Montessori of Winter Garden Charter School
Policy: Response to Intervention/Response to Instruction
Response to Intervention, also known as RtI is a multi-step approach to providing services and
intervention, at increasing levels of intensity, to students who struggle with learning and/or
behavior. Parent involvement is encouraged throughout the process. RtI is not a referral to
Exceptional Student Education, nor is it meant to take the child out of the classroom. It is a
commitment on the part of the professionals working with children to find/use the
interventions that will help them succeed in the general education classroom.
Our goal for Problem Solving & Response to Intervention is increased student achievement. The
following Desired Outcomes and Goals are expected with the implementation of RtI in the
Montessori of Winter Garden Charter School:
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Maximum effect from core instruction for all our students
Maximum effect from behavioral intervention
Targeted and differentiated instruction and early intervention for at-risk students
Better student behavior
Decreased discipline referrals and suspensions
Enhanced ESE effectiveness through appropriate identification
Enhanced ESOL effectiveness
Improved integrity of academic and behavioral interventions through fidelity monitoring
RtI is based on the following core principles. We can:
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Effectively teach all children.
Intervene early.
Use a multi-tiered model of instructional delivery.
Use a problem solving method to make decisions within a multi-tier model.
Use research-based, scientifically validated interventions/instruction.
Monitor student progress to inform instruction.
Use data to make decisions.
Use assessment in screening, diagnosis, and progress monitoring.
Response to Intervention is a system for efficient instruction; a method for evaluating the
needs of all our students and fostering positive student outcomes through carefully selected
and implemented interventions. It also may be used to assist us in identifying students who
may require more intensive instructional services and/or be eligible for an exceptional student
education program, 504 plans, or other educational options.
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RtI Tiers:
Although the instruction and interventions encompassing the RtI model may involve many
different levels of intensity and individualization, they are usually considered to fall within the
following three broad, fluid tiers:
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Tier 1-Core Instruction (foundation)
These options are provided to students as a part of the general curriculum with specific
intent. At MCS this is part of the student’s Individual Work Plan. Work type and
amount can be adjusted based upon individual learning needs. This primary tier
involves all students and can affect any student in a classroom who is slightly behind.
The students receive instruction using the base curriculum with progress monitoring to
assess their response to instruction. The teacher may slightly vary instructional routines
or groupings to accommodate a Tier 1 student. Students who do not show positive
response with Tier 1 intervention move into Tier 2.
Tier 1 General Criteria: .5 year below grade level.
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Tier 2-Strategic Interventions (supplemental)
Targeted interventions focus on students who need more assistance. In Tier 2, more
intensive forms of interventions are applied for those students not responsive to the
Tier 1 interventions. More frequent progress monitoring will show that the student(s)
are not achieving the desired standards despite receiving differentiated and high quality
instruction. These interventions are typically in consultation with the RtI team. These
interventions are designed to be implemented immediately and are intended to be
short term. However, there is no specific time limitation for a student to be in Tier 2.
Students may remain in place as long as data indicating strong progress continue to be
acquired. Students who respond to Tier 2 Supplementary Instruction may move back to
Tier 1. Students not responsive to Tier 2 Supplementary Instruction move to Tier 3.
Tier 2 General Criteria: .5 – 2.0 years below grade level.
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Tier 3-Intensive Interventions (intensive)
Intense and often individualized interventions are for the smallest group of students
with the most extreme need. This level is characterized by intensive intervention that is
increased in frequency, intensity, and duration based on targeted assessment results
showing lack of response by the student. These interventions are supplemental to Tier 1
and Tier 2. These students show significantly low performance in the standards. If these
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interventions are effective, a student can move back to Tier 2. If continued interventions
are not effective at this level, MCS’ RtI Instructional Support Team (IST) will meet to
discuss the referral of the student and data to the District RtI Team for consideration of
evaluation/ESE.
Tier 3 General Criteria: 2.0 or more years below grade level.
The following are indicators of when to consider moving from Tier II to Tier III:
o Anytime the IST determines a need for more assistance to determine the
appropriate resources for a student;
o Anytime a “red flag” appears (indicators of a need for intensive interventions)
below.
o If given the current plan, the student is not making anticipated progress toward
benchmark, even with Tier II intervention. The IST is cautioned not wait to until
problems become so severe that the situation negatively impacts the students
and/or teacher due to intensity of the intervention required.
“Red Flags” for moving to Tier 3:
o Student moves in from another district or area with interventions/services
provided in the past;
o Student moves in and appears to have had very different instruction or has
significant gaps in learning;
o More specialized assessment data is needed to determine the cause of the
problem;
o Student has been referred to the IST in the past a number of times and specific
strategies have been provided;
o Student has had significant medical trauma or mental health concerns or issues;
o FCAT Level 1 for multiple years;
o Functioning below the 25th percentile on multiple assessments (FAIR, Discovery)
o Student requires excessive individualized instruction, re-teaching, and 1-on-1
assistance;
o Student does not meet grade level standards and benchmarks in more than one
academic area;
o Student appears unable to successfully participate in any academic activities;
o Student is potentially harmful to self or others;
o Behavior consistently interferes with learning of self or others in the classroom,
even with consistent Tier II intervention;
o Behavior significantly disrupts classroom functioning;
o Severe behavior problems have been seen over time
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School-Based RtI Instructional Support Team (IST):
MCS’ RtI Instructional Support Team will consist of the Executive Director, Counselor,
Classroom Teacher, ESE Teacher, Reading and/or Math Coach, ESOL Lead, Speech and Language
Pathologist, and the Parent of the student.
The IST will:
 Develop a school implementation plan
 Become “trainers” and “coaches” for the school staff in RtI
 Be responsible for school-wide implementation of RtI
 Review of screening and baseline data
 Review of progress monitoring data
 Planning of Tier 2 and 3 interventions
 School staff RtI development
 Use of data in decision making
 Monitor teacher support
 Urge parent Involvement
Behavior and School Wide Positive Behavior Support in the RtI Process:
In an RtI approach to behavior, systematically collected behavior data (i.e. office referrals,
observations, etc.) provides a basis for making decisions on behavior needs and supports.
A student who displays challenging behavior will be evaluated just as the student who has an
academic concern. Based on the results, we will use uses evidence based practices to support
the student in reducing challenging behaviors and developing positive attitudes toward
academic and social life. Evidence based interventions may include reinforcement, modeling,
and problem solving skills.
Positive Behavior Support (PBS) consists of a set of clear expectations for behavior.
School wide strategies are aligned with Tier 1 interventions. Classroom interventions are
aligned with Tier 1 and 2 interventions, making use of school wide strategies with classroom
lesson plans. Interventions for targeted groups are associated with Tier 2 and include small
groups of students from several classrooms aiming toward the same behavioral goal. Tier 3
includes individual interventions which are considered critical.
Individual student plans may include steps such as Behavior Intervention Plans (BIP) and
Functional Behavior Assessments (FBA).
School wide PBS targets the entire school population by mapping out procedures and processes
through a set of behavioral expectations for an entire school. These expectations are
articulated in the Student handbook and are highlighted through all school activities.
These expectations will be made into a variety of visual reminders throughout the school.
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Teachers and staff will regularly teach and refer to the expectations when dealing with all
students.
We will collect data with the goal of identifying students who need support at various levels.
Data collected will identify types of discipline issues, locations, settings, and chronic offenders.
Once the data is compiled and analyzed, decisions can be made as to what types of
interventions are necessary. For example; if data show that problems are occurring within one
particular classroom or setting, then interventions are selected or tailored to meet that need or
setting.
PBS strategies will follow implementing effective skills lessons with students needing higher
tiers of support. The IST will work together to design interventions based on data analysis.
