Six Critical Steps for Implementing Response
to Intervention (RtI)
A Quick Reference
Livonia Public Schools
Operation Student Success, 2012
(updated January, 2014)
Step 1: Quality Core Instruction…Every classroom, every teacher, every student.
Be sure that you are following district guidelines for teaching reading using differentiated
guided reading groups.
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Use on-going assessment to guide instruction.
Provide daily guided reading for a minimum of 2 -3 groups per day. (See LPS Effective
Practices for Reading document.)
Differentiate instruction to meet the needs of individual students.
Implement:
o Components of a Kindergarten Early Literacy Program
o Effective Practices for Reading Instruction
o Effective Practices for Writing Instruction
Resources: Response to Intervention (RTI): the Cycle of Effective Teaching, Livonia Public
Schools, 2012. (Attached)
The Next Steps in Guided Reading, Jan Richardson
When: All Year
Where to get help: Building Principal, Literacy Leader, Grade-Level Liaison
Step 2: Universal Screener
Administer the universal screener appropriate for your grade level three times per year.
Record the results as directed by your building principal.
Resources: LPS Universal Screener Resources* 2012-2013, OSS website
When: September, January, and April
Where to get help: Building Principal, Grade-Level Liaison
Step 3: Grade Level Liaisons
We strongly recommend a model where a Grade-Level liaison is assigned to each grade level
team. The liaison is a member of the school Achievement Team (aka Instructional Support
Team or Educational Planning Team). The liaison attends grade level collaborative planning
meetings as well as the school’s Achievement Team meetings and shares information among
the two groups. Consider asking classroom teachers (as well as other support staff) sit on the
Achievement Team and fill the roles of grade-level liaisons.
Step 4: Data Dives
Teachers from each grade level meet with the building Achievement Team and grade-level
liaison to review data and group (regroup) students as:
-- Tier One -additional support
--Tier Two or
--Tier Three.
Tier Two students will be about 10% to 15% of a grade level. Tier Three students are 1% to 5%
of the grade level. Use data from universal screeners, progress monitoring forms, or other data
you have. Some students may be at Tier One, but still need to have additional support. Some
may remain at Tier Two for several cycles of intervention. This is okay, but if an intervention
isn’t working, you need to change it. Determine which students may need Tier Three supports
or referrals for special education testing. Tier Three is described as another intervention with
increased intensity, reduced group size and more frequent progress monitoring. Ideally it is a
step taken before a referral for Special Education Testing.
Resources:
Data from universal screener, Fountas and Pinnell Scores, other data
Group Intervention Planning Sheet (Attached)
Student Profile Sheet (Attached)
Suggested Tier Two Interventions (Attached)
Progress Monitoring Form (Attached)
How to Monitor Progress (Attached)
Parent / Guardian Informational letter (Samples Attached)
When: This will likely be done immediately following the administration of the universal
screener. It can also be done to regroup students around report card time if needed. (Note: the
data review meeting in April may have more of a focus on sharing information with teachers
from the next grade level.)
Where to get help: Grade level liaison, Building Principal
Step 4: Provide Interventions and Monitor Progress
Tier One: Continue to offer additional support in your classroom for students who are at Tier
One but need extra support. Keep a record of interventions given, when they are given, and the
progress. You can use the Progress Monitoring Form for this.
Tiers Two / Three : Work with the Achievement Team to collaboratively design an intervention
plan for students at Tiers Two and Three. Remember that these students are still the
responsibility of the classroom teacher, even when they receive interventions from other staff.
Teachers are still responsible for offering appropriate guided reading instruction and Tier One
interventions. The support should be “in addition to” rather than “instead of” the regular
reading instruction.
Determine a date to review the progress the students have made. Be sure to maintain
progress monitoring forms for students at tiers two or three. If you have not yet done so,
contact the students’ parents to inform them of the additional support you are providing.
Parent communication at Tier Two / Three includes a phone call or letter explaining the
additional support that will be offered.
Resources:
Suggested Tier One interventions (Attached)
Suggested Tier Two Interventions (Attached)
Progress Monitoring Form (Attached)
How to Monitor Progress (Attached)
Suggested Probes for Progress Monitoring (Attached)
Parent letter
When: September -November
Where to get help: Grade level liaison, building principal, the OSS web site (under the Student
Services Tab on Staff Central)
Step 6: Maintain Records
Maintaining records of interventions serves several important purposes. It allows teaching staff
to review what interventions have been tried with a student, and how effective they were.
Intervention records will be essential if a special education evaluation ever becomes necessary
for the student. Also, teaching staff at the next grade level will need to be able to review the
intervention records for the student. Finally, you will need to have the data so that you can
communicate with parents about their child’s progress.
Resources: Data Collection Forms, Student Profile Sheet (Attached).
When: Ongoing
Where to go for help: Grade level liaison or Building Principal.
Other General Resources for Implementing a Multi-Tiered Support System:
Mary Howard, RtI from All Sides
Susan Hall, Implementing RtI, A Principal’s Guide