Oregon RTI Tier 2/3 Training
Group Intervention Review Meetings
Sample Forms and Supporting Documents
Group Intervention Data Meeting Guiding Questions

Review purpose for meeting
Purpose of meeting: To determine which students are in need of interventions, decide what intervention
best fits each student’s needs, coordinate the students’ reading program, determine the effectiveness of
current interventions, and make decisions about whether to continue, discontinue, or change an
intervention.

Sample of Team Review team norms
a.
b.
c.

Stay engaged
Listen to learn
Focus on what we can do to make a change
Data need for this meeting
a.
b.
c.
d.
e.
Progress monitoring data
Attendance data
Core program assessment
OAKS (as appropriate)
Diagnostic Assessment
Brought by
a.
b.
c.
d.
e.
Intervention Specialist
Principal
Classroom teacher
Classroom teacher
Intervention specialist
If this is initial meeting for placement, skip questions 1-3.
1. Are intervention groups making adequate progress with support?
a) Examine student progress monitoring graphs for intervention groups.
i)
Are most students in an intervention group making adequate progress (based on data-decision rules)? If majority of
group is not making adequate progress:
(1) Has fidelity of implementation been examined?
(2) If implementation fidelity is good, does the intervention need to be modified?
(a) Consider adding a group reinforcement system, or adjusting group size, amount of intervention time,
frequency of intervention, or other alterable variables
ii) How has students had strong attendance in the intervention group?
iii) If most students are making adequate progress, sort students into 2 piles: 1) students who may need more (Go to
#2) OR 2) students who may exit (Go to #3)
2. Are there individual students in intervention groups not making adequate progress?
If so, what changes may need to be made?
a) Examine existing data and determine if additional data are needed, including:
i)
Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during
intervention and core instruction, teacher and parent input, etc.
b) If a change is needed, consider the following options:
(1) Does the student need a different, more appropriately matched intervention?
(2) Does the student need a more intensive intervention with same instructional focus?
(3) Can you modify the current intervention to accommodate the student?
(a) Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable
variables
3. If a student is making better than adequate progress (based on data decision rules),
can the intervention be de-intensified or discontinued?
a) If de-intensifying an intervention, determine which alterable variables to adjust
b) If discontinuing an intervention, create a progress monitoring plan to determine ongoing need.
4. Which students, not receiving currently receiving an intervention, does the data
suggest are in need of additional support?
a) If this is initial placement, examine the screening data, which students are in the lowest 20%? (See
Group Intervention & Planning Form)
b) If this is not the initial placement, which students are nearest the lowest 20% (according to
screening data) who may be in need of additional support?
c) Which of the big 5 of Reading does the team hypothesize is the student’s greatest need?
i) Examine screening books/assessments
ii) Examine core program assessments
iii) Examine OAKS assessments (if applicable)
d) Place the student in group which best fits the child’s need
i) Notify student of placement
ii) Notify parent of placement
iii) Notify staff (teacher, IA, support staff) of placement
e) Begin a RTI Tracking Form for each student new to intervention
At the completion of the meeting, email notes to all team members
Tier 2 Meeting Agenda
Grade: ______________________
Date:
Instructional Strategies:
Materials/Arrangement:
Times Per Week:
Length of Session:
Person Responsible:
Students:
Summary:
Problem Identification: Is there a group problem or an individual
student problem?
1. Are the majority of students making adquate progress? If yes, skip to
question 2b-Individual Analysis. If not, move on to group analysis.
2a. Group Problem Analysis:
2a. Is Group Intervention implemented with fidelity? If not, review plan and
develop plan to increase fidelity. Plan will focus on how to increase fidelity.
If yes, what do we know about the group?
INSTRUCTION (e.g., time, pacing, corrective feedback, etc):
CURRICULUM (e.g. skills matched, student success, fidelity, etc):
ENVIRONMENT (e.g. group size, physical setup, behavior
management, etc.):
2b. Tier 2: Individual Problem Analysis
2b. Are there individual students in the group not making adequate
progress?
Student:
Data sources:
If yes, what do we know about the individual?
INSTRUCTION (e.g., time, pacing, corrective feedback, etc):
CURRICULUM (e.g. skills matched, student success, fidelity, etc):
