progress Monitoring. District-approved interventions are used to

prevent students from failing to meet academic and/or behavioral expectations and thus requiring more

intensive interventions. The goal of district-approved interventions is to proactively teach and support desired

academic and social behavior for all students. Confidentiality must be safeguarded, although district-approved

screening records should be accessible to teachers and staff who work with a student.

An effective and practical universal screener should be brief and simple, so that it does not take a lot

of instructional time and quickly identifies those who are lagging behind their peers. These assessments should

also be simple enough to administer on a wide scale, and easy to grade and analyze without any specialized

training.

A secondary purpose for universal screeners is that it allows campus teachers, facilitators, and administrators

to examine the effectiveness of Tier 1 instruction. According to Andrea Ogonosky (The Response to

Intervention Handbook), when we collect and analyze the data from the universal screener, we should be able to

easily identify the 15-20 percent of students performing below their grade level peers. If more that 20% of the

students in a class or grade level are performing poorly, then personnel should consider the following variables:

Effectiveness of core curriculum

Required developmental and prerequisite skills

Student background information

Skills that are the building blocks for acquiring higher-order skills

Engagement of students and emphasis of learning

Compliance on meeting the required accommodations/modifications as outlined in IEP/504 plans

Classroom designs, procedures, and expectations

After analyzing the data, the RTI team either rules out curriculum and instructional practices as causes of

concern or takes action to improve them where needed. The team uses an RTI student identification

form to help determine which students to target. The students are then designated as struggling learners,

and the classroom teacher will be given ideas and support to boost their learning.

Universal Screeners

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Progress Monitoring: The Basics Administer Universal Screener-Campus Data-Identify Students-Programs

Goal of Progress Monitoring (PM):

estimate rates of student improvement (ROI)

identify students who are not demonstrating adequate progress

compare the efficacy of different forms of instruction and design more effective, individualized

instruction programs for struggling learners

PM is a brief assessment; usually 1-3 minutes for reading and 5-7 minutes math to determine if

students are making adequate progress (automaticity).

PM data should be collected, evaluated and used on an ongoing basis; data must be charted.

PM assessments should be given at evenly spaced intervals (at least 1 x per week) for a reasonable

amount of time. (Typically 6-9 weeks, but allowances are made based on specific instructional

programs).

Universal screeners occur at the student’s grade level, whereas progress monitors are given at the

student’s instructional level. To determine instructional level, administer the progress monitoring tool

moving down by grade level until they are at approximately the 50th

percentile.