Tier III RtI Team Process & Guidelines
Within Responsiveness to Instruction (RtI)
Melissa Bunn, Elementary Tier III RtI Program Facilitator
mcbunn@wcpss.net / 919-858-3232
Cecil Coates, Secondary Tier III RtI Program Facilitator
ccoates@wcpss.net / 919-858-3231
Tier III RtI Blackboard Website
(http://blackboard.wcpss.net/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_4088_1)
Counseling and Student Services
110 Corning Road ♦ Cary, NC 27518
919-858-1708 / FAX: 919-858-1700
Tier III RtI Team Process & Guidelines
Tier III RtI Team Goal
Tier III RtI is a process of supporting students through the use of teacher collaboration with Tier III RtI case managers
and/or other school specialists that implement interventions to help students succeed in the regular education classroom.
Tier III RtI Purpose
Every Wake County school has a Tier III RtI (SST) Team whose goal is to strengthen and support the individual student, in
the regular education classroom, by developing and implementing a holistic, collaborative plan utilizing strategies that
may be school-based , community-based and/or scientific research-based depending on the availability of resources
most likely to enhance the student's success. The team intervenes as early as possible when there is concern about a
student's success and through development of the student action plan and progress monitoring, attempts to prevent
decline in a student's progress and support future success.
Tier III RtI Team Members
 Grade level Professional Learning Team
 Student’s teacher(s)
 School Specialists (Literacy coach, Interventionist, ESL teacher or other)
 Administrator
 School Psychologist
 School Counselor
 School Social Worker (as needed)
 School Nurse (as needed)
 Parent/Guardian(s)
 Student (usually middle & high school)
Tier III RtI Coordinator Responsibilities
Primary Roles:
• Attend the centrally offered Tier III RtI Team Coordinator meetings.
• Be knowledgeable of WCPSS’ RtI process.
• Work with school administration to plan school-based training for staff regarding the Tier III RtI process.
• Train staff and/or key team members on the use of Tier III RtI. The use EASiRtI is required.
Secondary Roles:
• Coordinate with other school staff to provide information regarding Tier III RtI.
• Demonstrate general knowledge of school’s screening process and interventions provided to students in the RtI
process.
• Delegate tasks to ensure the effective completion of team business (rotate roles of members to ensure that all
members equally participate in the process).
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Maintain accurate electronic records regarding student referrals to Tier III RtI, interventions, referrals to IEP
team, and other pertinent information.
• Continuously review data to assist in decision making regarding student progress.
• Serve as the local “first responder” resource for school-based Tier III RtI users.
• Resolve simple process or technical questions related to Tier III RtI.
• Refers technical issues to the RtI Program Facilitator.
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Tier III RtI Case Manager Responsibilities
The purpose of this role is to ensure that the student’s action plan: 1) takes into account the needs of all parties involve
in the plan; 2) is communicated to and understood by teacher(s), student, parent(s) / guardian(s) and others; and 3) is
implemented by individuals charged with carrying out various aspects of the plan.
The team member who serves in this capacity agrees to perform the following duties and responsibilities:
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Share the Tier III RtI process with the parent(s) / guardian(s) and the teacher(s) of the student.
Suggest possible sources of support or interventions prior to and after the Tier III RtI meeting.
Assist the teacher and the family in gathering information prior to the Tier III RtI meeting about what helps or
hinders the student’s learning.
Serve as an advocate for the student, teacher and parent(s) / guardian(s) at the Tier III RtI meeting as a plan is
developed to assist the student.
Provide monitoring of each student’s plan assigned to him/her.
Tier III RtI Team Member Responsibilities
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Advocate that colleagues use the Tier III RtI Process in their school as an early intervention for students.
Be knowledgeable about the RtI Process.
Understand the EASi RtI application and its use as a way to document student information and classroom
interventions.
Attend scheduled Tier III RtI meetings regularly.
Maintain the norms and expectations set forth by the team regarding effective team behaviors.
Identify team issues, concerns and strategies to enhance and evaluate team progress.
Raise pertinent issues as needed about team functions norms, confidentiality, etc. in order to ensure greater
team effectiveness.
Tier III RtI Recorder: The purpose of a recorder is to ensure that the work of the team is documented in the EASi RtI
system for future reference, whether for planning, reviewing or evaluating the team’s work with students. Primary
responsibilities: 1) enter meeting information into EASi RtI, 2) provide copy of action plan to parent(s) / guardian(s) and
place in the Tier III RtI (pink) folder, 3) remind team members they can view the Tier III RtI plan on EASi RtI.
Tier III RtI Coordinator/ Facilitator: Facilitating the meeting includes such tasks as, leading the discussion, and
protecting the integrity of the meeting and its purpose. Primary responsibilities: 1) serving as primary lead in guiding the
problem solving/decision making process during the meetings, 2) keeping the team focused and within agree upon time
limits while respecting everyone’s views and input.
Responsiveness to Instruction
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Responsiveness to Instruction (RtI) Process
Data-Based Decision Making- Data leads to appropriate support and strategic instruction for all students.
In a
tiered process, the first level of data collection is screening. Decisions then are made to determine which students are at
risk of their needs not being met. Determinations are made regarding the existence and significance of any problem.
Looking at this information a team may decide: if the delivery of the core curriculum should be altered, if more
information is needed, or if supplemental instruction needs to be added. Data that is collected throughout RtI practices
will also inform the school whether or not the problem exists as a result of the classroom environment, intervention,
curriculum, instruction, or learner.
Screening / Data- screening of students’ enables educators to establish an academic and behavioral baseline and to
identify learners who need additional support. Instructional decisions can then be made based on the screening results
to improve learner outcomes. Screening is the key to a prevention model, helping classroom teachers to differentiate
their instruction and/or provide early intervening services so that students can be assisted before they fall too far
behind.
Tiered Model of Delivery-General Core Instructions and Interventions
Tier I:
Core Instruction-the majority (80-90%) of school-aged students respond successfully to quality core instruction
in the general education classroom. Data is analyzed through universal screenings, attendance, grades, EOG/EOC
scores, behavior referrals, and retention records to determine percentage of students at different risk levels. At this
point, the teacher implements differentiated instruction plus strategies for the identified students. If progress
monitoring indicates a need for more intensive interventions, a Tier II intervention may be considered. Parents should
always be involved with their student’s academic and/or behavior plans.