Progress monitoring for behavioral interventions is similar to progress monitoring for academic
interventions. Continued collection of data should be analyzed for effectiveness of strategies
that have been initiated. Movement between the tiers is based on success rates shown through
data analysis.
Parent Involvement:
Parent involvement is critical to our success in our RtI program. A Parent can help create an
effective RtI program by giving us a unique perspective on a child which may not be evident to
the teacher in the classroom. Therefore, a parent should be included in the process from the
outset, beginning with Tier 1 classroom instruction.
This parent involvement will be performed in traditional ways such as parent-teacher
conferences, regularly scheduled meetings, or other effective methods unique to the child and
the situation. Continued parental contact including progress reporting to the parent is essential
throughout the RtI process for success.
No parental consent is necessary for universal screenings since RtI is a process of delivering
instructions, assessments, and interventions to all students based on instructional need. Our
Montessori method calls for individualized instruction. Our strength is our ability to
differentiate instruction based upon the needs of the child.
However, in the event the interventions progress to a point where an evaluation is considered
or recommended for ESE services, parental consent must be obtained.
Screening and Progress Monitoring:
Screening, progress monitoring, and diagnostic instruments used may be those that are used
for students as part of the Florida Assessments in Reading (FAIR), Discovery Assessment or the
FCAT. Other monitoring may be accomplished through classroom observation, interviews,
teacher defined standardized assessments, or targeted assessments which are designed to be
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more specific to the student learning difficulties and skill deficits. These assessments may be
administered by trained general education teachers, the Counselor or other specialists. Parents
will be part of the screening process as results show where the student deficit may be and
specific interventions are selected.
Application of RtI to Special Education Eligibility:
The Individuals with Disabilities Education Act (IDEA) 2004 currently gives school districts the
flexibility to determine that a student has a specific learning disability (SLD) using RtI data as
part of a comprehensive evaluation. Identifying SLD using RtI data shifts the focus of the
evaluation process from emphasizing the documentation of the student’s disability to
emphasizing the student’s instructional needs. RtI emphasizes this shift of focus by
documenting the failure of high intensity and high frequency, sound, research-based
interventions applied to a student in the general education curriculum.
After multiple attempts have been made to implement all available Tier 3 interventions with
fidelity, high frequency and high intensity, a student WILL be considered nonresponsive when:
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the student’s level of academic achievement has been determined to be significantly
lower than that of his or her peers and
the gap between the student’s achievement and that of his or her peers increases (or
does not significantly decrease).
Unless other information explains the lack of achievement, students who are nonresponsive at
Tier 3 interventions should be referred to the Charter Office ESE Specialist for a psychoeducational evaluation. Evaluation and eligibility requirements for Exceptional Education
Services (ESE) are defined in OCPS ESE Special Policies and Procedures.
Our IST will use student progress data collected at each tier to document a student’s response
to interventions as part of the evaluation process to consider eligibility for special education
services. A student who qualifies for ESE services may continue to receive general education
instruction in all Tiers in consultation with the ESE teacher, according to placement indicated on
the IEP.
RtI and English Language Learners (ELL):
In planning RtI approaches with English Language Learners (ELL’s), it is important to fully
consider the ELL services the student is receiving, how the native language and English
proficiency is assessed and monitored, knowledge and skills in the first language, and
performance in the second language (English).
When evaluating RtI data, ELL’s will be compared not only to native English-speaking peers, but
also to other ELL students with similar levels of English proficiency. If ELL students as a whole
are not making adequate progress, more ESOL strategies need to be implemented. If most
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(>80%) ELL students demonstrate adequate progress, a more individualized approach is proper
for those students not progressing.
Important factors for RtI teams to consider when developing interventions for an ELL:
 When taking a social-developmental history, inquire about the language the student’s
caregiver uses with the child, as it may differ from the parents.
 Inquire if the student has attended school in the US on a regular basis. Investigate to see
if there have been any interruptions in the academic experience of the student.
 Cultural instructional systems in the country of origin can have an impact on
expectations. Some cultural systems may depend on memorization of facts while our
system relies more on critical thinking.
Sample Student Scenarios (Source: DOE TB):
Tom:
Tier 1 – Tom is in a kindergarten classroom with a beginning teacher. She teaches using themebased projects. The student enjoys her class, but second semester, Tom’s report indicates that
he is not making adequate progress in reading compared to his classmates. In February, Tom’s
teacher asks his parents to come in for a conference to discuss retention for the coming year.
Tier 2 – The IST meets and decides to that Tom should receive more intense beginning reading
skills for 90 minutes every day. Tom is placed in this category beginning in March, and by May,
Tom is showing significant progress in the critical areas of reading growth.
Return to Tier 1 – The IST meets and agrees that Tom should be promoted to first grade and
continue intensive reading. The teacher continues to monitor Tom’s progress and determines
by midyear that he is reading on grade level.
Further Tier 2 or 3 - Not Applicable
Eligibility for ESE services - Not applicable
Susie
Tier 1 – Both of Susie’s parents are from Puerto Rico and do not speak fluent English.
Susie mixes English and Spanish in her writing and reads at a very slow rate. Susie is completing
the second grade, and her teacher has asked the ESOL teacher to consult with her because
Susie has not shown adequate progress as compares to her classmates on critical assessments
in the classroom.
Tier 2 – As a result, Susie gets ESOL pullout each afternoon for a phonics and fluency lesson.
They participate in English word drills and explore the relationship between English and Spanish
sounds. She also reads decodable books in English with the teacher’s support. Susie is still
reading quite slowly by midyear.
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Tier 3 – By midyear, Susie’s general education teacher and ESOL teacher agree that
Susie is not making sufficient progress, and they ask the reading coach for help. The reading
coach suggests initiating timed reading practice each afternoon, in addition to continued
support for reading accuracy. Susie continues to work with the ESOL teacher and receive
specialized instruction in fluency. Susie is making steady progress. Although it is slow, the
services at this tier will continue to close the discrepancy between her performance and that of
her peers.
Eligibility for ESE services - Not applicable
Joe
Tier 1 – Joe is a third grade student who has missed 45 days already this school year, and it is
only January. The counselor has met with his mother about attendance, and she promises to do
better. District truancy is involved in the case. Mom is very ill, and Joe is often up all night
taking care of his baby sister. He often puts his head down and falls asleep during class. Joe is
reading on a second grade level. His teacher uses a third grade leveled reader. When Joe reads
in class his reading in inaccurate and lacks fluency. Joe is falling farther and farther behind.
Tier 2 - A multidisciplinary team meets to discuss Joe’s progress. A DCF social worker is able to
help get mom a home health aid on week nights. FAIR scores show that Joe has low fluency,
and he makes many word reading errors on third grade text. In addition, his performance on
standardized testing at the end of the previous year indicated that he also struggles with
reading comprehension. Joe is coming to school more regularly and reports that he is now
sleeping at night. Joe is participating well in the intensive reading program but is still not
showing progress on FAIR.
Tier 3 – Starting in March, Joe is pulled aside for specific work on phonics and fluency three
mornings a week for an additional 30 minutes of individualized instruction with the reading
coach. Multiple strategies at increasing levels of intensity have been implemented for five
months, and Joe is making progress on phonics, but fluency is still very slow. His comprehension
is still on a mid-second grade level.
Eligibility for ESE services – Joe is referred for evaluation under IDEA. Joe’s parents give consent
for additional assessment. The multidisciplinary team reconvenes to analyze all relevant data.
The relevant data might also include results from psychological testing if the District
multidisciplinary team determines the need for additional information provided by
administering specific tests. Once data analysis occurs, the multidisciplinary team considers
whether Joe demonstrates a need for special education services.