ENVIRONMENT (e.g. group size, physical setup, behavior
management, etc.):
3. Plan Development
3a. Group Plan Changes:
Based on Problem Analysis (Step 2) What can be done? -add
reinforcement? adjust group size? amount of time? frequency of
intervention? environment? etc. (refer to decision rules in EBIS handbook)
3b. Individual Plan Changes
Based on Problem Analysis (Step 2) What can be done? -add
reinforcement? adjust group size? amount of time? frequency of
intervention? environment? etc. (refer to decision rules in EBIS handbook
4. Plan Implementation/Evaluation
4a. Did we implement the plan with fidelity?
4b. Did the data indicate that the plan was successful?
4c. Do we need to make any additional changes? If yes, go back to step 1
**If any individual student has failed to make adequate progress after two
Tier 2 interventions, we must individualize and intensify the intervention.
MOVE TO INDIVIDUAL PROBLEM SOLVING FORM (see your EBIS
folder).
Date:
Instructional Strategies:
Materials/Arrangement:
Times Per Week:
Length of Session:
Person Responsible:
Students:
Summary:
RTI Tracking Sheet
*Attach DIBELS report and attendance sheet from interventions*
Student Name: __________________________ Grade: ______ School: ___________________
Area(s) of Concern: __________________________________ ELL Proficiency Level: _______
Most Recent OAKS Scores (grade taken: ____): R/L _____
M ____
Wr. ____
Sci. _____
TIER II - Intervention 1
Start Date: ______________________
End Date: _____________________
Intervention: ______________________________________________________________
Group Size:
Individual ____
Frequency:
Times per week ____
TIER II - Intervention 2
10 min ____ 15 min ____ 20 min ____ 30 min ____
Duration:
2-5 ____
6-15 ____
45 min ____
Start Date: ______________________
End Date: _____________________
Team Decision/Next Steps: ____________________________________________________
Intervention: ______________________________________________________________
Group Size:
Individual ____
2-5 ____
Frequency:
Times per week ____
Duration:
10 min ____
15 min ____
6-15 ____
TIER III
20 min ____
30 min ____
45 min ____
Start Date: ______________________
End Date: _____________________
Team Decision/Next Steps: ____________________________________________________
Intervention: ______________________________________________________________
Group Size:
Individual ____
2-5 ____
Frequency:
Times per week ____
Duration:
10 min ____
15 min ____
6-15 ____
20 min ____
30 min ____
45 min ____
EBIS Student Intervention Profile – READING
Can Be Completed In IPAS
Student Name: ____________________
Date: ______________ ID Number: _____________
Initial Data Information:
Initial Grade Level: __________
Attach DIBELS Individual Student Profile and Progress Monitoring Report or IPAS Report.
Most Recent OAKS RIT Scores & %iles: (grade taken ___): R/L ____ M ___ Wr. ___ Sci. ____
Teacher/School
ELL Language Level: __________ Math CBM Screening Score: __________
Attendance Issues:
_____________YTD Absences ____ YTD Tardies
____
Behavioral Issues:
______________________________________________
K __________________
(If behavioral concerns, attach SWIS Individual Student Report or data on behavior plan)
3__________________
Number and times of Health Room Visits in past month: ___________________
1 __________________
2 __________________
4 __________________
5 __________________
Intervention #1
Start Date: ____________ Current Grade Level: _______
Targeted Skill: Phonological awareness __ Phonics __ Fluency __ Compr. __ Vocabulary __
Curriculum (From Reading Protocol): __________________________________________
Group Size: 1-3: ____
4-7: ____
8 or more: ____
Frequency:
DAILY
Duration: 10 min (K only): ____ 15 min.: ____ 30 min.: ____ 45 min.: ____Other: __________
End Date: ______________ Attach Progress Monitoring Data
Number of intervention sessions attended during intervention period #1_____ Total sessions possible ____
Notes:
Intervention #2
Start Date: ____________ Current Grade Level: _______
Targeted Skill: Phonological awareness __ Phonics __ Fluency __ Compr. __ Vocabulary __
Curriculum (From Reading Protocol): __________________________________________
Group Size: 1-3: ____
4-7: ____
8 or more: ____
Frequency:
DAILY
Duration: 10 min (K only): ____ 15 min.: ____ 30 min.: ____ 45 min.: ____ other: _________
End Date: ______________ Attach Progress Monitoring Data
Number of intervention sessions attended during intervention period #2_____ Total sessions possible ____
Notes:
Intervention #3
Start Date: ____________ Current Grade Level: _______
Targeted Skill: Phonological awareness __ Phonics __ Fluency __ Compr. __ Vocabulary __
Curriculum (From Reading Protocol): _________________________________________
Group Size: 1-3: ____
4-7: ____
8 or more: ____
Frequency:
DAILY
