The A’s and B’s of RTI
Maryland and College and Career
Readiness Conference, Washington College
June 25 and 26, 2014
Bay View Elementary School
Jenni Hammer, Principal
Shawn Johnson, Assistant Principal
Brian Triantafillos, Grade 5 Teacher
Jessica Casbolt, Grade 4 Teacher
Goals for Session
 To understand the philosophies and practices
for intervention design and implementation at
Bay View Elementary School.
 To understand intervention processes and
protocols for students requiring additional
support.
About Bay View
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Cecil County
PS-5 Elementary School
608 students enrolled
Title 1 with 52% FARMS
 2.7 Title One Resource Teachers for
RtI:A
 1.0 Behavior Coach (Paraprofessional)
for RtI:B
 .5 Family Involvement Advisor for
Parent Involvement
RtI: A Primer
 Universal Screener
 Diagnostics
 Deliver Intervention
 Frequency
 Size of Group
 Progress Monitoring
RTI: A Primer
https://www.youtube.com/watch?v=nkK1bT8ls0M
The Why: IDEA
 Relationship between the Response to
Intervention process and the eligibility of a
student for services.
 Ensures that a variety of assessment tools are
used to screen students and determine
eligibility.
Why of RtI at Bay View?
 SWIFT Knowledge Development Site
Finalist
 RtI: B process or PBIS?
 Existing RtI:A process
Research MTSS
 Florida’s Positive Behavior Support Project:
RtI for Behavior (University of South Florida)
 Behavioral Intervention Guide for Response to
Intervention (The School District of Lee
County)
SLOs
Three goals
aligned to
student
performance
CFIP
Teams work together to impact
student performance on SLO
measures.
Balancing TIER I Supports
Academic
Behavior
PD
Tier I Strategies for Academics
 Math
 Whole group instruction
 Flexible group instruction
 Language Arts
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Whole Group
Guided Reading
Independent activities
Reading, Writing, Listening and Speaking
 Content Area
 Embedded
 Interdisciplinary instruction
PD
Tier I Strategies for Behavior
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School-wide PBIS
Explicitly taught expectations and consequences
Second Step
School Counseling Program
Behavior Charts
PD
7 Habits of Happy Kids
Brain Breaks
Parent Engagement
Color Change System
Intervention
 verb (used without object), in·ter·vened,
in·ter·ven·ing.
 1. to come between disputing people, groups, etc.;
intercede; mediate.
 2. to occur or be between two things.
 3. (of things) to occur incidentally so as to modify or
hinder: We enjoyed the picnic until a thunderstorm
intervened.
RESPONSE to Intervention
Academic
Behavior
PRIOR RtI Model
 Monthly meetings with grade level representation
(interventionists)
 Classroom teacher reported concerns to
Interventionist who presented case
 Plan developed in absence of classroom teacher
 Plan monitored and progress reported by
intervention teacher
 This only occurred for academics.
What do you say about former RtI
team process?
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Open to all students
Not everyone knows the RtI process
Homeroom teachers need to be involved
Meetings don’t happen fast enough
Guidelines are not followed equally
Teachers are being questioned
A daunting process
RTI: Academic and Behavioral
 MTSS for students’ specific learning and behavioral
deficiencies through timely additional assistance
 Systematic
 Research-Based
 Implemented with Fidelity
 6-9 weeks (1 marking period) to determine RESPONSE
 Progress is monitored based upon intensity of support
Student
Success
SST
NO
YES
RTI Kid Talk
Continue
Tier I
Progress
Monitor
and
Revise
Diagnose
Concern
TIER I
Provide
Support
THE PROCESS
 Assessment and Monitoring
 Intervention and Instruction
 Personnel and Resources
PUZZLE
RTI: Behavior
Tier
Tier I
All Students
School-wide
PBIS
Assessment and
Monitoring
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MIR and ODR Data
Power School Data
Analysis
Teacher rating forms
Intervention and
Instruction
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School-wide
expectations posted
Classroom lesson plans
regarding expectations
School-wide assemblies
School-wide recognition
PBIS store
BARK Award Winners
Random BARK drawings
Golden Paws
Second Step instruction
Guidance instruction
Discipline framework
Discipline referral
process
Color change systems
Classroom Management
Family Engagement
Personnel and Resources
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PBIS Team
Classroom Teachers
Guidance Counselor
School Administration
Second Step
Professional Development:
PBIS Boot Camp
RTI: Behavior
Tier
Tier II
Small Groups
Strategic and
Supplemental
Assessment and
Monitoring
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Kid Talk meeting
Bi-weekly progress
monitoring
BARK behavior
management plan
Graphing progress
monitoring data on
a bi-weekly basis
Behavioral
observations
Intervention and
Instruction
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School-wide
expectations posted
BARK behavior
management plan
Check in/ Check out
Peer Based support
Mentoring Program
Targeted social skills
instruction in small
groups
Family Engagement
Personnel and Resources
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PBIS Team
Classroom Teachers
Guidance Counselor
School Administration
School Psychologist
Special Education Building
Coordinator
Title I Resource Teachers
Second Step
CHAMPs
RTI: Behavior
Tier
Tier III
Assessment and
Monitoring
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Individualized 
and
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Intensive
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Student Success
Plan
Weekly monitoring
Individualized Case
management
Goal focused
behavior
management plan
Graphing progress
monitoring data on
a weekly basis
Behavioral
Observations
Intervention and
Instruction
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Functional Behavioral
Assessment
Goal focused behavior
management plan
Check in/Check out
Inter-agency support
(DSS, Project
Crossroads, UBCS,
Keypoint, CCHD,
CCSD)
Family Engagement
with conference
Personnel and Resources
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PBIS Team
Student Services Team
Classroom Teachers
Guidance Counselor
