Response to Intervention (RTI) Notice
In order to provide the most effective education for all children, the Keansburg School District
utilizes a three-tier approach with varying levels of support beyond that used as the core
curriculum. The process is called Response to Intervention (RTI) and is a school-wide, districtwide, three-tiered model for identifying and providing high quality instruction and early
intervention to all students falling behind their grade level peers.
Tier1A: Teachers use high-quality core class instruction aligned with the curriculum in
which the majority of the students are successful. This tier is the crucial foundation of
the RTI instructional model. This is a teacher led and created plan based on
benchmark assessments and student academic progress. In kindergarten and/or
first grade classrooms, the assistance of a Speech-Language Pathologist trained
in language and literacy instruction participates as needed.
Tier 1B: Teachers use high-quality core class instruction aligned with the Curriculum in
which the majority of the students are successful. This tier is the crucial foundation of
the RTI instructional model. This is the first time the RTI Team becomes involved.
The RTI team will make suggestions and alter the Tier 1 plan. This is teacher
driven still, and can be combined with collaborative intervention with a SpeechLanguage Pathologist.
Tier 2: Students are identified for individual or small group intervention in addition to
their core class instruction. Small group or individual intervention can be provided by a
Speech-Language Pathologist if language/literacy skills are targeted. This level
includes scientific research-based programs, strategies, and procedures designed and
employed to supplement, enhance, and support Tier 1 activities. District-established
standard protocol matches appropriate intervention strategies to specific student needs.
Tier 2 addresses the needs of approximately 10-15% of the students. This is when a
supplemental pull out intervention period is introduced. This is in addition to their
Tier 1A and 1B student action plan (SAP). It is important to note that the Tier 1A
or Tier 1B plan is continued by the student’s teacher in the classroom setting
with or without collaboration of other specialists. The pull out supplemental
periods are in addition, not in lieu of the Tier 1B plan.
Tier 3: Students who have not responded adequately to Tiers 1 and 2 receive specific,
custom-designed individual or small group instruction (designed using a problemsolving model) beyond the instruction in Tier 1. This level of intervention is aimed at
those students who have identified difficulties academically. Tier 3 addresses the
needs of approximately 5-10% of the students. This is when a supplemental pull out
intervention period is increased. This is in addition to their Tier 1A and 1B SAP.
It is important to note that the Tier 1A or Tier 1B plan is continued by the
student’s teacher. The pull out supplemental periods are in addition to, not in lieu
of the Tier 1B plan.
Tier 1A: The teacher identifies any student who has failed the benchmark assessment or is
significantly behind his/her peers in academic progress. This is a teacher driven plan
meaning that the RTI team is not involved at this point.
**** In Kindergarten and/or transitional classes, a UNIVERSAL SCREENING will
be
conducted by a Speech-Language Pathologist who will identify students
with potential skill deficiencies in language and/or literacy.
1. Teacher creates a Student Action Plan (SAP) (F4) based on scientifically proven
instructional strategies (appendix A) that address the following:
A. Environment
B. Instruction
C. Assessment
***Add the student to Form 1 (F-1)***
2. Teacher assesses the student’s progress using formative assessments (see appendix A
under Resources for suggestions) as well as benchmark data.
3. After 8 weeks on implementing the SAP and monitoring progress:
a. If the student is making progress-continue to implement current SAP.
b. If the student continues to struggle academically, refer to RTI team to review
Tier 1 SAPs should take the following into consideration when developed:
Environment
Safe
Recognizes and Value
Diversity
Respectful
High Expectation
Collaborative
Instruction
Assessment
Starts with differentiating
Small Group Instruction
Formative Assessment
Summative Assessment
Modified Instruction
Homework/Reinforcement
Activities
Cooperative Learning
Progress Monitoring
Informal
Quality Feedback that is
specific and timely
Engages Parents and
Community
Definitions:
Environment: This begins with your expectations of the student (s). In Tier IA and Tier 1B, a
student-centered environment will be intentionally designed to support learning for all students.
Instruction: In Tier IA and Tier 1B instruction; relevant, rigorous, research based instruction
that engages all students in making real world connections in evident.
Assessment: Assessment will be frequent, ongoing process analysis to inform instruction.