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Intervention Support Team Sample Meeting Agenda – 1st Meeting on a Student
Time
~ 1 min
Task
Introductions as necessary
Facilitator reviews the agenda as necessary
~2 min
Inventory, Student Strengths and Talents:
• Team discusses student’s strengths and positive qualities;
• Team identifies student motivators.
~3-5 min
Assess Concerns:
• ESE Teacher summarizes referral concerns;
• Team Members share any additional concerns
• Team members review relevant background information (Student Progress,
Student Background and Tier I Intervention Plan)
~3-5 min.
Review Baseline and Intervention Data:
• Classroom teacher summarizes interventions implemented prior to 1st
meeting and discusses parent contacts;
• Teacher reviews student response to Tier 1 intervention and any baseline data
collected (Tier 1 Intervention Plan and Intervention Calendar w/ Progress
Monitoring Data);
• Available personnel record data on Progress Monitoring Data Form and
Initiate Graph
• Team discusses:
o What appears to be the root cause of the student’s problems? (See
Defining the Problem forms)
o What, if any, additional data is needed to make this determination?
~5 min.
Set Academic and/or Behavioral Goals:
• Team selects and defines the top 1-2 concerns in easily observable and
measurable terms (Long-Term Goal);
• Team sets an ambitious but realistic, observable, and measurable goal that is
attainable in 2-4 weeks (Short Term Goal)
~5-10 min.
Design an Intervention Plan:
• Team develops at least one intervention to address the concern(s);
• Team selects at least one method or tool to monitor student progress for each
intervention;
• ESE teacher documents the plan, including series of specific teacher-friendly
intervention steps, when and where it will be implemented, materials required,
measures to monitor student progress, how frequently progress data will be
collected, and person(s) responsible for intervention and progress monitoring.
~2 min.
Review Intervention Plan
• ESE teacher reviews main points and asks attendees to sign Participation
Notes Form
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• Director elicits any final concerns; assures that teacher understands plan and
who to go to for help
• Director schedules follow-up and reminds teacher to follow up with parent.
Follow-up Meeting Agenda
Time
Task
~ 1 min
Introductions as necessary
ESE Teacher reviews the agenda as necessary
~3 min
Review Initial Concerns
• ESE Teacher briefly reviews initial 1st meeting documentation
• Director elicits any updated background information since the initial meeting
occurred
~5-10 min
Debrief on Implementation of Intervention Plan:
• Classroom Teacher and Team Members discuss implementation issues and
progress monitoring data
~5 min
Evaluate Plan Effectiveness:
• Team members evaluate academic and/or behavioral progress by comparing
progress monitoring data collected to the goals set in the initial 1st meeting
• Available personnel record data on Progress Monitoring Data Form and graph
information for review
• Team members determine if student progress indicates the potential to close
the learning and/or behavioral gap by the end of the school year
• Does it appear that the root cause has been identified and is being
appropriately addressed?
~5-10 min
Decide on Next Steps:
• Team members make decision for continuation, modification, or
intensification based on student’s progress
• Follow-up meeting scheduled based on decision made
~2 min.
Review Decision:
• Assure understanding of decision and next steps
• Remind teacher to follow up with parent if parent is not present
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FORM: Guide to Defining the Problem
Intervention Support Team Process
READING
How is reading assessed in the teacher’s class (i.e. assessment instrument, skills measured, how
often?
_________________________________________________________________________________
What is the student’s reading
level?_______________________________________________________
What is the expected reading level at this point in the school
year?_____________________________
*Check areas that the student has NOT mastered for his/her current grade level*
Early Literacy Skills/Phonological Awareness:
Book/print awareness (parts of book, directionality, follow along when listening to text read
aloud, etc.)
Recognize/produce rhyming words
Syllables – count, blend, segment, delete syllables in compound words
Match/identify beginning sounds in words
Match/identify ending sounds in words
Blend sounds of one-syllable word (e.g. what word am I saying? /r/ /u/ /n/)
Segment sounds of one-syllable word (e.g. how many sounds do you hear in man?)
Manipulate sounds – delete, add, or substitute individual sounds to produce a new word
Decoding/Word Recognition:
Recognize and name upper and lower case letters of the alphabet
Recognize letter-sound association
Use letter-sound knowledge to decode one-syllable words when reading
Use structural analysis (e.g. syllables, prefixes, suffixes, root words) to decode multi-syllable
words when reading.
Use context clues to decode
Self-monitoring decoding using multiple decoding strategies
Recognize high frequency sight words at grade-appropriate level
Grade appropriate development of oral vocabulary
Grade appropriate development of reading vocabulary and word meaning
Fluency:
Reads aloud grade-level text accurately
Uses appropriate phrasing, smoothness, and pace when reading text
Comprehension:
Retell (beginning, middle, end, characters, details, etc.)
Answer who, what, when, where, how questions
Predict what may happen next in stories
Summarize main idea
Cause and effect, problem/resolution
Draw conclusions
Make inferences
Use self-monitoring strategies for comprehension (e.g. reread, adjust reading speed)
Understanding complex text
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FORM: Guide to Defining the Problem
Intervention Support Team Process
Math
*Check areas that the student has NOT mastered for his/her current grade level*
Number Sense:
Rote Count
One-to-one correspondence
Read numbers
Write numbers
Representing numbers in multiple ways
Comparing and ordering numbers
Place value
Fractions
Computation:
Equality
Basic addition/subtraction/multiplication/division facts
Multi-digit addition/subtraction/multiplication/division facts
Estimation
Problem Solving:
Understanding of operation to be used
Understanding of steps involved in multi-step problem
Correctly computes solution using reasoning
Uses multiple strategies, including the use of a calculator
Reading to solve word problems
Other:
Geometry (2 dimensional/3 dimensional)
Measurement (linear/mass/capacity/area/perimeter/time/temperature/money)
Probability/data analysis
Algebra (patterning/properties)
Other:_____________________________________________
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FORM: Guide to Defining the Problem
Intervention Support Team Process
WRITING
Which area(s) has the student NOT mastered for his/her current grade level?
Conventions:
Spelling
Punctuation
Capitalization
Grammar
Understands directionality of writing (e.g., left-to-right, top-to-bottom)
Content:
Orally expresses ideas in organized and coherent manner
Uses drawings and/or letter strings to express ideas
Idea development/elaboration
Organization/sequence
Focus/remains on topic
Vocabulary/word usage is grade appropriate
Sentence structure (varied length, complete sentences, sentence fluency, etc.)
Other area(s) of concern:
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FORM: Guide to Defining the Problem
Intervention Support Team Process
Fine Motor
Personal Care Skills:
Student shows significant difficulties with feeding self or managing meal process as compared
to peers
Student shows significant difficulties with hygiene skills such as toileting or washing hands as
compared to peers
Student shows significant difficulties with managing clothing (putting on/off and fasteners) as
compared to peers
Student has much difficulty with organization of materials (papers, notebooks, book bag, art
materials, computer) or organization of self (assignments, managing schedule, following routine,
transitions, set-up/clean-up, completing homework, being on time, etc.)
Student Role/Interaction Skills:
Student has significant difficulties managing fine motor skills and manipulatives in class
(sharpening pencil, glue, coloring, scissors, writing utensils, math materials)
Student shows a poor grasp on writing utensils
Student shows poor finger/hand strength to open materials/packages age appropriately or use
classroom materials.
Play:
Student has difficulty using toys/items for intended purpose
Student has difficulty engaging with other children to play
Student has small repertoire of play skills
Graphic Communication:
Student shows significant difficulties with handwriting as compared to peers:
Too little or too much pressure on paper
Switches writing hand
Poor spacing, alignment or letter formation
Messy work, erases or writes over a lot
Poor written organization/spatial planning
Student is slow with handwriting speed and has difficulty completing assignments as compared
to peers
Student has difficulty with keyboarding as compared to peers.
