Response to Intervention (RTI) Components
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Best practice education (research- and evidence-based instruction)
Differentiated and collaborative instruction
Early Intervention
Direct, explicit, systematic instruction
Problem-solving model
 Data driven decision-making
RTI Intervention Library
Intervention Library http://sccps-acorn/aa/rti/default.aspx
Tier 1-Process and Procedures
1. Complete universal screening or benchmarking at the school level.
2. Use research- and evidence-based instructional strategies to teach students.
3. Use Standards-based instruction to teach students (Common Core Georgia
Performance Standards).
4. Provide core reading instruction addressing the five elements of reading (Phonemic
Awareness, Phonics, Fluency, Vocabulary, and Comprehension).
5. Complete benchmark assessments in the Fall, Winter, and Spring.
6. Change or differentiate instruction, as needed (to include flexible, small groups).
7. Identify groups of students at-risk of failing academically or exhibiting chronic,
persistent behavior difficulties that may need to participate in more intensive
interventions.
8. If the majority of students at the grade level are not acquiring a skill then the skill
should be re-taught.
Tier 2-Process and Procedures
1. Continue to provide Tier 1 instruction.
2. Complete Parental Consent for Screening form (hearing, vision, etc.).
a. If a student fails the hearing screening, a letter should be provided to the parents
to notify them of the need for further evaluation and a referral should be made to
the district audiologist. Functional hearing screenings are acceptable.
b. If a student fails the vision screening, a letter should be provided to the parents to
notify them of the need for further evaluation. Parents must have the student’s
vision examined by a doctor; results of the examination should be returned to the
school. Functional vision screenings are acceptable.
3. The speech and language screening completed by the Speech-Language
Pathologist/Speech Language Therapist, if necessary.
4. The motor screening completed by the Occupational or Physical Therapist, if
necessary.
5. Complete the RTI Tier 2 Parent Notification Letter to inform parents/guardians that
their child will be receiving small group instruction in the specific areas of need.
6. If student exhibits chronic, persistent behaviors, a RTI FBA/BIP must be completed
at this time.
7. Provide small group interventions for at least four weeks; use the RTI Tier 2/3
Intervention & Progress Monitoring Documentation Form to record progress.
8. Administer progress monitoring probes at least every 2 weeks to measure student
progress toward goal attainment (one baseline measure and at least two weekly
data points per intervention).
9. Complete the RTI Tier 3/SST Referral Form if inadequate performance is
documented at Tier 2. All areas must be addressed concerning student
strengths and weaknesses!
10. Continue Tier 2 interventions if they are moving the student toward grade level
performance.
11. Return the student to Tier 1 if they have met their goal.
Tier 3-Process and Procedures
1. Continue to provide Tier 1 instruction.
2. Send parent/guardian the Tier 3 Parent Invitation Letter, allowing sufficient time for
parents to respond/attend.
3. Continue using the five step problem solving model to develop appropriate
interventions.
4. Complete medical documentation form(s), if necessary (OHI, OI, VI, OT/PT, etc.-see
Acorn)
5. Complete the RTI Tier 2/3 Interventions & Progress Monitoring Documentation Form
at the meeting to plan interventions and document progress.
6. Give the Student Background Information Form to the parents/guardians to complete
whenever the team considers referral for a comprehensive assessment.
7. Implement interventions for at least eight weeks; keep progress monitoring data on
at least a weekly basis; and meet every four weeks to discuss student
performance.
8. Move student to lower intervention tiers if the student meets their identified goal(s).
9. Make a determination of suspected disability and refer for a comprehensive
evaluation if adequate progress is not demonstrated
10. Invite the school psychologist or DSS to the Tier 3 Referral meeting; the school
psychologist should be invited to those initial referrals requiring a psychological
evaluation; whereas, the DSS should be invited to all other initial referrals. The
psychologist or DSS will review all RTI documentation and offer recommendations,
as needed.
11. If a referral for a comprehensive evaluation is determined necessary, the school
psychologist or DSS will explain Parental Rights and obtain signatures for the
Consent for Evaluation.
12. After reviewing documents for compliance, the school psychologist or DSS will be
responsible for uploading all RTI documents into TieNet.
13. Tier 3 interventions must continue until eligibility determination is complete.
Tier 4-Process and Procedures
1. Complete a comprehensive evaluation (Psychological and/or other evaluation as
deemed appropriate and RTI data).
2. Follow specific guidelines listed in the initial referral procedures in Chapter 4 and
eligibility procedures listed in Chapter 5.
3. Determine eligibility.
4. Develop the initial IEP, if needed.
5. Place and provide special education services with all entitled IDEIA benefits and
protections.
6. Sign Consent for Placement.
Reasons to Fast-track an Evaluation
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The student is demonstrating moderate to severe difficulties cognitively;
academically, communicatively, and/or behaviorally.
The student demonstrates sensory or physical impairments such as vision
impairments, hearing impairments, or orthopedic impairments.
The student demonstrates significant medical impairments such as a neurological
problems, seizure disorder, etc.
The parents, although encouraged to use the RTI process, still request a
comprehensive psychological evaluation (please contact your principal and
program manager regarding these requests prior to referral).
Fast-track Process and Procedures
1. The RTI Coordinator will schedule a Tier 3/SST meeting; and notifies parent using
the appropriate parent invitation letter.
2. Request that the parents bring in any independent assessments or medical
information from physician/psychologist/psychiatrist, if available.
3. Request that staff bring all relevant data to the meeting (grades, tests, work samples,
etc.).
4. Complete the RTI Tier 3/SST Referral Form, check “Fast track” box.
5. Develop RTI Tier 2/3 Intervention & Progress Monitoring Documentation Form and
set up a meeting every four weeks.
6. Acquire a parent/guardian signature on the Parental Consent for Screening form
(hearing, vision, etc.).
7. The psychologist or DSS will give the appropriate medical or sensory documentation
forms to the parents (e.g. OHI Medical Form, etc.), if necessary, so that they can
acquire a signature from their physician.
8. Implement the interventions and collect progress monitoring data on a weekly
basis.
9. Acquire signatures on the Consent to Evaluation form once the Parental Consent for
Screening form has been completed successfully and all medical forms have been
received.
10. Invite the school psychologist to initial referrals requiring a psychological
evaluation and the DSS to all other initial referrals; this step takes place at Tier 3 of
the RTI process. The psychologist or DSS will review all RTI documentation and
offer recommendations, as needed.
11. If a referral for a comprehensive evaluation is determined necessary, the school
psychologist or DSS will explain Parental Rights and obtain signatures for the
Consent for Evaluation.
12. Give the referral packet to your school psychologist so that they can assess the
student
13. Continue to develop, implement, and progress monitor the Tier 2/3 interventions
until the evaluation has been completed and eligibility determined.