Response to Intervention Process

East Providence RTI Process

RTI Process in PDF Format (PDF)

At the beginning of the school year, Family Letter 1 should go home to all students.

Step 1 - Aware student is having an issue

Begin Tier 1/Universal – Form A
Step 2 - Assess student
Step 3 - Identify the need/lagging skill
Forms B1-4
Step 4 - Develop a plan to provide additional research based strategies and interventions within the classroom setting
Step 5 - Contact parent, document

Tier 1 Form C
Step 6 - Implement intervention and collect data
Step 7 - Document student response to intervention
Step 8 - If progress has been made, continue
If not, confer with colleague (grade level/team member)

Begin Tier 2/Collaborative – Form D
Go through Steps 2-8 again using colleague as a resource
Step 2 - Assess student/review Tier 1 data
Step 3 - Identify and review the need/lagging skill(s)
Step 4 - Develop a plan to provide additional support at grade level/team meetings including research based strategies
Step 5 - Contact family, document
Step 6 - Implement interventions and collect data
Step 7 - Document student response to intervention
Step 8 - If progress has been made, continue
If not, refer to Tier 3

Begin Tier 3/Problem Solving Team (PST) – Form E
Step 9 - Teacher refers student to PST with supporting documentation (Tier 1/2 data)
Step 10 - PST schedules student review meeting
Step 11 - Contact Family, send Family Letter 2, Family Input i, and Student input ii (when appropriate)
Step 12 - PST meets reviews student progress data
Forms E/F
Step 13 - Interventions are established, tried, documented, timeline set up
Step 14 - Follow-up on progress at next meeting

RTI is:
Additional support for any student immediately
Everyone’s responsibility
Data driven
Collaborative
Continuum of interventions and support

RTI is not:
The road to an IEP
Does not replace special education
Someone else’s job
A way to give someone else responsibility for a child’s progress

Note: The 2010-2011 school year RtI forms focus on academic needs. While the design team recognizes the necessity for problem solving at the behavioral level, we are concentrating our initial efforts on the academic component leaving the individual building levels to integrate PBIS, CPS, and other behavioral programs that they have in place to support students.

Question: Who is responsible for RTI?
Answer: Everyone

For teachers

Responsible for Student’s overall academic progress
Identifies issues
Provides support
Communicates with family throughout the process
Asks for help when needed
Follows RTI process

Example:
Issue: A new student is having trouble with basic number facts. He cannot recall multiplication facts beyond the 3s.
Screening: Students takes the initial FasttMath assessment
Intervention: FasttMath – 10 min. daily
Progress Monitoring: Print out FasttMath progress on a bi-weekly basis, re-evaluate in 4 weeks

For special educators/ELL teachers

Provides support at any time during the RTI process including suggestions, assistance, and/or interventions

For guidance counselors/social workers

Communicates effectively with teachers, administration, and families
Provides support within the classroom setting
Facilitates whole group mini lessons
Provides professional support/consultation to colleagues
Services individual/small group skill support

For Psychologists

Supports understanding and implementation of data collection
Assists with data analysis
Communicates effectively with teachers, administration, and families
Provides support within the classroom setting
Facilitates whole group mini lessons
Provides professional support/consultation to colleagues
Services individual/small group skill support

For Pupil Personnel (Special educators, LEA, Speech, Language)

Consults with teachers as requested
Assists with planning and implementing interventions
Provides short term interventions

Coaches (Numeracy and Literacy)

Provides support within the classroom setting
Facilitates whole group mini lessons
Provides professional support/consultation to colleagues
Services individual/small group skill support

RTI Specialists

Participates in intensive RTI professional development
Serves as RTI expert in building
Provides professional support/consultation to colleagues
Provides support to other building RTI specialists
Attends Tier 3/PST meetings as needed

Department heads/Coordinators

Visits classrooms regularly
Provides feedback to ensure core curriculum implementation
Provides consultation as needed

Secretaries

Communicates with principal, teachers, and families
Sends out letters in a timely fashion

For principals

Thinks outside the box, displays flexibility
Monitors Tier 1/Universal through regular classroom visitations/walk throughs
Provides feedback to ensure core curriculum implementation
Participates in Tier 2/Collaborative and Tier 3/PST meetings
Supervises fidelity of the RTI process
Enhances RTI knowledge through training at the district/state level
Supports RTI process in the school/district

For parents/guardian

Communicates with school officials regularly (update on child’s information)
Reports child progress/needs to teacher
Ensures child’s prompt and regular attendance to school
Follows through on teacher’s recommendations for at home support
Asks questions to fully understand the RTI process
Attends meetings whenever possible

Glossary of RtI terms

Baseline – starting point which can include results of initial assessment screening

Curriculum Based Measurement (CBM) – general outcome measure which is quick and easy to administer repeatedly over time to gain information on students’ skills in a given area (e.g., DIBELS, AIMS Webb, MSBP etc.)

Duration – how long (time period; e.g., 20 minutes) instruction occurs or an intervention is attempted

Fidelity – to ensure that instruction and/or intervention is implemented the way it was designed to be delivered and with intended frequency and duration

Frequency – how often instruction or an intervention is attempted

Intervention – short term additional support and/or assistance provided to a student/group of students to improve academic progress and/or behaviors

Probe – intermittent assessments used in screening and progress monitoring designed to show students’ current level when compared to expected level performance

Progress Monitoring – maintain regular records on student interventions to determine if a student is or is not making progress

Screening – a type of assessment utilizing quick repeatable research based instruments or measures that tests or measures critical skills (i.e., academic or behavioral) used to determine at risk students

Tier 1/Universal - this RtI level is for all students, where support provided is by the general education teacher within the classroom setting (includes ELL sheltered instruction)

Tier 2/Collaborative - this level of RtI is for an indentified group of students across the grade/team level to receive small group instruction leveled by academic performance

Tier 3/Problem Solving Team (PST)* - a level of RtI that requires a referral to the Problem Solving Team (PST) after efforts in Tiers 1 & 2 have been exhausted; however, in special circumstances this may be a necessary initial step