Tier I Academic Core Instructional Practices & Behavior Practices (Classroom Teacher’s Role)
Academic Core Instructional Practices
Common Core State Standards
Research-based core instruction
Differentiated instruction
Fidelity of instruction
Screenings (to determine if students are meeting benchmarks
for grade or subject expectations)
Data analysis (review & analyze data plus utilize data from
formative assessments to monitor progress and inform
instruction)
Professional Learning Community
Parental Involvement & Communication
Academic Monitoring Tools Examples
Progress Reports
Interims
Report Cards
Pre-Post Test Scores
Formative & Summative Assessments
Behavior Practices
Classroom guidance lessons
Behavior expectations
Positive Behavior in Schools (PBIS)
Character Education Program
Behavior Monitoring Tools Examples
Weekly Progress Reports
Discipline Referrals
Counselor Referrals
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Parent / Guardian Role
 Family-school communication / involvement
 Parent/guardian is engaged in supporting student’s education at home/school and is recognized as essential to
the success of the school and student
Tier I Supplemental Elementary & Secondary Practices
Supplemental Elementary Tier I Practices
Professional Development
Purposeful Scheduling
Consultation with teachers, counselors, coaches,
specialists, and administrators
Positive Behavior Support in Schools (PBIS)
Mentoring Program
Blackboard
Monitoring Progress
Teacher/Student Conference
Common Grading Practices
Teacher made Formative Assessments
Other-
Supplemental Secondary Tier I Practices
Professional Development
Purposeful Scheduling
Consultation with teachers, counselors, coaches,
specialists, and administrators
Common Grading Practices
Positive Behavior Support in Schools (PBIS)
Mentoring Program
Blackboard
Monitoring Progress
Teacher/Student Conference
SMART Lunch Tutorials
Freshmen Orientation
Peer Tutoring
Teacher made Formative Assessments
Other-
Resources Available
►C-MAPP
►Textbooks
►Doing What Works (http://dww.ed.gov/ )
►Mentoring Minds (http://www.mentoringminds.com/ )
►Solution Tree (Mike Mattos / http://www.solution-tree.com/Public/Main.aspx )
►www.fcrr.org- offers free resources, such as lessons based on the five components of reading, research and assessment information (Literacy)
►Academic Interventions: http://www.interventioncentral.org/index.php/academic-resources
►Behavior Interventions: http://www.interventioncentral.org/index.php/behavorial-resources
►Classroom Resources: supplementary textbook materials, technology, teacher assistants, etc.
►School-wide Resources: volunteer programs, specialists, cross-age peer tutoring programs, before, during and after school programs, etc.
►District-wide Resources: content coaches may be deployed in reading, math, and science; the instructional technology specialist may have resources, etc.
►Home/Community-Based Resources: work-study assignments, community mental health services, business-school partnerships, etc.
Placement Options after Tier I
Is the student making sufficient progress after Tier I?
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If the student achieves significant progress, the teacher continues with core instruction plus monitoring
of progress.
If the student is making some progress yet achieves below grade-level expectations, he/she remains at
Tier I. The teacher continues strategies and/or implements another plan of action based on progress
monitoring data.
If the student is not making progress at the anticipated grade level, the student should be referred to
Tier II interventions.
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Tier II: Supplemental Small Group Strategic Instruction / Interventions in Addition to Core Instruction-Tier II
typically involves strategic “small-group” instruction that relies on evidence-based interventions that specify the
instructional procedures, duration (typically 10-15 weeks of 20- to 40minute sessions), and frequency (3 or 4 times per
week) of instruction. Tier II has at least three distinguishing characteristics: it is evidence-based; it relies entirely on
teacher-led small-group instruction rather than whole-class instruction; and it involves a clearly articulated, validated
intervention, which should be adhered to with fidelity. Tier II is expected to benefit a large majority of students (5-15%)
who do not respond to effective Tier I instruction. As evidenced by progress monitoring data, students who do not
benefit from the interventions provided under Tier II interventions may need more intensive instruction or an
individualized form of intervention, which can be provided at the Tier III level.
Tier II Academic Core Instructional Practices & Behavior Practices (Classroom Teacher’s Role)
Academic Core Instructional Practices
Targeted, specific research-based intervention supplemental
to core
Systemic & explicit instruction
Data analysis / on-going of Tier I assessments (diagnostic
assessments)
Parent communication
Personalized Education Plan (PEP)
Progress Monitoring
Professional Learning Community (PLT) Collaboration
Referral to School Counselor and/or other school specialists
Academic Monitoring Tools Examples
Classroom formative & summative assessments
Behavior Practices
Teacher-parent conference
Mentoring Program
PBIS
Small group sessions with school counselor
Behavior Monitoring Tools Examples
Discipline referrals
School counselor referrals
Behavior checklist
Progress monitoring
AIMSweb
mCLASS
Tier II: Supplemental, Strategic Instruction
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For students with “At Risk” indicators – Develop assessment plan (Digging Deeper) to define the problem and
determine most foundational skills needed. Use this assessment plan to generate goals for the students.
Share classroom or student data with Professional Learning Team (PLT) to create an instructional plan to support
students with similar needs, including flexible grouping and sharing instructional practices.
Review any services the students may be receiving or may qualify (ex. Tier II Literacy or Math Intervention, ESL)
Implement the instructional plan including strategies, materials, and resources such as progress monitoring
tools.
Contact parents to discuss student needs and concerns
Create Personal Education Plan (PEP) for students at risk for failure or not meeting benchmarks
After approx. 3 - 6 weeks
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Analyze the instructional plan by reviewing progress data to determine if students are responding to plan
Collaborate with school based resources who are knowledgeable about specific student needs such as
Interventionists and Tier III RtI Team (SST) case manager
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Continue, modify or discontinue instruction according to student needs – implement new plan if needed
Contact Parents to discuss students’ progress and plan of support
After approx. 3 - 6 weeks
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Analyze and review progress data to determine if students are responding to instructional plan
Continue, modify or discontinue instruction according to student need – implement new plan if needed
Contact parents to discuss students’ progress and plan of support
For students not responding to instructional plan, consider enlisting assistance from Tier III RtI
Is this a grade level objective or a basic skill that a student has yet to master? – Grade level objectives stay in PLT
discussions, foundational skills move to Tier III RtI level.
Parent / Guardian’s Role
 Increased communication with school
 Teacher-parent problem-solving
 Parent-school collaboration
Tier II Supplemental Elementary & Secondary Best Practices to Ensure Student Success
Elementary
Teacher-Parent Conference
Professional Development through PLT
Purposeful Scheduling
Mentoring Program
PBIS (Positive Behavior Support)
Other-
Secondary
Teacher-Parent Conference
Professional Development through PLT
Purposeful Scheduling
Mentoring Program
Academic Recovery Plan (NovaNet)
College Preparatory Success
PBIS (Positive Behavior Support)
Attendance Contracts
Peer Tutoring
Other-
Resources Available for Assisting in the Selection of Interventions for Tier II
Academic Interventions: http://www.interventioncentral.org/index.php/academic-resources
Behavior Interventions: http://www.interventioncentral.org/index.php/behavorial-resources
Recipe for Reading: Intervention Strategies for Struggling Readers (Bloom & Traub)
What Content-Area Teachers Should Know About Adolescent Literacy (National Institute for Literacy)
C-MAPP, Curriculum Management Application
Secondary Reading Intervention Resource from Literacy Department
Improving Reading, Academy of Reading
From Assessment to Instruction: K-5 Reading Notebook
Placement Options after Tier II Interventions
Is the student making sufficient progress after Tier II Interventions?
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If the student achieves significant progress, the teacher continues with core instruction plus monitoring of
progress.
If the student is making some progress yet achieves below grade-level expectations, he/she continues to
receive Tier II interventions. The teacher continues interventions and/or implements another plan of action
based on progress monitoring data.
If the student is not making progress at the anticipated level, the student should be referred to Tier III
intensive individualized interventions.
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Tier III: Intensive Instruction / Interventions plus Ongoing Assessments-Tier III is individualized to target each
student’s area(s) of need (1-5%). At the Tier III level, the teacher begins with a more intensive version of the instruction
/ intervention program than at the Tier II level. The teacher and/or the RtI Team conduct frequent progress monitoring
with each student. The RtI Team engages in a problem-solving process and by continually monitoring and modifying (as
needed) each student’s plan, the team is able to design an effective, individualized instructional program.