Visual Perceptual/Ocular Motor:
Student has difficulty copying from the board or near source in timely manner
Displays frequent reversals in writing work for his age
Student has difficulty with reading, location information on a page, or word search
Student has much trouble sequencing and following a visual model (block designs, crafts)
Sensory/Work Behaviors:
Student shows significant aversion to handling various textures
Student shows many self-stimulatory behaviors or is very ritualistic
Student shows great fear of movement activities/playground equipment
Student shows significant aversion to loud noises, visual stimulation
Student has much difficulty getting along with other children
Student shows much difficulty with transitions or routines
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FORM: Guide to Defining the Problem
Intervention Support Team Process
Speech/Language
Articulation/Pronunciation:
Student omits, substitutes, or distorts sounds in words
When speaking, student’s speech is unintelligible
Other
Voice/Vocal Quality:
Student has unusual vocal quality (hoarse, harsh, breathy, nasal, high/low pitch)
Student has difficulty using appropriate intensity/loudness (talks loudly or softly)
Other
Fluency:
Student appears to stutter (speech has repetitions or prolongations)
Other
Expressive Language (Ability to verbally label/name language concepts):
Spoken vocabulary is delayed compared to peers
Student has difficulty using various language concepts
Spatial concepts/prepositions (e.g. on, under, behind)
Descriptive concepts/adjectives and adverbs (e.g. color words, long, rough, quickly)
Temporal concepts/time concepts (e.g. first, last, night)
Quantity concepts/number concepts (e.g. all, some, half, 1, 2, 3, 4)
Student has difficulty answering “wh” questions
Student uses incorrect grammar/syntax (e.g. She runned down the hall.)
Student has difficulty verbally relating experiences and stories in sequential order even when
picture cues are available
Other
Receptive Language/Listening Comprehension (Ability to identify and understand various
language concepts)
Student has difficulty identifying age appropriate objects/pictures compared to peers
(vocabulary)
Student has difficulty identifying various language concepts:
Spatial concepts/prepositions (e.g. on, under, behind)
Descriptive concepts/adjectives and adverbs (e.g. color words, long, rough, quickly)
Temporal concepts/time concepts (e.g. first, last, night)
Quantity concepts/number concepts (e.g. all, some, half, 1, 2, 3, 4)
Student has difficulty following one, two, or three step directions (circle appropriate number)
Student has difficulty placing pictures of stories in sequential order
Other
Pragmatics (Ability to use language socially):
Student has difficulty making and sustaining friendships
Student has difficulty demonstrating and sharing his/her feelings
Student has difficulty interpreting body language
Student has difficulty detecting humor or sarcasm in the verbal expression of others
Student has difficulty with initiating, joining or maintaining a topic in conversation
15
FORM: Guide to Defining the Problem
Intervention Support Team Process
Behavior
Student Name:___________________________________________________ Grade: ______
Date: _________________________
Referring Teacher: ________________________
Target the behavior(s) that appear to be interfering with the student’s performance on a regular basis:
(SELECT TOP 2 OR 3 BEHAVIORAL CONCERNS ONLY)
Frequently argues with peers Frequently argues with staff Fails to finish things
Difficulty concentrating
 Poor social skills
Restless, overly active for age
Clings to adult, very dependent Cries often Bullies others
Physically aggressive to others
Acts without thinking
 Demands lots of attention from staff
Seeks attention from peers
Destroys property
Lacks organization
Can’t manage materials
Seems fearful
Would rather be alone
Lying, cheating
Steals
Difficulty making friends
Difficulty with transitions
Does not adapt well to change
Overly shy, withdrawn
Physically harms self
 Temper outbursts
Communication difficulties
Often appears nervous or tense
Uses obscene language
Sudden changes in mood, feelings
Difficulty following directions Frequently avoids tasks
Refuses to talk
Does not show guilt after misbehaving
Consequences have little effect
Avoids groups/peers
Repeats actions over and over
Picks nose or skin
Breaks school/classroom rules frequently
Bothers peers while they are working
Makes careless mistakes
From the list below, indicate antecedents (what happens before the behavior), setting (where
behavior occurs) and consequences (what happens after the behavior)
Antecedents
Setting/Concurrent Event
Consequences
Behavior
Behavior
Behavior
#1 #2
#1 #2
Independent work
Group instruction/directions
Crowded setting (lunch, recess)
Unstructured activity
Unstructured setting
Specific subject/task
Transitional times
Other__________________
 Lack of social attention
 Demand/Request from
 Does not understand
 Transition (task)
 Transition (setting)
 Interruption in routine
 Negative peer interaction
Negative teacher
Classroom is noisy
 Student is off-task, restless
 Consequences imposed for negative behavior
 Other: _____________________________
#1 #2
 Behavior ignored
Teacher attention
Peer attention
Reprimand/warning
Teacher talks to student
Other staff talks to
Sent to office
In-school suspension
Out-of-school suspension
Contact Parents
16
BEHAVIOR CON’T
Is the problem behavior(s) believed to be related to:
SKILL DEFECTS
Academic Deficit
Work is too hard
Not enough practice
Not enough help
Not generalized skill
Behavioral Deficit
Does not know expected
Needs practice/modeling
Requires more structure
Can’t apply across structure
COMMUNICATION
To request assistance
To request a break
To request preferred activity/item
To indicate physical discomfort
To indicate frustration
What function(s) does the identified behavior(s) seem to serve for the child?
Escape
Avoid a demand or request
Escape/avoid an activity/task
Escape/avoid a person
Escape the classroom/setting
Escape the school
Other_______________
Sensory/Perceptual
Automatic sensory stimulation
Perceptual reinforcement
Secondary to a fear or phobia
Results from poor impulse control
Related to an obsession or compulsion
Other_______________
Attention/Control
Gain adult attention
Gain peer attention
Get sent to preferred adult
Gain control of person/activity
Other_______________
Gain Desired Item
Get desired item/activity
List: ___________________________
Other_______________
17
BEHAVIOR CON’T
Hypothesis of Function of Behavior
When (antecedents/triggers) occurs in the context of (setting/activity) the student displays
(behavior) in order to (perceived function).
What does the student do well? What positive behaviors, activities, and/or roles could replace the
problem behavior and still serve the same function for the student?
When, where, and with whom is problem behavior typically not displayed?
List some potential incentives or motivators for the student:
18
FORM: Intervention Support Team Folder Checklist
Tier I Intervention Plan
IST Request Form
Student Data Form
Parent Notification of Intervention Activities/Screening
Student Progress Profile
Intervention Support Team Participation Notes
Progress Monitoring Data Forms
Intervention Calendars with Progress Monitoring Data
Additional Indicators Form
Tier II Intervention Plan
Tier III Intervention Plan
Instructional Fidelity Observation Form
Progress Monitoring Data Form (Graphical)
Comparison Data (Graphical)
Behavior
Screening Assessments (specify)
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Diagnostic Assessments (specify)
______________________________
______________________________
______________________________
______________________________
______________________________
19
FORM: Intervention Support Team (IST) Meeting Invitation
Date Sent: ________________________________________________________
Method of Delivery: ________________________________________________
To the Parent/Guardian of: __________________________________________
Teacher: __________________________________________________________
The Intervention Support Team is a committee of people at our school that meets on a regular basis
to help teachers find new or different ways to help specific students achieve academic or behavioral
success at school. Your child has been referred to the team by the classroom teacher.
Meetings are held to develop Intervention Plans for specific students and also to discuss how the
student is responding to the implemented interventions.
You are invited to attend and participate in these important meetings. You will have an opportunity
to express any concerns you have or ask questions you may have regarding your child’s education.
Your participation is valuable and welcomed. However, if you are unable to attend you may follow
up with your child’s teacher.