Duration: 10 min (K only): ____ 15 min.: ____ 30 min.: ____ 45 min.: ____ other: _________
End Date: ______________ Attach Progress Monitoring Data
Number of intervention sessions attended during intervention period #3_____ Total sessions possible ____
Notes:
November 15, 2010
Dear Parents/Guardians of ____________________________________,
This in to inform you that your child will be receiving reading or math support during
the next eight weeks. This support is in addition to the regular 90 minutes of reading (60
minutes in Kindergarten) and 60 minutes of math he/she gets in the regular classroom.
Title 1 is a federal program that provides additional support to students who are having
difficulties with reading or math. Students are selected based on the assessments we give at
Metzger, including DIBELS/IDEL, placement tests from our reading program, CBM math
probes, state assessments, and teacher recommendation. We will reassess students every 8
weeks to determine if they continue to need the additional reading and/or math support to
help them reach grade level expectations.
Your child will be receiving ________ 15-20 minutes _____ 30 minutes ____45 minutes
of additional reading support daily.
They will be receiving help with: (skill/name of program)
_____Phonics
Kinder Roots / Roots
Phonics for Reading
Reading Mastery/Horizons
_____Fluency
Read Naturally
_____Comprehension
STARS
_____Phonics/Fluency/Comprehension
_____Phonemic Awareness/Phonics ERI
_____ Math
If you have questions, please contact me
Triumphs
El Camino
12-13 Title I Attendance Report: Metzger School
Name:___________________________Grade____Teacher__________
Date Begin___________ Date Out_________Service Time__________
AB= Absent CA= Classroom Activity TA = Tutor Absent
NS= No School I=Inservice C-Conferences D=Dibels
Date
M T W
9/10-9/14
9/17-9/21
9/24-9/28
10/1-10/5
10/8-10/12
10/15-10/19
10/22-10/26
10/29-11/2
11/5-11/9
11/12-11/16 H
11/19-11/23 I I NS
11/26-11/30
12/3-12/7
12/10-12/14
12/17-12/21
12/24-12/28 H H H
12/31-1/4
H H H
1/7-1/11
1/14-1/18
1/21-1/25
H
Curriculum: Quarter 1
Quarter 2
Quarter 3
Quarter 4
T
C
F
C
I
H
H
H
H
H
H
Total
Date
1/28-2/1
2/4-2/8
2/11-2/15
2/18-2/22
2/25-3/1
3/4-3/8
3/11-3/15
3/18-3/22
3/25-3/29
4/1-4/5
4/8-4/12
4/15-4/19
4/22-4/26
4/29-5/3
5/6-5/10
5/13-5/17
5/20-5/24
5/27-5/31
6/3-6/7
6/10-6/14
M
I
T
W
T
F
I
C
H
H
H
H
H
H
I
H
I
NS
Total
Changes in Intervention in Elementary Schools
Each of these changes constitutes a new intervention, and is decided upon by
the team. These are the options available for academic and behavioral
intervention changes.
1.
Add 15 or more minutes per intervention session (ex: extra time could be used to pre-teach
vocabulary or core content). Reduce group size by 2-3 students.
2.
Add a behavior plan and/or attendance intervention to increase instructional time,
motivation and/or attention.
3.
Change curriculum according to protocol if the current intervention is not
addressing the student’s needs. This change should be based on additional
assessment (phonics screener, core program assessment, intervention
placement test, etc.).
4.
Add curriculum according to protocol based on additional assessment
(phonics screener, core program assessment, intervention placement test,
etc.) to provide additional practice on targeted skills.
5.
The team may decide that the student needs more time in the current
intervention along with a refinement in the instructional delivery based on
the needs of the student by increasing the intensity of the intervention. In
these instances, consult your team’s coach.
Intervention Adjustments and Changes
Adjustments to Intervention
Considerations to make in response to data analysis before changing the intervention
(see “Change in Intervention” below)
 Options for Instruction (Practices)




Increase pace of instruction if appropriate
Increase opportunities to respond
Employ standard cueing/correction procedures
Build/Activate prior knowledge
 Options for Instruction (Logistics)




Change instructor / interventionist
Change seating within group
Provide instruction in small units throughout the day
Change physical environment
 Options for Curriculum/Program
 Check fidelity of implementation of program
Provide additional training
Add a coaching component
 Options for the Student
 Motivation
Add incentives
Change incentives
Increase success level
Increase communication between interventionist, classroom teacher and parent
 Increase Active Engagement
Number of responses per session
 Increase types of cueing approaches (kinesthetic)
Visual
Auditory
Tactile
Change in Intervention
(Constitutes a new intervention, decided upon by MTI team)
 Add 15-minutes per intervention session (extra time could be used to pre-teach vocabulary,
background knowledge or core content)
 Reduce group size by 2-3 students
 Change or add curriculum according to reading protocol
From Roseburg School District