Tier III Academic Core Instructional Practices & Behavior Practices (Classroom Teacher’s Role)
Academic Core Instructional Practices
Intensive, targeted specific, research-based interventions supplemental
to core instruction (Interventions are planned to improve the level of
performance and the rate of progress of the individual student)
Data analysis (on-going of Tier I and II, Diagnostic Assessments)
Teacher seeks school-wide specialist for individualized instruction and/or
interventions
Parent communication
Professional Learning Community (PLT) Collaboration
Progress Monitoring
Fidelity of implementation
Referral to Tier III RtI (SST)
Academic Monitoring Tools Examples
Classroom formative & summative
assessments
Behavior Practices
Referral to SAP Counselor
Referral to school specialists (School Psychologists, School Social Worker)
Behavior Monitoring Tools
Discipline referrals
School counselor referrals
Behavior checklist
Progress Monitoring
Tier III: Individualized Intensive Instruction
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Tier III RtI Team (SST) reviews PEP or existing data on individual student who is not responding to targeted
instruction to define the problem and develop an assessment plan
Tier III RtI case manager schedules observation of student (Student Observation)
Case manager assist teacher with parent communication and gathering any social or developmental information
about student (Family Input)
An intervention plan is created for individual students including baseline data, short and long term goals, a plan
for intervention implementation, and progress monitoring. Students with behavior concerns will be given a
Functional Behavior Assessment in order to create a Behavior Intervention Plan
Implement intervention plan as scheduled
Case manager checks in with teachers weekly to ensure intervention fidelity and supports progress monitoring
After approx. 3 - 6 weeks
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Review and analyze progress monitoring data to determine if student is responding to intervention plan
Continue, modify or discontinue intervention plan according to student needs – implement new plan if needed
Continue process of support until the data shows the student is reaching grade level expectations, not
responding to the intervention plan or the rate of growth is so slow that the student will never catch up to his or
her peers
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Team meets to review student data and make decision on appropriate intensity of instruction which could include:
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discontinuation of the intervention plan if the student is successful and meeting instructional goals
continuation of current intervention plan or revised plan for the classroom or school-based intervention
specialists
continuation of intervention plan in conjunction with referral to special education chair/contact for
further evaluations
Parent / Guardian’s Role
 Increased communication with school
 Teacher-parent problem-solving
 Parent-school collaboration
Tier III Supplemental Elementary & Secondary Best Practices to Ensure Student Success
Elementary
Purposeful Scheduling
Mentoring Program
Tutoring Program
Referral to School Specialists
Other-
Secondary
Purposeful Scheduling
Mentoring Program
Tutoring Program
Summer School Program
Referral to School Specialists
Academic Recovery through Online Courses (NCVPS, NovaNet)
Other-
Intervention Resources
►Academic Interventions: http://www.interventioncentral.org/index.php/academic-resources
►Behavior Interventions: http://www.interventioncentral.org/index.php/behavorial-resources
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Questions to Consider
 Has documentation been collected on students’ level of performance? (Tier III RtI: Request)
 Has student’s data been brought in to review and make recommendations
 Has student’s hearing/vision been ruled out as interfering with learning? (Tier III RtI: Health-Medical
Screenings)
 Are there any medical issues impeding the student’s learning? (Tier III RtI: Health-Medical Screenings)
 Has the parent been contacted about Tier 2 concerns? (Tier III RtI: Communication)
 Has historical information, from parent, about student’s history been collected? (Tier III RtI: Family
Input)
Tier III RtI Team
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The team will meet about the student to formulate an Intervention Plan
The Intervention Plan and Progress Monitoring will be implemented with the collaboration of Tier III RtI
members and teachers
The case manager will check in with the teacher weekly to ensure the fidelity of the Intervention Plan
and to assist with the interventions and/or data collection
The team will analyze the intervention data to determine if the interventions are working, if insufficient
growth is seen, the plan maybe adjusted (increase time of sessions, increase frequency of sessions,
minimize groups size, etc.)
Continue parent communication
Determine next steps to support student success (continue intervention, adjust, implement new
intervention, etc.)
Best Practices for the Tier III RtI Team
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Assist in helping families and others to feel welcome and an integral part of the process.
Review existing data
Utilize own area of expertise in development of a student’s academic success and general well being.
Ask critical questions that help the team to gather pertinent information about the ‘whole child’ and
his/her unique situation.
Remain open to alternative methods of intervention and strategies, (i.e., think outside the box).
Constantly seek solutions to the issues and concerns facing students and prepare to share effective
strategies.
Assist the team in making a plan for a student that both enhances the student’s strengths and identifies
changes needed for greater student achievement.
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Tier III RtI Intervention Plan
The Tier III RtI Team meets to create an Intervention Plan. The Tier III RtI Goals include:
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Determine that the focus for instruction is accurate.
Determine a target goal.
Determine what intervention will best meet the student’s needs.
Decide on who will be providing the intervention.
Determine the time and place for the intervention.
Determine a plan for monitoring progress including who will be responsible.
*Documentation Required – EASi RtI
Step I:
Define the
Problem
Develop an academic
and/or behavioral
definition of problem
Step 7:
Step 2:
Analysis of the
Develop an
Intervention Plan
Assessment Plan
Make a team decision on
the effectiveness of the
intervention
Generate a hypothesis &
assessment questions
related to the problem
Step 6:
Implement the
Data
Intervention Plan
Provide strategies,
materials, & resources;
include progress
monitoring
Step 5:
Step 3:
Analysis of the
Assessment Plan
Determine if problem is
correctly defined
Develop an
Intervention Plan
Base interventions on best
practices & researchproven strategies
Step 4: Generate a Goal
Statement
Specific description of the
changes expected in
student academics /
behavior
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Implementing & Analyzing Interventions
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Case manager and teacher will “check in” weekly
Discuss progress monitoring and fidelity
Consider “school experts” who can assist
Make adjustments to intervention as needed
Consider a new intervention to match the identified needs of the student
Questions to Consider
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Are the interventions being implemented as designed at the meeting?
Are there additional supports/resources that are needed?
Does the data indicate that the intervention is effective?
Is the frequency of the intervention implementation being recorded?
Placement Options after Tier III Interventions
Is the student making sufficient progress after Tier III Interventions?
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If the student achieves the benchmark goal for the targeted skill, he/she may exit to Tier II if the team
feels he/she needs continued support before returning to Tier I.
If the student is making some progress yet remains below grade-level expectations, he/she may
continue to receive the Tier III interventions for a longer period and interventions may be modified
based on the student’s rate of response.
If the student demonstrates limited progress, the Tier III RtI team continues on-going intensive
interventions and instruction. Based on student outcomes, the team may consider a referral to Tier IV.
Note: If the student demonstrates severely limited progress, the Tier III RtI team determines if a referral is
warranted for consideration to the following: Special Education or 504 Plan or other. Tier III interventions
continue through the assessment process.
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When Should a Student be referred to Special Education?
►After careful discussion and review of the data collected during Tiers I, II, III, the Tier III RtI team may
decide that there is sufficient information to warrant a consideration for a referral to special education.
In this case, the Tier III RtI team lists the reasons they made a referral to special education (e.g., student
has not responded to intervention, student is far behind his/her peers). Once the referral is made to
Special Education, Special Education invites the parent and/or guardian to an initial referral meeting.
►To prevent additional academic and/or behavioral problems, the Tier III RtI team must initiate and/or
continue to offer intensive individualized academic and/or behavioral instructional strategies that the
classroom teacher and interventionist can implement during the referral process.
►Students may also be considered for referral to Section 504 if the need for special education has been
ruled out.
Notes:
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If the student demonstrates severely limited progress, the Tier III RtI team determines if a referral is
warranted for consideration to the following: Special Education or 504 Plan or other. Tier III
interventions continue through the assessment process.
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The 90 day timeline begins upon receipt of the written referral.
*Remember…just because a child in not on grade level/meeting benchmarks does not mean they are in need of special education.
Policies Governing Special Education
IDEA 2007 requires—
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Two scientific research-based interventions to address skill deficiency and documentation of the
results of the interventions, including progress monitoring documentation.
This means—
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Students must have a plan with data to prove he/she has not responded to regular classroom
instruction or direct, strategic interventions.
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Progress Monitoring
Progress monitoring is a scientifically based practice used to assess students’ academic performance and evaluate the
effectiveness of instruction. Progress monitoring documents student growth over time to determine whether the
student is progressing as expected in the core curriculum.
Characteristics of Progress Monitoring
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Simple
Accurate
Efficient
Generalized
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Reliable
Valid
Predictive
Sensitive
In Tier I, monitoring progress is recommended in addition to general screening/benchmarking measures for those atrisk students that were not performing in the accordance with standards.
Analysis of the monitoring progress will expose false positives, (students that appear to have skill deficits but do not) and
false negatives (students that do not appear to have skill deficits, but do). Unidentified, false positives result in an over
identification of students in need of strategic or intensive interventions that can be costly and time consuming. False
negatives, on the other hand, can result in an under identification of students in need of Tier II or Tier III interventions.
The data collected during monitoring progress at Tier I to at-risk students helps teams make informed decisions at the
classroom level. These data provide a picture of the student’s performance and rate of growth to inform instructional
and curricular changes so that every student reaches proficiency on targeted skills. Students who do not reach a
proficiency level at Tier I will need more strategic interventions. Lack of responsiveness is defined as the rate of
improvement, or a progress slope, that is not sufficient for the student to become proficient with state standards
without more interventions. Five weeks or more after progress monitoring has been initiated for at-risk students is
suggested as a sufficient period to review lack of responsiveness at Tier I. The decision to advance to Tier II is based
upon an analysis of the progress monitoring data and a determination of a lack of responsiveness at Tier I.
At Tier
II, monitoring progress involves reviewing existing data of the student’s performance and progress using CBM
tools. Monitoring progress is done more frequently at Tier II than Tier I, usually occurring at least two times per month,
or more frequently as determined by the decision making team. Data gathered through Tier II progress monitoring
informs teams of modifications needed to student intervention plans. For example, if monitoring progress data reflects
student performance below the goal line over four consecutive periods of data collection, the amount and frequency of
the intervention should be increased, or new strategic interventions should be added.
Students who are successful at Tier II may be reintegrated in to Tier I. However, for a small percentage of students, Tier
II interventions will not be enough. If a student is not meeting proficiency after it is determined that Tier II strategic
interventions have been implemented with fidelity, the student will require intensive interventions at Tier III.
Progress monitoring at Tier III is completed more frequently, at least on a weekly basis. An example of an intervention
plan at Tier III may include two 30-minute sessions daily, in addition to the interventions the student is receiving in the
core curriculum.
Prior to selecting intensive interventions, targeted assessments are typically conducted when a student enters Tier III.
These assessments use direct measures in addition to analysis of RtI data to provide more in-depth information about a
student’s instructional needs and are used to identify the student’s skill deficits. Targeted assessments may be
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administered by reading specialists, Title I teachers, school psychologists, special education teachers, specially trained
general education teachers, or other specialists. Targeted assessments include the use of interviews, observations, error
analysis techniques, CBMs, CBM Mastery measures, which are used to target a very narrow skill, other standardized
assessments, and/or functional behavioral assessments.
Students who are successful at Tier III may be returned to previous tiers and/or the core curriculum. Students who are
not successful after multiple Tier II intensive interventions must be considered for a referral for special education
evaluation, 504 Plan and/or other long-term planning.
Types of Progress Monitoring
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Curriculum-Based Measurement (CBM): are primarily used as a method for progress monitoring and
are characterized as brief, easy to administer and score, and produce measures that are good predictors
of a student’s academic ability. CBMs are used for both screening/benchmarking and progress
monitoring. Other measures of student performance such as classroom observations, state-wide and
district-wide assessments, and other standardized testing may be considered when measuring the
effectiveness of the interventions provided.
AIMSweb-is a benchmark and progress monitoring system based on direct, frequent and continuous
student assessment. The results can be reported to students, parents, teachers and administrators via a
web-based data management and reporting system to determine responsiveness to instruction.
mCLASS-the purpose of administering mCLASS is to predict which children are at risk of later reading
difficulties, and then we must monitor to see how well our intervention efforts are doing in helping our
students reach critical reading milestones. The most important characteristic of using DIBELS is its
capacity to monitor the progress of students while they are receiving intervention instruction.
Importance of Progress Monitoring
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Progress monitoring or formative evaluation is a crucial component of the RtI process. Tracking and
evaluating student progress during intervention is important because the information helps determine if
the student is responding to the intervention. Progress monitoring creates the data used to make
decisions about the type and form of instruction or targeted assistance—the intervention—provided to
a low-achieving student, and how well it is working. It is a means to determine when and if an
intervention should continue, be modified, or stopped, and a different intervention begun. This is
particularly crucial in Tiers II and III, when the intervention is more systematic.
The lack of a documented progress monitoring process is fatal to an intervention and the support team
process. Teacher support for and participation in the support team process may suffer if failing
interventions cause teachers to view the support team as ineffective.
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Benefits of Progress Monitoring
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Accelerated learning because students are receiving more appropriate instruction.
Helps informed instructional decisions.
Documentation of student progress for accountability purposes.
Higher expectations for students by teachers.
More appropriate special education referrals.
Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional
techniques and goals that, together, move all students to faster attainment of important standards of
achievement.
Increase motivation when students are involved in tracking their scores.
Progress Monitoring General Outcomes Tools Chart
For more information on progress monitoring tools and their reliability, validity, administration, scoring time and
scoring key, visit the following website: (http://www.rti4success.org/progressMonitoringTools )
Progress Monitoring Examples
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Intervention Central (Free)
Easy CBM (Free)
DIBELS (Free & Cost)
AIMSweb (Cost)
CBM in Reading (Cost)
mCLASS Math (Cost)
Yearly Progress Pro (Cost)
Vanderbilt RtI Monitor (Cost)
Ed Checkup (Cost)
16
Fidelity of Implementation
Fidelity of implementation (implementation integrity) is the degree to which something is implemented as designed,
intended and planned. In terms of classroom instruction, implementation integrity refers to the delivery of instruction
in the way that it was designed to be delivered.
When plans, methods, or programs are implemented as planned, outcomes and data are established as being reliable
and valid. In order for schools to establish accountability for student outcomes, it is critical to evaluate and document
fidelity of implementation.
Without fidelity checks, decisions can be based on data that is no longer reliable as an outcome of the process. To
ensure valid and reliable data upon which to base educational decisions at the individual and system level, fidelity
checks are absolutely essential. The continued full implementation of the RTI process, of prevention and intervention
activities, and of assessment is dependent upon adherence to the plan, implementation fidelity.
Fidelity of implementation is functionally related to the extent to which what is being implemented is acceptable by
those implementing a plan. For example, if only 30% of the school staff understand and accept the RTI process as one
that will increase learning, support teaching and instruction, and decrease student failure, then the chances of RTI being
implemented as a collaborative effort are very limited. The building principal and the 30% of staff could plan for RTI
components and ask all staff to implement it, as well as interventions, but it is very likely that the 70% from whom there
is no “buy in” for the process will not adhere to implementing consistently over time. Thus, from a fidelity standpoint, it
is not advisable to begin an RTI process unless your whole staff has an understanding of the process and the majority (at
least 70%) agrees that it will improve upon student chances for success.
How is Fidelity/Integrity Measured?
A number of strategies that range from direct to indirect approaches are available for monitoring fidelity/integrity:
Direct Observation-usually by outside person who uses a check list to evaluate whether specific procedures are being
used as planned or trained. An example is when a principal observes teachers as part of an evaluation.
Behavior Rating Scales-usually a self-report whereby the person reports on a rating scale how often and how accurately
a procedure is done.
Self-reporting Strategies-usually a checklist that lists all components that the person checks off as each component is
implemented.
Permanent Products-documents generated by the process that can be collected and reviewed; for example in
assessment, the testing protocol and scoring is collected and a certain number of the protocols are checked for correct
scoring.
Manualized Interventions, Assessments-an implementation manual that is explicit by defining and listing steps in an
intervention, assessment, or other plan. Many times the manual provides a specific script of what to say. Generally, the
more specific the manual, the greater the potential for fidelity of implementation.
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Four Activities to Assess Fidelity
1. The RtI Process Implementation Fidelity
RtI Process Implementation Fidelity is necessary in order to allow school staff and parents to:
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Trust the system and the data
Understand accountability
Clearly articulate roles and responsibilities
Use feedback from parents
Evaluate continuous improvement
Document student improvement
Implementing the RtI Process with Fidelity means to:
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Effectively define an instructional tool for remediation
Tie intervention to a specific area of weakness
Determine timelines
Accurately and consistently identify students for tiers
Accurately measure skills in area of concern
Use integrity in data collection
Collect the right data for decision-making purposes
Deliver assurance
Achieve desired outcomes
Strategies to Document RtI Implementation Fidelity
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Use of evidence-based core instruction and intervention
Use of a 4-tier system of instructional supports
Linking intervention to targeted skills
Collaborative team(s) process; using problem solving steps
Consistent use of instructional blocks
Scheduled assessments, administered and scored accurately
Aggregation and review of assessment data
System to inform and include parents
Ongoing professional development
Documentation of processes via appropriate paperwork
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2. Prevention Fidelity (Tier I, Core Instruction or Positive Behavior Supports)
Prevention activities are those that are implemented at Tier I, universally to all students in the school. Prevention
activities include all core subject curriculums, using best practices in instructional delivery, establishing a positive
social/behavioral climate that incorporates universal positive behavior supports, character education, and so forth.
These are considered prevention activities because when implemented with integrity, that is as planned, there is
sufficient evidence that there will be positive results for the vast majority of students. The key here is “when
implemented with integrity” because all the evidence in the world of effectiveness of any particular program is
worthless if the program is not implemented as intended. Therefore, schools utilize methods to document
implementation fidelity of preventative, core, universally provided programs.
Core reading and math programs typically provide the sequence of teaching concepts. This information can be
converted into a treatment integrity checklist that teachers can use to make sure they are utilizing each component of
the curriculum in the intended manner. Various ways to document integrity of core program implementation include
using peer observers (teachers observe teacher), principal observation, reading or math specialist observation, etc. If
positive behavior supports have been implemented as planned, students know school rules and these rules are highly
visible on the school campus, teachers know how to consistently use consequences for student inappropriate behavior,
administrators have a crisis plan in place and all staff are trained, parents are informed about school expectation for
behavior.
3. Intervention Fidelity (small group and individual)
Implementation fidelity of academic and behavioral interventions is essential to establishing the reliability of a student’s
response to intervention. It is necessary to document that intervention proceeded as planned in order to attribute
student outcomes to the intervention. We cannot know for certain that a student has a poor response to intervention
unless we can document that the intervention was implemented, and implemented as planned.
When interventions are targeted to build specific skills that match student needs, we also need to make sure that the
intervention is implemented with integrity. Manualized interventions, permanent products produced as a result of
interventions, and observation checklists are ways to document intervention fidelity. A student’s response to
intervention can only be considered as reliable data when intervention is documented as having been implemented as
planned.
4. Assessment Fidelity
Data generated by assessments can only be as reliable as the extent to which the assessments are implemented in a
consistent and standardized way. Again, without measuring the fidelity of assessment implementation, student
responses cannot be evaluated with any reliability. Student test results depend upon assessments being implemented
and scored correctly. Ways to check integrity of assessment implementation include assessor checklists, outside
observation, and random checks of scoring accuracy. Of course, initial training for an assessment tool should include
practice to competency in administering the assessment. Periodic “booster sessions” where assessors are retrained on
assessments are an important way to prevent “drift” in the way assessments are implemented and scored. Most
assessments include administration checklists that can be used for integrity checks.
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RtI Tiered Model of Delivery Flow Chart
If the interventions are effective, consider reducing the
intensity of the intervention while continuing to
progress monitor for student response.
▲
▲
▲
▲
▲
▲
▲
If the student demonstrates severely limited
progress, the Tier III RtI team determines if a
referral is warranted for consideration to the
following: Special Education, 504 or other
intensive service. Tier III Interventions continue
through the assessment process.
Tier III RtI Intervention Team analyzes data to determine next steps. Assess and modify intervention(s) as needed.
Tier III RtI Intervention Team should monitor fidelity of interventions.
Communicate with parent(s)/guardian about student progress.
Document and use progress monitoring to determine student’s rate of response to intervention.
Provide intense, individualized interventions in addition to core instruction delivered by highly-trained staff.
Analyze data and develop Tier III RtI Intervention Plan.
Referral to Tier III RtI Team for Intervention.
Tier III: Individualized Intensive Instruction / Intervention Plan plus Ongoing Assessments
Students who respond favorably to intervention and
no longer show a need for Tier II support should be
provided with core instruction with differentiation
as needed with periodic benchmark screening.
If student’s rate of response to intervention is
limited, consider the more intensive
interventions associated with Tier III.
▲
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Assess effectiveness of strategic research-based interventions
Communicate with parents about student progress and next steps.
Document interventions and monitor progress in the Intervention Plan.
Use progress monitoring data to determine student’s rate of response to intervention.
Provide small group targeted skill instruction determined by additional assessments that supplements and
reinforces high-quality core instruction and behavior strategies for students at-risk.
▲ Develop an Intervention Plan, Attendance Plan, and/or PEP (Personal Education Plan)
▲ Tier II interventions are provided in addition to the high-quality core classroom instruction provided in Tier I.
▲ Analyze data through PLT collaboration regarding groups of students with similar academic/behavior needs.
Tier II: Small Group Strategic Instruction / Interventions
If instruction/behavior strategies are successful, student
continues to receive core instruction/behavior strategies and
use of formative assessments and periodic benchmark
screenings are continued.
If core instruction/behavior strategies are insufficient
for meeting the student’s learning/behavioral needs,
consider interventions associated with Tier II.
▲
▲
▲
▲
▲
▲
▲
Assess effectiveness of instruction and/or implementation of universal behavior strategies and supports
Conduct screenings (hearing & vision)
Use of formative and common assessments plus periodic benchmark screenings.
Teacher-parent conference for students who are at risk of failure due to academic, behavior and/or attendance issues.
Analyze student data and make recommendations.
Collaborate with PLT about best instructional practices.
Provide high-quality core instruction, differentiation (WCPSS Mastery Learning Model) and behavioral supports
by highly-qualified teachers.
▲ Establish school-wide universal behavioral expectations and supports, implemented with fidelity in all school settings.
▲ Universal screenings
Tier I: Core Instruction / Prevention
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RtI
Screening
Fidelity
RtI
Data-Based
Decision
Making
Progress
Monitoring
Tiered Model
of Delivery
1. Data-Based Decision Making- Data leads to appropriate support and strategic instruction for all students. In a tiered process, the first
level of data collection is screening. Decisions then are made to determine which students are at risk of their needs not being met.
Determinations are made regarding the existence and significance of any problem. Looking at information gained from diagnostic / “digging
deeper” assessments a team may decide: if the delivery of the core curriculum should be altered, if more information is needed, or if
supplemental instruction needs to be added. Data that is collected throughout RtI practices will also inform the school whether or not the
problem exists as a result of the classroom environment, intervention, curriculum, instruction, or learner. (e.g., Education Value Added
Assessment System-EVAAS, End-of-Grade-EOG’s, End-of-Course-EOC’s, School Assistant Module-SAM, School-Wide Information SystemSWIS).
2. Screening- screening of students enables educators to establish an academic and behavioral baseline and to identify learners who need
additional support. Instructional decisions can then be made based on the screening results to improve learner outcomes. Screening is the
key to a prevention model, helping classroom teachers to differentiate their instruction and/or provide early intervening services so that
students can be assisted before they fall too far behind.
3. Tiered Model of Delivery-The RtI process is a tiered model of delivery of instruction / interventions. The tiers delineate levels of
instructional interventions based on student skill need.
Tier I: Core Instruction-The majority (80-90%) of school-aged students respond successfully to quality core instruction in the
general education classroom.
Tier II: Supplemental Small Group Strategic Instruction / Interventions in Addition to Core Instruction-Tier II typically involves
small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration and
frequency of instruction. Tier II is expected to benefit a large majority of students (5-15%) who do not respond to effective Tier I
instruction.
Tier III: Intensive Instruction / Interventions plus Ongoing Assessments-Tier III is individualized to target each student’s area(s)
of need (1-5%). At the Tier III level, the teacher begins with a more intensive version of the intervention program than at the Tier
II level. The teacher and/or the Tier III RtI Team conduct frequent progress monitoring with each student. The Tier III RtI Team
engages in a problem-solving process and by continually monitoring and modifying (as needed) each student’s plan, the team is
able to design an effective, individualized instructional program.
If the student demonstrates severely limited progress, the Tier III RtI team determines if a referral is warranted
for consideration to the following: Special Education or 504 Plan or other intensive service. Tier III interventions
continue through the assessment process.
4. Progress Monitoring-A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of
instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor
implementation of specific interventions.
5. Fidelity of Implementation- The degree to which the implementation of an intervention, program, or curriculum is delivered according
to the research methodology that the findings were based upon and/or on the developers’ specifications.
21
Pre-Tier III RtI Process / Tier I & Tier II General Core Instruction & Assessment
Student Data
Attached the current student PEP or list the data that is available suggesting the need for strategies and interventions to
promote student academic and/or behavior success:
Type
Documentation
EOG / EOC’s
Test
Homework
Behavior
PEP
Other-
Parent Contact
List the parent contact information and the information that may help support the student’s learning:
Student
Parent
Phone #
Email
Collaboration Information
Strategies / Interventions
List the strategies and/or interventions that will be implemented to help support the student’s success:
Date
Strategies / Interventions
Monitoring Progress
At the end of each week of intervention, document the progress of the student:
Week
Date
Documentation of Progress (include the need for more intensive strategies and/or
interventions
Week 1
Week 2
Week 3
Week 4
Next Steps:
1.
2.
Student has been successful in academics and/or behavior; Tier III RtI is not needed
Complete Tier III RtI Request
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Tier III RtI Request / Supplementary Strategic Instruction / Interventions & Assessments
Staff Requesting Tier III RtI: ____________________________________________ Date: _________________________
Primary Reasons for Tier III RtI Request: (check all that apply)
___ Academic
___ Behavior
___ Communication
___ Family
___ Parent request for evaluation
___ Parent request for Tier III RtI
___ Relationship Concerns
___ Other ___________________________
Has the student had excessive absences/tardies/transience in their school career? ______ Yes ______ No (If yes,
attach relevant attendance history)
Previous Tier III RtI Request? ____ Yes ____ No
Date: ______________________
Reason for Tier III RtI Request (include how the student is performing in comparison to his/her peers in the core
instruction):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Student Strengths (check all that apply)
___ Completes assignments
___ Considerate of others feelings
___ Cooperative
___ Displays leadership ability
___ Follows class rules
___ Follows instructions
___ Makes friends easily
___ Mathematics at or above grade level
___ Other ________________________
___ Participates in class discussion
___ Proficient in age appropriate athletic skills
___ Reading at or above grade level
___ Sense of humor
___ Skilled in problem solving/reasoning
___ Turns in homework on time
___ Works well independently
___ Works well with others
Areas of concern (check all that apply)
___ Disorganized
___ Poor handwriting
___ Difficulty following directions
___ Poor writing expression
___ Apathetic
___ Poor assignment completion
___ Poor math skills
___ Poor reading skills
___ Anxious / fearful
___ Angry / Defiant / Aggressive
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___ Depressed / Withdrawn / Lethargic
___ Hyperactive / Disruptive
___ Inattentive / Impulsive
___ Poor syntax
___ Easily frustrated
___ Immature
___ Comments inappropriately / blurts out
___ Sequencing difficulty
___ Speaks excessively
___ Speaks in single words / phrases
___ Lacks basic needs
___ Recent family death
___ Bullies others or overly aggressive
___ Difficulty making friends & relating to others
___ Picked on by others
___ Speaks infrequently / non-verbal
___ Extended illness in family
___ Recently family change (i.e. separation, divorce, new
member, recent move, unemployed parent)
___ Detached from others
___ Inappropriately affectionate
___ Other _______________________________________
Interventions
Area of Concern
Intervention
Person Responsible
Teacher Signature: __________________________________________________ Date: ___________________________
Next Steps:
1. Tier III RtI Request submitted to SST Coordinator
2. A Case Manager is assigned
3. Case Manager & teacher reviews the data and insures that all data has been collected
4. Case Manager will arrange for a Classroom Observation to be completed
5. Parent contact
6. Tier III RtI Team will meet about the student to formulate an Intervention Plan
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Tier III RtI Individualized Instruction / Intervention Plan
Student Information
Student:
Address:
Parent:
Student Email:
Grade Level:
Phone # Home:
Parent Email:
Cell:
Hearing and Vision Screening completed? _____ Yes _____ No
Is there other Medical Information that may be impacting the student’s learning? _____ Yes _____ No
Summary of Information:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Tier III RtI Problem-Solving Process
Step 1: Define the Problem (develop an academic and/or behavioral definition of problem)
Concerns
Objectives
Step 2: Develop an Assessment Plan (generate a hypothesis & assessment questions related to the problem)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Step 3: Analysis of the Assessment Plan (determine if problem is correctly defined)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Step 4: Generate a Goal Statement (specific description of the changes expected in student academics/behavior)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
25
Step 5: Determine an Intervention Plan (base interventions on best practices & research-proven strategies)
Area of concern
Intervention / Strategies
Who will provide the
intervention?
How often will the
teacher/student meet?
What is the target goal for the
planned instruction
How will progress be monitored?
Step 6: Implement the Intervention Plan (provide strategies, materials, & resources; include progress monitoring)
Monitoring Progress
Case Manager conducts fidelity checks to determine:
A.
B.
C.
D.
Week
Week 1
Are the interventions being implemented as designed?
Are there additional supports/resources needed?
Does the data indicate that the intervention is effective?
Is the frequency of the intervention implementation being recorded?
Date
Documentation of Progress (include the need for more intensive
strategies and/or interventions
A. Are the interventions being implemented as designed?
Person Responsible
B. Are there additional supports/resources needed?
C. Does the data indicate that the intervention is effective?
D. Is the frequency of the intervention implementation being
recorded?
Week 2
Week 3
Week 4
Week 5
Week 6
26
Step 7: Analysis of the Intervention Plan (make a team decision on the effectiveness of the intervention)
Academic and/or Behavior Success (check all that apply)
___ Student has been successful in academics and/or behavior; Tier III RtI is no longer needed
___ Student has responded to Intervention Plan and needs more time; continue with current plan
___ Student has not responded to Intervention Plan; Tier III RtI Team will reconvene to create new intervention plan
___ Student has not responded to Intervention Plan; Tier III RtI Team will modify intervention plan and contact the
Special Education Department Chair contact
Additional Notes:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Tier III RtI Team
Tier III RtI Coordinator Signature: _____________________________________________ Date: ____________________
Tier III RtI Team Members:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
27
RtI Glossary
Academy of Reading-is a web-based reading program for middle school students. The methodology of the program
incorporates instructional and behavioral principals to address skills development and learner motivation, while
providing intervention strategies. It is a structured and sequential intervention program that helps struggling students
become proficient readers. Students develop fluency in foundation reading skills through focused training in phonemic
awareness, sound symbol association, phonics and decoding, and comprehension.
Accommodation-a change in how students access information and demonstrate learning. Changes or adjustments to
classroom instruction ensure students have equal access to the curriculum and have the opportunity to be successful.
AIMSweb- is a benchmark and progress monitoring system based on direct, frequent and continuous student
assessment. The results are reported to students, parents, teachers and administrators via a web-based data
management and reporting system to determine response to intervention.
Baseline Data- A measure of performance prior to intervention. These initial data are used to monitor changes or the
improvement in an individual performance.
Comprehension- is defined as the level of understanding of a writing or text.
Curriculum-Based Measurement (CBM)-probes or direct assessments used to identify student levels of proficiency in
academics; a method of measuring and recording student progress in designated learning areas.
CORE Reading Assessment-is a series of research based assessments which contains a collection of formal and informal
reading assessments to use with students. These assessments assist the teacher in targeting areas of strength and
weakness, in monitoring student reading development and in planning appropriate instruction. The assessments are
quick, reliable and easy to use.
Core Instruction--(often referred to as Tier 1 or standards-based instruction) Instruction that deals with what we provide
for all students. Part of the core instruction is usually provided to the class as a whole and part is provided during the
small group, differentiated instruction period. Although instruction is differentiated by student need during the small
group period, materials and lesson procedures from the core program can frequently be used to provide re-teaching, or
additional teaching, to students according to their needs.
Data-based decision making-educational decisions regarding targeted and intensive interventions that are based on
data representing learning rate and level. Data are critical to making informed decisions about individual student
responsiveness to instruction across the multiple tiers of interventions. A student’s eligibility for or exit from
supplemental or intensive services is dependent upon an accurate collection of data over time.
Diagnostics- assessments that are intended to support teachers in planning focused, standards-based instruction for
their students. These assessments determine what students can and/or cannot do successfully in academic and
behavioral areas.
Differentiated instruction- Process of designing lesson plans that meet the needs of the range of learners; such planning
includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen
based on student skill levels, interest levels, and learning preferences; differentiated instruction focuses on instructional
strategies, instructional groupings, and an array of materials.
Digging Deeper- Digging deeper involves the idea of using diagnostic assessments to drive instruction.
Early intervention-In addition to core instruction, students received targeted interventions specifically designed to
identify struggling learners.
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FERPA (Family Educational Rights and Privacy Act) - is a Federal law that protects the privacy of student education
records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of
Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to
the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom
the rights have transferred are "eligible students."
Fidelity of instruction/intervention- Implementation of an intervention, program, or curriculum according to research
findings and/or on developers’ specifications
Flexible grouping-grouping that is not static, where member s of the group change frequently. Students may work with
a partner, in a small cooperative or teacher lead group, or with the whole class.
Fluency- means the smoothness or flow with which sounds, syllables, words and phrases are joined together when
speaking quickly.
High-quality instruction/intervention-effective instructional strategies based on scientifically-based research that bring
about a high learning rate resulting in improved academic achievement.
IDEA (Individuals with Disabilities Education Act)-a federal law reauthorized in 2004 that includes language allowing
states to use Intervention Alignment process rather than an IQ discrepancy model for identifying students with learning
disabilities. U.S. Department of Education Regulations require that appropriate instruction in general education be
delivered by highly-qualified personnel and that data-based documentation of repeated assessments be collected on a
regular basis.
Note: Individuals with Disabilities Improvement Act of 2004 (IDEA) and No Child Left Behind (NCLB) advocate the use
of interventions and instruction based on defensible research. Both require effective reading, mathematics, and
behavioral programs that result in improved student performance and fewer students need special education services.
NCLB, influenced by the 2000 National Reading Panel Report, states that scientifically-based reading instruction includes
the essential components of reading that have been identified through research:
● phonemic awareness
● phonics instruction
● vocabulary development
● fluency
● text comprehension
Furthermore, IDEA 2004 provides the option to use the Intervention Alignment approach in determining the following
educational needs of a student:
● oral expression
● listening comprehension
● written expression
● basic reading skills
● reading comprehension
● mathematical reasoning
● mathematical calculation
Integrity of instruction/intervention-the assurance that scientifically-based interventions and/or instructional practices
are utilized.
Intervention-An intervention can addresses academic and/or behavioral needs of a student. Schools use data to identify
students are risk for poor learning outcomes, monitor student progress, provide evidence-based instruction /
interventions, and adjust the intensity and nature of those instructions/interventions depending on a student’s
responsiveness.
Intervention Plan-a plan to improve academic and/or behavioral performance by providing student support.
Intervention services-additional assistance to improve academic and/or behavioral student performance (e.g., school
counseling, school health services, remediation program).
29
Intervention specialists- Serves as liaison between staff, students, parents, referral agencies, committees and
agencies for intervention and prevention; assists in the coordination of prevention and intervention activities at various
school sites, responsible for interviewing and pre-assessing students and are trained in how students learn to help
develop skills and strategies for students to be successful academically and/or behaviorally.
Learning rate-a student’s growth in academic and/or behavioral skills over time, determined by a comparison of past
levels of performance and growth rates of his/her peers.
Level of performance- a factor that is considered in determining whether a student has made adequate progress.
Mastery Learning Model- articulates a process teachers are expected to use to design and facilitate instruction. This
Model represents a connection between deeply aligned content standards and consideration of the instructional needs
of all students. The Mastery Learning Model is embedded in the first Tier of the Responsiveness to Instruction to
emphasize that effective core instruction meets the needs of most students.
Mathematical calculation-a mathematical process involving numbers, quantities, symbols, operations, and
computation.
Mathematical reasoning-the process of using information and data, logical thinking, mathematical connections, and
problem-solving strategies to determine the solution to a non-routine problem.
Modification- changes or adapts the material to make it simpler. Modifications may change what is learned, how
difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is
assessed, or any another aspect of the curriculum.
Multi-tiered model (Tier I, II, III, IV)-a RtI approach incorporating a multiple tiers of educational services to a student.
Each tier represents increasingly intense services that parallel increasing levels of a student’s needs. Tier I is core
instruction with evidence-based instruction provided to all students in the general education classroom. Tier II is where
students receive small group supplemental instruction in addition to the core instruction. Tier III students receive
individualized, intensive interventions delivered with additional time in very small or one-on-one settings. Tier IV
involves students being considered for Special Education, Section 504 or other WCPSS options.
NCLB (No Child Left Behind Act)-legislation that requires school districts to identify struggling learners early and provide
immediate intervention using scientifically research-based instruction and teaching methods in order to improve
educational outcomes. A strong focus of NCLB is placed on high-quality instruction for all students to meet the
accountability for results issue.
Norm-referenced- A test where the results are interpreted in relation to the performance of a comparison group. Normreferenced interpretations tell how the scores of each student or group of students compare to the scores of the original
(norm) group that took the test.
PEP (Personal Education Plan)-an educational intervention plan required by the state of North Carolina for students not
progressing toward promotion/graduation.
Phonemic awareness-the ability of listeners to recognize phonemes or sounds in spoken words.
Phonics- involves teaching how to connect the sounds of spoken English with letters or groups of letters.
PLT (Professional Learning Team)-a team of teachers that focus on learning rather than teaching, work collaboratively,
and hold each other accountable for results.
Probes-brief in classroom-based assessments.
30
Progress monitoring-A scientifically based practice used to assess students’ academic performance and evaluate the
effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also,
the process used to monitor implementation of specific interventions.
Research-based instruction-A research-based instructional practice or intervention is one found to be reliable,
trustworthy, and valid based on evidence to suggest that when the program is used with a particular group of children,
the children can be expected to make adequate gains in achievement. Ongoing documentation and analysis of student
outcomes helps to define effective practice. In the absence of evidence, the instruction/ intervention must be
considered "best practice" based on available research and professional literature.
RtI (Responsiveness to Instruction)-a process designed to address the needs of struggling learners early in their
educational experience using systematic, research-based instruction and interventions.
RtI Team -name given to a team of educators who collaborate regularly about students who fail universal screenings and
are receiving interventions using the Intervention Alignment approach. The name of the team may vary from campus to
campus.
SAP Counselor-a counselor that provides counseling, support, and referral services to students who are at-risk because
of academic, attendance, behavioral or personal issues.
Section 504- Students who have disabilities that substantially limit their functioning at school and who are not in need
of special education services are served through Section 504 plans. These plans address accommodations that are
deemed necessary for the student to access his/her educational program.
SMART Goal- a goal that is defined as specific, measurable, achievable, results-focused, and time-bound.
Strategy-an approach used for strengthening the process of learning in academics and behavior.
Systematic and Explicit Instruction- Research-based effective teaching principles and instruction include: active
engagement of students, high success rates, increased content coverage, direct instruction by a teacher, carefully
scaffolded instruction, instruction that addresses the critical forms of knowledge, instruction assisting in the organizing,
storing, and retrieving of information, strategic instruction, explicit instruction, and instruction that teaches sameness
across subjects.
Targeted, Specific Research-based Intervention- research-validated interventions with proven effectiveness based on
assessed skill area and level of need.
Universal interventions-The systematic and explicit instruction provided to accelerate growth in an area of identified
need. Interventions are provided by both special and general educators, and are based on training, not titles. They are
designed to improve performance relative to a specific, measurable goal. Interventions are based on valid information
about current performance, realistic implementation, and include ongoing student progress monitoring.
Universal screening- universal screening of students enables educators to establish an academic and behavioral baseline
and to identify learners who need additional support. Instructional decisions can then be made based on the screening
results to improve learner outcomes. Universal screening is the key to a prevention model, helping classroom teachers
to differentiate their instruction and/or provide early intervening services so that students can be assisted before they
fall too far behind.
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RtI References
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The IRIS Center for Training Enhancements. (n.d.). Two Approaches to Response to Intervention (RTI) /
February 16, 2011 (http://iris.peabody.vanderbilt.edu/about_menu.html ).
Barth, R. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan,
73(2), 123–128.
DuFour, Richard / What Is a Professional Learning Community?
W. David Tilly III / Heartland Area Education Agency 11 (IA)
National Center on Response to Intervention (March 2010) http://www.rti4success.org/
National Center on RTI / rticenter@air.org / (877) RTI-4-ALL
National Center for Learning Disabilities, Inc.
RTI Action Network / www.rtinetwork.org
Detgen, A., Yamashita, M., Davis, B., and Wraight, S. (2011). State policies and procedures on response
to intervention in the Midwest Region. (Issues & Answers Report, REL 2011-No. 116). Washington, DC:
U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation
and Regional Assistance, Regional Educational Laboratory Midwest. Retrieved from
http://ies.ed.gov/ncee/edlabs.
Mentoring Minds (www.mentoringminds.com)
Connecticut State Department of Education
(http://www.sde.ct.gov/sde/lib/sde/pdf/cali/srbi_executive_summary.pdf )
Intervention Central / http://www.interventioncentral.org/index.php/home (Stewart & Silberglit, 2008;
Shinn, 1988; Hosp, Hosp & Howell, 2007; Glover & DiPerna, 2007; Gresham, 1989; Gresham, Gansle &
Noell, 1993; Hawkins et al., 2008; Yeaton & Sechrest, 1981; Haring et al., 1978; Burns, VanDerHeyden &
Boice, 2008; Skinner, Pappas & Davis, 2005; Witt, VanDerHeyden & Gilbertson, 2004
Montana Office of Public Instruction (opi.mt.gov)
North Dakota Department of Public Instruction
(http://www.dpi.state.nd.us/speced/personnel/decision.shtm)
North Carolina Department of Instruction
Lenz, Deshler, Kissam (2004)
Using Response to Intervention (RTI) for Washington’s Students; Special Education, OSPI, IDEA 2004
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