Meeting Information:
Date: ___________________________________________________
Time: ___________________________________________________
Location: ________________________________________________
If you have any questions or need more information please do not hesitate to contact
________________________________ at __________________________ (phone number).
…………………………………………………………………………………………………………………………………………………………………………………………………………………………
Detach and Return this Portion
PLEASE CHECK THE APPROPRIATE RESPONSE, SIGN AND RETURN TO YOUR CHILD’S TEACHER PRIOR TO THE
SCHEDULED MEETING.
________ Yes, I will attend the meeting.
________ I do not plan to attend the meeting. Please contact me at _______________ to
discuss the results of the meeting.
_________________________ ________________________________ _________________
Student Name
Parent/Guardian Signature
Date
20
FORM: Intervention Support Team Participation Notes
Student ________________________________
Grade _________________ Meeting Date _________________ Teacher _________________
Team Member Role
Signature
Director
______________________________________________________________
Teacher
______________________________________________________________
Guidance
______________________________________________________________
Reading Coach
______________________________________________________________
ESE Teacher
______________________________________________________________
Other
______________________________________________________________
______________________________________________________________
NOTES:
21
Description of Response to Intervention (RtI) Tier II
Purpose of Problem Solving Model (PSM) Tier II:
• Gather data about an area targeted for instruction/intervention
• Develop/monitor new plans to increase performance in area(s) of concern
• Obtain help from other teachers
• Examine how targeted area(s) impairs student functioning
Description of PSM Tier II:
When the student learning problem is not resolved at the parent/teacher level or the targeted area is determined
to be too significant to address at RtI Tier I, additional resources are sought:



At this point the teacher requests a meeting with the Intervention Support Team.
The IST engages in the problem-solving process by defining a student’s performance profile, seeking
additional diagnostic information, analyzing areas of concern, generating strategies to address concerns
and monitoring fidelity of implementation and alignment of instructional strategies to the identified need.
The IST may use the services of a resource teacher or psychologist to generate additional information to
help determine and meet the specific needs of the student.
PSM Tier II Activities:
1. Describe the Student’s Performance Profile (provided on Student Progress Profile Form): During PSM Tier II the
IST reviews information such as vision, hearing, health, and attendance. Through discussion with the teacher and
parent, the team further defines the student’s performance profile. Screening information confirms the existence
of discrepant academic skills or behavior compared to other children. It also rules out any medical or physiological
issue that may be impacting the problem. This process helps estimate the severity of the area(s) of concern.
2. Develop a Plan: The IST then works with the teacher to develop strategies that s/he can use to address the
problem. Parents and teacher agree upon a reasonable intervention by listing possible solutions based on
information from the data collected. Strategies are developed that offer solutions that have a reasonable
probability of success based on research and knowledge of effective practice. Solutions should be feasible and
acceptable to the teacher and able to be implemented with integrity. A Tier II Intervention Plan must include
specific procedures and strategies, person(s) responsible, objectives with specific criteria, methods of measuring
outcomes, date(s) on which activities will occur, an observation for instructional fidelity and a time for the IST to
review student progress.
3. Implement the Plan: The teacher and other responsible individuals implement the intervention. At this level,
progress monitoring data aligned to the targeted intervention must be collected weekly or biweekly depending on
the duration and type of the intervention. Data collection must be consistent enough so that a graph could be
created from the data.
4. Evaluate Progress: If the student’s performance does not improve at an acceptable rate, the general education
intervention is modified. This process recycles as often as needed or the IST may decide to move to Tier III if:
• An ongoing review indicates that sufficient change has not occurred;
• Parents request involvement of additional resources;
• The intensity of the required interventions are impacting the achievement of other students; or
• The team desires assistance in gaining new knowledge regarding the identified area of concern.
The following are indicators of when to consider moving from Tier II to Tier III:
• Anytime the IST determines a need for more assistance to determine the appropriate resources for a student;
22
• Anytime a “red flag” appears. See the sample list of red flags (indicators of a need for intensive interventions)
below.
• If given the current plan, the student is not making anticipated progress toward benchmark, even with Tier II
intervention. Teams are cautioned not wait to until problems become so severe that the situation negatively
impacts the students and/or teacher due to intensity of the intervention required.
Sample “Red Flags” for moving to Tier III:
• Student moves in from another district or area with interventions/services provided in the past;
• Student moves in and appears to have had very different instruction or has significant gaps in learning;
• More specialized assessment data is needed to determine the cause of the problem;
• Student has been referred to the IST in the past a number of times and specific strategies have been provided;
• Student has had significant medical trauma or mental health concerns or issues;
• FCAT Level 1 for multiple years;
• Functioning below the 15th percentile on multiple assessments (FAIR, SAT10, STAR Math, etc.)
• Student requires excessive individualized instruction, re-teaching, and 1-on-1 assistance;
Student does not meet grade level standards and benchmarks in more than one academic area;
• Student appears unable to successfully participate in any academic activities;
• Student is potentially harmful to self or others;
• Behavior consistently interferes with learning of self or others in the classroom, even with consistent Tier II
intervention;
• Behavior significantly disrupts classroom functioning;
• Severe behavior problems have been seen over time
23
FORM: Tier II Academic Intervention Plan
Student Name: ______________________________ Teacher Name: ________________________
Beginning Date: _____________________
Tier II intervention is IN ADDITION to core (Tier I) instruction.
BASELINE PERFORMANCE:
The student will:
(Goal Statement: Describe in observable, measurable terms)
Short-term Progress Goal:
What Tier II interventions are planned to teach/remediate this skill?
What materials will be used to assist with the intervention?
What is the setting of the intervention?
(Place/amount of time/frequency)
How will you measure the student’s progress toward the goal?
(Attach Progress Monitoring Data chart and Intervention Calendar)
Who will implement?
Tier I instruction must be continued as the intensity of intervention is increased to Tier II. If the teacher has
questions about or experiences difficulty with the administration of the intervention or progress monitoring,
s/he should contact _______________________ for assistance.
Date progress toward goal will be reviewed by the IST: _______________________________
24
FORM: Tier II Intervention Plan for Behavior
Tier II intervention is IN ADDITION TO core (Tier I) instruction.
Student Name: ______________________________ Teacher Name: ________________________
Beginning Date: _____________________
Current Behavioral Performance (baseline):
When (specify conditions):
The student will:
(Goal Statement: Describe in observable, measurable terms)
Short-term Progress Goal:
What preventive strategies will you use?
Setting and time of intervention?
What replacement behaviors will you teach?
(What will you teach the student to do instead?)
What incentives and/or consequences will be used to increase or decrease the behavior?
How often and how will you measure the progress of the desired behavior?
(Attach Progress Monitoring Data chart and Intervention Calendar)
How will the results of the interventions be determined?
Who will implement? ______________________________
Tier I intervention must be continued as the intensity of intervention is increased to Tier II. If the teacher has
questions about or experiences difficulty with the administration of the intervention or progress monitoring,
s/he should contact _______________________ for assistance.
Date FBA will be administered? ____________________________________
By Whom? _____________________________________________
Date results from progress toward goal will be reviewed by the IST: _______________________________
25
FORM: RtI Progress Monitoring Data Sheet
Student ___________________________________
Date Intervention Began __________________________
Grade/Tier_________________________________
Teacher _______________________________________
Targeted Area of Need_____________________________________________________________
Intervention Provided By _______________________________ Title _______________________
Intervention ____________________________ Frequency ___________ Duration ____________
Note any
Progress of
Baseline
Score (%)
Goal (%)
Date
changes in
Peer Group/
Intervention
Class
Baseline Test
Data Point
Score (%)
Goal (%)
Date
1.
2.
3.
26
FORM: Observation
Directions: To be completed by Referring Teacher during Tier 2; An additional observation by
another observer is required in Tier 3.