Tier 1B: Student has not made adequate progress in the teacher driven Tier 1A SAP.
Referral to RTI Team has been made. This is the first time the RTI Team is involved,
however this plan still relies on the general education teacher implementing the SAP.
1. Teacher makes an appointment with building administrator to review the application.
2. Building administrator will review the student’s current SAP, teacher lesson plans, walk
through data, student work, and student assessments.
 If building administrator feels the referral is warranted, the referral will be
made to the RTI Team.
 If the building administrator does not feel a referral is warranted at this
time, administrator may make suggestions or changes to the SAP and have
the teacher try an additional cycle (8 weeks)
If the referral is made to the RTI Team:
**If academic concerns include language/literacy skills, the Speech/Language
Pathologist will be included as part of the team (K-4).
1. Prior to the meeting, the RTI Facilitator will reach out to the parent and student to
conduct interviews and collect data.
2. RTI team will convene to review the artifacts (lesson plans, student work, student
assessments, SAP)
3. RTI Team will conduct a root cause analysis to identify specific intervention strategies to
use (Learning Intervention Manual should be referenced-located in Principal’s office).
4. A new SAP will be generated by the RTI Facilitator and the student will be added to the
RTI Teams log (F7)
5. Team will reconvene at 8 weeks to review the progress made.
RTI Team evaluates progress monitoring data and recommends:
 Return to Tier 1A or 1B (adjust instruction) OR
 Move to Tier 2
Tier 2: Student has not made adequate progress in the Tier 1B SAP. RTI team moves to
Tier 2
1. RTI team will convene to review the artifacts (lesson plans, student work, student
assessments, SAP).
2. A new SAP will be generated by the RTI Facilitator and the student will be added to the
RTI Teams log (F7) The new SAP will include a Tier 2 pull out component in addition to
continuing the Tier 1 strategies.
3. Team will reconvene at 8 weeks to review the progress made.
Tier 2 component added to SAP (Tier 1B plan is still utilized; Tier 2 component is in
addition):
Student receives more intensive, Tier 2, focused intervention in a small group.
1. Additional 60 minutes (maximum) of small group instruction per week (again-in addition
to the general education teacher implementing Tier 1B SAP).
2. Highly qualified teacher/Specialist.
3. Pull-out with Specialist.
4. Weekly Progress Monitoring with documentation.
5. Additional 8 weeks of interventions, followed by RTI Team review.
Tier 3: Student has not made adequate progress in the Tier 2 SAP. RTI team moves to
Tier 3
1. RTI team will convene to review the artifacts (lesson plans, student work, student
assessments, SAP).
2. A new SAP will be generated by the RTI Facilitator and the student will be added to the
RTI Teams log (F7) The new SAP will include a Tier 3 pull out component in addition to
continuing the Tier 1 strategies.
3. Team will reconvene at 8 weeks to review the progress made.
Tier 3: (Again-it is important to note that the Tier 1B plan should still be implemented by
the general education teacher with the assistance of language/literacy specialists if needed):
1. Student receives more intensive, Tier 3, interventions.
2. Additional minutes (90 minutes above Tier 1B) of small group or one to one instruction.
AND/OR
3. Student is recommended for additional evaluation or placement. (This would happen as
Tier 3 plan is in place).
a. May be referred to Child Study Team
b. May be referred for 504 evaluation
4. Progress Monitoring with documentation shall occur weekly or more frequently.
5. Specialist or other highly qualified teacher provides instruction.
6. Student progress continues to be monitored, documented, and reviewed. The student is
then placed in appropriate instructional setting.
Student Action Plan (SAP)
Student Name:
Teacher Name:
Date of Implementation:
Directions:
1. The RTI team will create a plan to help achieve the measurable goal
2. Progress monitoring data will be collected by the assigned person at the determined
interval
3. Follow up meeting will be scheduled in intervention results do not reflect targeted growth
Area of Concern:
Measurable Goal:
Tentative date for follow up RTI meeting:
Action Plan:
What intervention will be used:
What is the frequency/intensity/duration:
How often will progress monitoring data be collected:
What instrument (describe)
Who will collect data:
Results/Reflection on measurable data collected:
Measurement Used:
Result
Additional Comments/Observations: