BASIC RTI PROCEDURES
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Student is identified as needing Tier 2 interventions through universal screening
Prior Intervention Form is completed by teacher
Tier 2 meeting is held. Initial B2 form is used to document this meeting.
Prior Intervention Form and universal screening as well as other current data is
reviewed at the initial Tier 2 meeting in order to determine the specific area of need,
an appropriate intervention plan, progress monitoring, and logistical information about
implementation of the intervention.
At each subsequent Tier 2 meeting, the Ongoing B2 form is used for documentation.
B2 is used to document the specific need, the intervention plan that is established
during the meeting, and the progress monitoring that will be used to measure the
student’s progress in the area of specific need. Other important details documented
at each RTI meeting by the B2 include how much time will be spent every week
implementing the intervention plan for the student, who will be responsible for
implementation of the intervention, and who will be responsible for collecting progress
monitoring data. The B2 form is mandatory and cannot be replaced with any other
form.
90-minutes per week is the minimum TIER 2 intervention implementation time in the
student’s PRIMARY academic area of concern. Additional time is added at Tier 3.
An additional box with the area of concern, specific skill, goal, intervention plan, etc.
must be completed for each additional area of concern. Example:
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Speech and Language should either ruled out as a potential area of concern by data
such as the speech and language checklist signed by the SLP, or speech and
language should also have an Area of Concern box and be part of every RTI
discussion. One or the other must be present in each file.
New B2s (Ongoing B2 form) are used to document each and every RTI meeting.
RTI meetings must be held and documented on B2s every 4 – 6 weeks.
Progress monitoring must be collected and documented weekly to every other week.
This data will be reviewed at each RTI meeting and will be the basis of the intervention
plan developed at that meeting.
Tier 2
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Teacher RTI Checklist has been helpful for teachers in the Tier 2 process.
If Tier 2 intervention plan is not successful – Requesting movement to Tier 3
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Use Administrator Instructions Checklist for T3 Approval
Tier 3 not successful – Requesting special education/psychological evaluation
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Use Completion Assurance Form to guide file preparation
Tier 4 – Referral for Special Education Evaluation
 VISION AND HEARING MUST BE CURRENT. Please, do not submit a file without current
vision and hearing. Date of last passed vision and hearing screening must be no more
than 9 months prior to the date SSC receives the completed Tier 4 referral.
 Diagnostic screening should be within a year (WIAT-III, etc.)
 Electronic submissions are no longer encouraged due to the supporting documentation
that is required and not typically available electronically.
Receiving a signed parental consent or parental consent packet
 If a parental consent for special education packet is sent to your school for staff to have
parents complete, it is your responsibility to make sure the legal parent or guardian
signs the consent form – not just step-parent, non-custodial parent, or grandparent.
 If a parental consent for special education is returned to you signed by a parent, the
state timeline to complete the evaluation and have an eligibility meeting begins as soon
as you receive the signed form. If you receive one of these signed forms, notify your
administrator as well as Sherry Taylor in Student Services immediately.
sherry.taylor@hallco.org
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Submitting a request for speech only
 An evaluation for speech and/or language services is considered an evaluation for
special education by state guidelines. Any time we decide a child could possibly have a
disability (including an articulation disorder), we are directed by state guidelines to
conduct a comprehensive evaluation for special education services in all areas except
those areas we have been able to rule out as being below grade level with previously
administered assessments such as the DRA.
o When submitting a Speech Only file, ALWAYS include the student’s academic data
that is appropriate for his or her grade level. We cannot process a speech only
request without this information.
Submitting a parent request for evaluation
 If a parent requests a full evaluation for their child, please submit the referral file for
evaluation immediately. We still need a referral file from the school. An email
 If the child has no current Tier 2 or Tier 3 RTI documentation, the referral must be sent
to the SSC as a Tier 3/4 Simultaneous Evaluation.
 The components of all parent request for evaluation files must include a minimum of:
o Passed vision and hearing screening
o CURRENT B2 forms indicating the interventions the school will be implementing
and progress monitoring during the 60-day evaluation period.
o Other items on Completion Assurance Form that are available.
 Remember that a psychological evaluation alone is not enough information to
determine eligibility. State guidelines require the eligibility team to consider RTI defined
as the student’s response to evidence based interventions (as indicated by progress
monitoring data) that are implemented with fidelity, with sufficient intensity, and over
an adequate duration of time. Documentation of RTI will be reviewed for the special
education eligibility team as part of the eligibility determination process.
 Also remember that there are areas of disability for which RTI is not required for
eligibility determination such as Orthopedic Impairment, Vision Impairment, Hearing
Impairment, etc. During and/or after the eligibility process, teachers may need to
implement RTI in order to determine the Least Restrictive Environment or set goals for
this student’s IEP but eligibility determination in these cases do not rely on RTI
information.
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