Rate the characteristics as: (1) Never (2) Some
(3) Frequently
Characteristics
Characteristics
Poor gross motor control
Low frustration tolerance
Poor fine motor control
Difficulty completing assignments
Slow to react to and follow direction
Poor judgment in social & interpersonal relations
Reverses or confuses letters, words, numbers
Constantly seeks attention from adults
Frequently loses place when reading
Leads, or joins others, in inappropriate behavior
Difficulty staying on the line when writing
Withdrawn
Misinterprets verbal questions and directions
Short attention span, off-task
Appears inattentive, easily distracted
Engages in destructive or aggressive behavior
Poor understanding of vocabulary
Difficulty expressing ideas
Difficulty following directions in sequence
Difficulty understanding student’s speech
Makes inappropriate responses to conversation
Cannot imitate sounds correctly
and questions
Works one grade level (or more) below in an
Speech not fluent, e.g. stuttering
academic subject
Performs inconsistently from day to day
Vocal quality not appropriate, e.g. hoarse, nasal,
strident pitch
Impulsive – talks out – difficulty waiting turn
Possible hearing problems
Describe other concerns/issues that are related to the academic/behavior issue that are not
described above:
Observer: _______________
Name
Title: ___________________
Observation Time Period:
27
Additional Indicators Form RESPONSE TO INTERVENTION (RtI)
LIMITED ENGLISH PROFICIENCY:
1. Is there a language other than English spoken by the student (if no, skip to Motor)  Yes  No
2. How long has the student spoken English?
_________________________________________________
3. Is English spoken by others in the home?  Yes  No
4. What LEP services have been provided to the student?
_______________________________________
MOTOR IMPAIRMENT:
1. Does the student experience motor limitation which may impact educational performance?
 Yes  No
If yes, please give an example:
___________________________________________________________
2. If a child younger than the age of 8 is being considered for a possible learning disability,
please describe any preschool education the child received.
________________________________________________________________________
LACK OF MOTIVATION
3. Does the student want to succeed in school? Yes  No Please give an example to support
your answer?
____________________________________________________________________________
4. Does the student seek assistance from teachers, peers, others? Yes  No
5. Does the parent report efforts made at home to complete work plan? Yes  No
6. Are the student’s achievement scores consistent with the student’s grades? Yes  No
SITUATIONAL TRAUMA
7. Describe any recent trauma the student may have experienced (i.e., parents divorced, illness
of student or family member, death of family member, serious accident or injury, crime victim,
etc.). Yes  No
8. Describe any other situation that could create stress or emotional upsets.
9. Has there been a significant change in the student’s classroom performance? Yes  No
EXCLUSIONARY FACTORS (check any that apply)
Disadvantage
Limited experiential background
Irregular attendance (absent at least 23% of the time in a grading period)
Transience in elementary school years (at least 2 moves in a single school year)
 Home responsibilities interfering with learning activities (caring for siblings or other major
responsibilities)
Lack of adequate stimulation (conversation with adults, exposure to books, etc., reading with
adults)
Limited experiences in majority based culture (child does not participate in scouts, clubs, other
organizations and activities with members of dominant culture)
Geographic location
Qualifies for free/reduced lunch
28
Instructional Fidelity Observation Form
Date and Time:
Name of Observer: ________________________
Signature:
Student(s) Receiving Intervention:
Length of time observed:
Person Delivering Intervention:
Number of students in group:
Intervention:
Teacher has the materials he/she needs to deliver the intervention – Yes No
Materials being used:
Each student is actively
Yes
No
Not Observed
engaged in the
intervention.
Intervention is being
Yes
No
Not Observed
delivered in a manner
that is consistent with
the research base of the
intervention and as
described in the
Intervention Plan.
Duration of intervention Yes
No
Not Observed
matches the
Intervention Plan.
Other Comments:
29
Description of Response to Intervention (RtI) Tier III
Purpose of Problem Solving Model (PSM) Tier III:
• Provide additional support from administrative staff (programs, resources)
• Assist teacher(s) in gaining new knowledge regarding the identified concern
• Require in-depth analysis/assessment and further data collection
• Document plans and assist with ongoing data collection
• Measure effectiveness of intervention plans
• Assist with decision making and making instructional changes in the classroom
• Determine need for additional resources
Description of PSM Tier III:
When an area of concern is complex in nature, additional resources are often required. Support
personnel such as school psychologists, district ESE support, and other specialists may be asked to
participate on the problem-solving IST. The intent continues to be the provision of interventions in
order to help the student perform successfully in the general education environment.
The ESE teacher will act as the primary case manager and assist with documentation, intervention
design, implementation, and follow up. Reviews, interviews, observations and testing will be done
to further define and analyze the area of concern. Interventions are designed and data are gathered
frequently to evaluate effectiveness.
Parent input continues to be a critical component at Tier III. Tiers II and III of this model are
connected. There are, however, primary distinctions between Tiers II and III:
1. Tier III instruction occurs in addition to Tiers I and II. For elementary reading, this means
pullout reading support.
2. Tier III instruction occurs daily for a specified amount of time.
3. Tier III instruction is delivered by a trained individual.
4. Tier III instruction must include face-to-face direct instruction by the teacher and the
teacher must administer and review progress monitoring information.
5. A calendar must be kept documenting the days the student actually receives Tier III
instruction and noting when interruptions prevent such instruction.
PSM Tier III Activities:
1. Define the Student’s Performance Profile.
At Tier III, the IST reviews all information. The following activities are completed to fully define the
area(s) of concern:
 Identify Area of Concern: Derive a general description of the concern or the current difficulty
the student is having. ALL concerns are noted at this time, but if there are concerns in
multiple areas, these concerns must be prioritized and a target area selected.
30




Define the Area(s) of Concern: Define the area(s) of concern in concrete, observable terms.
This definition must be clear and recognizable by observers and must include examples of
the concern(s).
Validate the Area(s) of Concern: This requires the use of a standard so that comparisons can
be made between what the student is actually able to do as compared to what is expected.
This serves as the foundation for determining a discrepancy and the magnitude of the
concern. This involves charting/graphing the student’s performance against the
performance of peers and against the necessary growth to reach benchmark level.
Analyze the Area Targeted for Instruction/Intervention: Assessment questions are
formulated to find out what we need to know to design an intervention plan. This includes
looking at instruction, curriculum, environment, and the learner. A hypothesis is generated.
This hypothesis attempts to establish an assumed cause for the area of concern and answer
the question, “Why is the student performing at a level of concern?” Predictions about what
will increase the student’s performance in the area(s) of concern are made and assessment
procedures are used for validation until an intervention is indicated.
Write a Performance Statement: The performance statement includes a specific area of
performance, the level of the expected performance, and when/where the performance will
occur.
2. Develop a Plan
The IST develops a written intervention plan based on the assessment data that has been gathered
up to this point.
 Generate Possible Solutions: This step requires the team to use the information gathered
from the analysis of the area targeted for instruction/intervention. Based on the hypothesis
and validated prediction, the team should have specific guidance as to what intervention
has the highest likelihood of success.
 Evaluate the Solutions: Potential solutions should consider alterable variables, feasibility,
teacher skills, and the likelihood of success. Resources to conduct the intervention must be
considered and a solution must be selected that is reasonable within the general education
environment.
 Select a Solution: When selecting reasonable solutions, it is important to take into account
the feasibility that the teacher can or will implement the plan with fidelity. Plans that cannot
be implemented the way they were designed will not generate much, if any, usable
information for decision making at a later time.
 Set A Goal: Baseline data should already be available. Write a goal including the time frame,
conditions, performance, and criterion. Previous data should be considered utilizing a
standard to establish expected progress (i.e. peer performance, teacher expectations,
realistic /ambitious growth rates).