School Administration
School Psychologist
Special Education Building
Coordinator
Title I Resource Teachers
Pupil Personnel Worker
School Nurse
Family Outreach Worker
Second Step
CHAMPs
RTI: Academics
Tier
Tier I
Assessment and
Monitoring
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All Students
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Universal Screener
administered Pre,
Mid, and Post
(Scantron, DIBELS,
ELS)
Classroom
Performance (Grades,
Assessments, aligned
with CCSS)
Teacher observations
(anecdotal notes)
CFIP
Intervention and
Instruction
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Personnel and Resources
CCSS
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Differentiated Instruction 
Cooperative Learning
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Structures
Content Enhancement
Strategies
See Tier I General and
Academic strategies
Family Engagement
Classroom Teachers
Special Educators
Title I Resource Teachers
RTI: Academics
Tier
Assessment and
Monitoring
Tier II
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Small Groups
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Strategic and
Supplemental
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Intervention and
Instruction
Academic Intervention 
Plan
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Progress Monitoring
every 4-6 weeks
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Kid Talk (if not
meeting with success)
Reading: DIBELS Next
Math: DreamBox
Data
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CCSS
Academic Intervention
Plan
Research based
intervention program
implementation based
upon diagnosed concern
(LiPS, LLI, Phonics Boost,
Reading Mastery, Read
Naturally, Soar to
Success, DreamBox)
2-3 times per week, 2030 minutes per day
4-7 students per group
Family Engagement with
conference
Personnel and Resources
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Classroom Teachers
Special Educators
Title I Resource Teachers
Administration
RTI: Academics
Tier
Tier III
Individualized
and
Intensive
Assessment and
Monitoring
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Intervention and
Instruction
Student Success Plan
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Academic Intervention 
Plan in Inform
Progress Monitoring
every 2-3 weeks
Reading: DIBELS Next
Math: DreamBox
Data
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CCSS
Research based
intervention program
implementation based
upon diagnosed concern
(LiPS, LLI, Phonics Boost,
Reading Mastery, Read
Naturally, Soar to
Success)
Academic Intervention
Plan
4-5 times per week, 3045 minutes per day
2-3 students per group
Family Engagement with
conference
Personnel and Resources
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Classroom Teachers
Special Educators
Title I Resource Teachers
Administration
School Counselor
Special Education Building
Coordinator
School Psychologist
School Nurse
Pupil Personnel Worker
Family Outreach Worker
Transference
To collaborate as a team and provide
support to students based upon
needs and generalize/transfer these
strategies to Tier I instruction.
Kid Talk Meetings
 Who? Grade level Teams, TRT, SE teacher, and
SST Liaison (GT Liaison if necessary)
 When? One Academic and One Behavior per
month from 8:15-8:45
 Why? Student who are NOT RESPONDING to
intervention
 How? Scheduled by the teacher with the TRT
Calendar
PDSA Plan
Behavior
PDSA Plan
Academics
Parent Communication
Letter to receive Intervention
Narrative to review progress in the
intervention each quarter.
Daily communication through
journal, color change, etc.
Scenarios
 Each Team will receive a Scenario.
 Read the Scenario
 Dialogue about the possible next steps
 Share with the group
The Flat Liner
A child has been receiving intervention for four marking
period cycles. Progress is minimal for the student and
progress monitoring data is flat. The student has
moved from Tier II to Tier III support and has an SSP to
monitor progress. The data collected to monitor the
SSP (8 weeks) has still demonstrated no progress.
What is the next step?
Zone Jumper
A child has moved from Yellow Zone with Tier II support
for behavior to the Red Zone. This Tier II support
included Check-In/Check-Out (CICO) and targeted social
skill instruction.
What do you do next?
The Mover
A student just moved into BVES. After
receiving initial screening for classroom
placement, the homeroom teacher
immediately sees that the child is not able to
read grade level text.
What is the next step?
The High Achiever
A student scores 100% on his math pre-test. The
student’s Scantron score is in the advanced range for
math and proficient range for reading. The teacher has
noted minor behavioral concerns in the classroom
including: calling out and questioning the teacher.
What is the next step?
The Lisp
A PK student is presenting with multiple sound errors.
The student is difficult to understand in conversations
with peers and staff. This makes it difficult to assess the
students’ academic skills.
What do you do next?
The Empty Chair
A child has chronic absenteeism and has
resulted in low academic performance in
both reading and math. Due to attendance,
the student does not currently receive
intervention.
What is the next step?
RED in Inform
A student performs Intensive on the fall
reading benchmark assessment but seems
to do well in the classroom and on other
assessments.
What is the next step?
Here we go.
Six weeks into the school year, a student in your
classroom is still not responding to classroom
expectations. As a result, the student has
received multiple MIRs and has been referred to
the office twice.
What do you do next?
Management through Wiki
 http://bay-view.wikispaces.com/
The Results
 “New process is timely and allows us to put a focus
on activities to help each student.”
 “I like that teachers are having discussions about
students. We know our age group and can support
students with effective strategies for their academic
and behavioral needs.”
 “We are using data to make our decisions and
support students movement through the pyramid.”
 “Students are responding to our plans!!!”
Next Steps
 Reintroduce the process to Teams
 Continue to Monitor the process