 Write an Intervention Plan: The intervention plan should clearly identify procedures and
instructional strategies to be used. Arrangements such as where and when the plan will be
implemented and the materials needed to carry out the plan should be delineated. Persons
responsible for all aspects of the plan are identified. It is essential that this plan is written
and available to all individuals involved in the implementation of the plan.
31


Select a Measurement Strategy: The measurement strategy employed previously should
again be utilized with methods of data collection, measurement conditions, and a clearly
identified progress monitoring schedule (eg. Bi-weekly, monthly)
Plan to Evaluate Effectiveness: A decision-making plan with frequent data collection should
be identified also with strategies for summarizing the data for evaluation. The number of
data points or length of time before data analysis occurs should be agreed upon and a
decision rule should be selected to guide the team in determining the need for instructional
changes.
3. Implement the Plan
The intervention plan must be implemented as designed with modifications based on data analysis
and in collaboration with other implementers. Implementation of the plan will require ongoing
support, review, positive reinforcement and data collection and/or analysis. All implemented plans
much be progress monitored.
Progress monitoring includes regular and frequent data collection with recording/graphing of the
results. Data should be systematically analyzed so that modifications may be implemented as
needed. There should also be a planned review of the results to formulate conclusions and outcome
decisions.
4. Evaluate Progress
To determine the intervention’s effectiveness, the student’s level of performance and the rate of
the student’s progress must be reviewed. Possible outcomes when evaluating an intervention
include:




The discrepancy between expected and observed behavior of the student no longer exists.
The student is expected to benefit from instruction in general education without significant
modifications or adaptations.
The student is making progress toward the goal, but continues to need the intervention in
order to maintain the current rate of progress.
The student is not making progress at the rate expected and the plan needs to be revised or
modified in order to obtain the expected rate of progress. The purpose of ongoing, frequent
progress monitoring is to provide the necessary data for making instructional changes when
they are warranted. A successful intervention may have multiple phases as changes (based
on data) are made. It may also be determined that a Child Study Team should be convened
on this student.
One other possible outcome may be that the intervention is successful but the resources
needed to maintain the intervention are beyond what can be reasonable continued in
general education. This may also warrant the convening of a Child Study Team.
When an ongoing review of performance in the area of concern indicates change has occurred more
slowly than needed to “close the gap” with peers or when resources needed for treatment plans are
32
more than can be expiated solely through general deduction, it is time to consider convening a Child
Study Team (CST) and OPENING THE ESE DOOR.
5. Child Study Team (CST)
Who determines when to convene a Child Study Team to consider eligibility for ESE services?
The Intervention Support Team makes this decision collaboratively. The decision is based upon the
data indicating the student’s response to intervention and the layering of support the student is
receiving. The composition of the CST is the same as the IST, except the parents, psychologist and
District ESE Specialist are needed.
Things to Consider Prior to Convening a Child Study Team:




Are there multiple data points indicating student’s insufficient response to the interventions?
Do the progress monitoring data points align with the targeted area of need?
Were the interventions implemented with fidelity? This means: Were the parameters of the
research-based program followed; Were all of the components used; Was the required time
adhered to? When a teacher chooses to do only part of a program, the program is not being
implemented with fidelity. Unfortunately, this is not about how hard a teacher worked but
about how well the process was followed and whether or not the student responded with
improved achievement.
Is there evidence that the intervention was modified based on progress monitoring data to
assure the best implementation of the intervention?
Does the graphical information clearly show the expected achievement, the achievement of
the other students in the class, the achievement of other students participating in the same
intervention (if applicable) and the targeted student’s achievement?
6. Process for Moving to a Child Study Team

The Intervention Support Team determines that:
o The student was provided with well delivered, scientific research-based general
education instruction and interventions of reasonable intensity and duration with
evidence of implementation fidelity;
o The student’s rate of progress is insufficient OR the student requires sustained and
substantial effort to close the gap with typical peers or academic expectations for the
chronological age or grade level in which the student is currently enrolled;
o Immediate intervention is required to address an acute onset of an internal
emotional/behavioral characteristic demonstrated by an inability to maintain adequate
performance in the educational environment that cannot be explained by physical,
sensory, socio-cultural, developmental, medical, or health (with the exception of mental
health) factors; and must demonstrate Feelings of sadness, or frequent crying, or
restlessness, or loss of interest in friends and/or school work, or mood swings, or erratic
behavior; or the presence of symptoms such as fears, phobias, or excessive worrying
and anxiety regarding personal or school problems; or behaviors that result from
33





thoughts and feelings that are inconsistent with actual events or circumstances, or
difficulty maintaining normal thought processes, or excessive levels of withdrawal from
persons or events; or external factors characterized by:
 An inability to build or maintain satisfactory interpersonal relationships with
peers, teachers, and other adults in the school setting; or
 behaviors that are chronic and disruptive such as noncompliance, verbal and/or
physical aggression, and/or poorly developed social skills that are manifestations
of feelings, symptoms,
o OR severe social/behavioral deficits that require immediate intervention to prevent
harm to the student or others.
The general education interventions are not appropriate for a student who demonstrates a
speech disorder or severe cognitive, physical or sensory disorder.
The IST will review the student’s RtI folder, verify that all items on the Intervention Support
Team Folder Checklist are included and complete. If the decision is upheld that general
education interventions are not needed, the reason must be documented.
Graphical data must be included, such as assessments and peer comparisons.
A Child Study Team will then be scheduled at a time when a staffing specialist can be
present.
At the initial CST, the referral process to determine whether the student meets criteria as a
student with a disability begins.
o Parental consent for formal evaluation must be obtained and the Procedural Safeguards
information provided to the parents. The evaluation process, Psych-educational
Evaluation, must be completed within 60 days that the child is in attendance.
o The CST will review all data and the staffing specialist will complete the CST Problem
Solving Process Review. This will indicate if any additional data must be collected.
o An eligibility staffing meeting will be scheduled.
 At the eligibility staffing, the staffing committee will determine based upon
all data reviewed:
 That the student meets/does not meet eligibility criteria for an
Exceptional Student Education program, or
 The student is suspected of having a learning disability.
 A request for additional time evaluation may be granted by the parent(s).
 An Individual Educational Plan (IEP) will be defined at this meeting and
services will be determined and scheduled.
 The meeting may result with a recommendation for change of placement to
a more restrictive setting which may be the appropriate least restrictive
environment for the student.
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FORM: Tier III Academic Intervention Plan
Student Name: ______________________________ Teacher Name: ________________________
Beginning Date: _____________________
Tier III academic intervention MUST occur daily for a minimum of 10-20 (depending on area)
minutes beyond core instruction. Tier II intervention should be continued.
BASELINE PERFORMANCE:
The student will:
(Goal Statement: Describe in observable, measurable terms)
Short-term Progress Goal:
What Tier III interventions are planned to teach/remediate this skill?
What materials will be used to assist with the intervention?
What is the setting of the intervention?
Place/amount of time/frequency?
How will you measure the student’s progress toward the goal?
(attach Progress Monitoring Data Form and Intervention Calendar)
Who will implement? _________________________________________________
Tier II instruction must be continued as the intensity of intervention is increased to Tier III. If the
teacher has questions about or experiences difficulty with the administration of the intervention or
progress monitoring, s/he should contact _______________________ for assistance.
Date progress toward goal will be reviewed by the IST: _______________________________
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FORM: Tier III Intervention Plan for Behavior
Tier III intervention is in addition to Tier II intervention. Continue Tiers I and II.
Student Name: ______________________________ Teacher Name: ________________________
Beginning Date: _____________________
Current Behavioral Performance (baseline):
When (specify conditions):
The student will:
(Goal Statement: Describe in observable, measurable terms)
Short-term Progress Goal:
What preventive strategies will you use?
Setting and time of intervention?
What replacement behaviors will you teach?
(What will you teach the student to do instead?)
What incentives and/or consequences will be used to increase or decrease the behavior?
How often and how will you measure the progress of the desired behavior?
(Attach Progress Monitoring Data Form and Intervention Calendar)
How will the results of the interventions be determined?
Who will implement? _____________________________________________
Tier II intervention must be continued as the intensity of intervention is increased to Tier III. Contact
_______________________ for assistance.
Date progress toward goal will be reviewed by the IST: _______________________________
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Possible Interventions by Tiers (Not an all-inclusive list but is meant to provide guidance as
intervention is planned.)
Tier 1: Academic
Core Curriculum: All Students
• Core Curriculum
o Reading Curriculum
o Math Curriculum
o Reteach option
• Whole Class and Small Group Teaching Strategies
(NOTE: Small group flexible grouping based on student need is an expectation in Tier I)
o Direct Instruction in the five areas of reading as needed based on class data (phonemic awareness, phonics,
fluency, vocabulary, comprehension)
o Spelling patterns, word work, repeated readings, choral reading, roots and affixes, retelling/story mapping
o Interactive Word Wall
o Oral Language Development
o Literacy Stations
o Computer Assisted Instruction (Pearson SuccessMaker, FCAT Explorer)
o Sound/Spelling Cards
o Differentiated Instruction, Direct Instruction, Cooperative Learning, Small Group Instruction, Homogenous
grouping
o Math Manipulatives
o Explicit Math Instruction – use of graphic models
o Recall of basic facts (addition, subtraction, multiplication, division) as appropriate to grade
o Math Centers
o Thinking Maps
o Think Aloud
o Higher Order Thinking Skills
• Progress Monitoring
o School-wide assessments (Discovery, FAIR) three times per year
o More often if teacher has targeted an area to address
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Tier 1: Behavioral
Universal Interventions: All Settings and All Students
• School-wide expectations and rules
o Stated in observable, measurable, and positive terms
o Conscious Discipline
• Social Skills
o Model and teach acceptable ways to obtain attention and how to ask for assistance
o Teach communication skills
o Model respect
• Classroom Management Techniques
o Classroom Behavior Plan
o Greet students by name at the door
o Provide frequent positive attention
o Ignore inappropriate behavior while reinforcing a peer who is practicing expected behavior
o Build “wiggle” breaks into schedule
o Alternate teaching strategies to maintain attention span
o Develop clear procedures for classroom tasks
• Character Education Curriculum
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Tier 2: Academic
Strategic Intervention: Students not responding to core curriculum
Small group, targeted, may include technology assisted instruction
Tier 2 strategies must be intensified (smaller group size, more explicit instruction, more time, additional or
alternate materials) as identified by increased diagnosis of need.
Progress monitoring is aligned to identified needs and must occur bi-weekly or weekly to determine student
response to intervention.
Tier 2 intervention occurs in addition to, not in place of, Tier 1.
• Small Group (diagnosis, targeted instruction, and intensity must exceed Tier I small group)
o Targeted and documented intervention within the 90 minute reading block that is in addition to core
instruction
o Scaffolded support with ELL and Below Level support materials that are part of the adopted text
o Additional small group instruction in math or reading – targeted to a data identified need
o SRA Reading Lab (Must specify minutes per day and must serve as a follow-up to direct instruction)
• Targeted
o Reading fluency interventions (repeated reading, listening passage preview) specifically targeted to a small
group, which includes the Tier 2 student
o Extended learning (e.g. after school)
o Flashcard practice
• Technology Assisted Instruction
o Pearson SuccessMaker (to be purchased) (student works additional time on strand(s) identified as weakness)
o FCAT Explorer (student works additional time on identified area(s))
o HearBuilder (to be purchased) Listening and ordered thinking skills
• Progress Monitoring
o Bi-weekly or more often (ex. FAIR Ongoing Progress Monitoring Blackline Kit, Oral Reading Fluency (ORF)
Benchmarks – DIBELS, STAR Math, other Curriculum Based Measurement)
o Maintain Data on Progress Monitoring Data Chart
o Maintain an Intervention Scheduler documenting when the intervention is delivered. Be specific as to the
concept and material used.
• Individualized Diagnostic Assessment (required prior to increasing intensity to Tier 3) This will be administered
by the Reading Coach
o Early Reading Diagnostic Assessment (ERDA) – Reading, K-3
o Diagnostic Assessments of Reading (DAR) – Reading, 4-12
o Group Mathematics Assessment and Diagnostic Evaluation (GMADE) – Math, K-12
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Tier 2: Behavioral
Targeted Group Interventions: Some Students (At-Risk)
• Small group counseling
o Provided by guidance counselors, school psychologists; Topics determined by student need
• Small group behavior intervention plan
o PBS targeted interventions
o Bullying prevention
o Use board and card games (e.g., Sorry, Candy Land, UNO, Go Fish) with small groups to teach social skills
o Conscious Discipline
• Classroom Management
o Individualized daily note home
o Altered routine (special tasks, shorter work periods with activity interspersed, etc.)
o Specialized Goal Chart or Written Out Schedule
• Other
o Mentor
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Tier 3: Academic
Specific Intensive Interventions: Students not responding to Tier 2
Increase frequency, duration, and monitoring
Individual student or small group not to exceed 3
Tier 3 instruction occurs outside the period of time designated for core instruction. It is in addition to targeted
instruction offered during class. Instruction must be targeted to data identified needs based on progress
monitoring and diagnostic information. Instruction should address one or two areas at a time to insure the
ability to progress monitor response. A blanket approach with many targeted areas is not appropriate for Tier
3.
Tier 3 instruction is offered daily (5 x per week).
• Specific Intensive Interventions
o Increased Frequency, Duration, and Monitoring of Interventions
o Corrective Reading
o Tutoring by trained paraprofessional or volunteer in addition to targeted instruction from the teacher –
tutoring must be explicit, from an approved material/program, and strategy must be research-based
o Extended use of math manipulatives – explicitly aligned to the targeted area of need
o Modified Curriculum – e.g. using a lower grade level for core instruction, based upon a diagnostic and a
placement test
o GOMath Intensive Intervention Kit
• Targeted
o Extended learning (e.g. after school) with specific targeted intervention
• Technology Assisted Instruction
o Pearson SuccessMaker (student works additional time on strand(s) identified as weakness) in addition to
extended direct instruction time (elementary)
o GOMath Soar to Success
o FCAT Explorer (student works additional time on identified area(s)) in addition to extended direct instruction
time
• Progress Monitoring
o Weekly – Curriculum Based Measurement aligned to targeted skill area
o Maintain Data on Progress Monitoring Data Chart
o Maintain an intervention Calendar documenting when the intervention is delivered.
• Individualized Diagnostic Assessment (if not done in Tier 2) - Administered by Reading Coach
o ERDA – Reading, K-3
o DAR – Reading, 4-12
o GMADE – Math, K-12
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Tier 3: Behavioral
Intensive
• Behavior Intervention Plan (BIP) based on formal Functional Behavioral Assessment (FBA) data
• Individual counseling
o Provided by school counselors
o Regularly scheduled, targeted counseling
• Individual Interventions
o Student earns time to visit preferred adult on campus
o Check in/Check out system (increased intensity)
o Share control by offering choices (e.g., “Would you be a better listener sitting here or here?”)
o Daily Assignment Sheet
• Other
o Mentor – assurance that mentor contacts a minimum of twice per week and that this is an effective
intervention
If collected data shows insufficient response to Tiers 1, 2, and 3 interventions OR the layering of interventions
is non-sustainable, then the IST may wish to consider convening a Child Study Team to consider ESE eligibility.
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