Oregon RTI Handbook
A Model for Implementation
and Documentation of
RTI Practices
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Table of Contents
About this Handbook...................................................................................................................................... 4
Overview of RTI ................................................................................................................................................ 6
Oregon RTI (OrRTI) Vision, Mission and Goals ..................................................................................................................... 6
Oregon Response to Intervention Infrastructure Checklist ............................................................................................. 7
Sample RTI Identification Process – Elementary Schools ................................................................................................. 9
Sample Elementary Standard Reading Protocol ............................................................................................................ …11
Sample Reading Decision Rules .............................................................................................................................................. .12
Core Instruction with Fidelity .................................................................................................................. 16
Sample Reading Protocol… ........................................................................................................................................................ 18
Core Reading Program Walk-Through… .............................................................................................................................. 19
Effective Instructional Techniques........................................................................................................................................ .22
Active Participation for Effective Delivery of Instruction .............................................................................................. 23
Screening ......................................................................................................................................................... 30
School-Wide Data Meeting Guidelines ................................................................................................................................. .31
Intervention Placement Guidelines ....................................................................................................................................... 32
Student Intervention Profile – READING .............................................................................................................................. 33
Interventions with Fidelity ....................................................................................................................... 37
Reading Decision Rules............................................................................................................................................................... 36
Elementary Standard Reading Protocol .............................................................................................................................. .37
Progress Monitoring .................................................................................................................................... 42
Progress-Monitoring Graphs in IPAS ..................................................................................................................................... 42
Teaming/Data-Based Decision Making: Group Interventions..................................................... 46
Changes in Intervention in Elementary Schools ................................................................................................................ 46
Sample Elementary 20% Meeting (Progress Monitoring) Agenda ............................................................................. 47
Teaming/Data-Based Decision Making: Individual Problem Solving ........................................ 51
Individual Problem Solving Form ........................................................................................................................................... 50
Behavior ........................................................................................................................................................... 57
Elementary Standard Behavior Protocol ............................................................................................................................. 56
Elementary Standard Behavior Protocol: Decision Rules ............................................................................................. 57
EBIS Student Intervention Profile – BEHAVIOR ................................................................................................................. 58
Implementation Science ............................................................................................................................. 62
Implementation Stages: .............................................................................................................................................................. 60
Implementation Teams: ............................................................................................................................................................ .63
Implementation Drivers: Competency, Organization, Leadership ............................................................................. 64
Appendix .......................................................................................................................................................... 71
RTI Fidelity Measures .................................................................................................................................................................. 70
Protocols and Decision Rules .................................................................................................................................................. .83
Meeting Agendas and Teaming Structures .......................................................................................................................... 93
Effective Instructional Techniques.......................................................................................................................................108
Documents Related to Interventions ...................................................................................................................................115
Documents for Individualizing and Intensifying Instruction .....................................................................................119
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About this Handbook
Welcome to the first edition of the OrRTI sample handbook. This handbook was created for
districts to use as a template or model when developing their own protocols and guidelines.
The focus of this handbook is on reading and behavior. RTI cannot work without effective
implementation frameworks and supports and it is easiest to implement when the focus is
narrowed. Once RTI is well established in this area, other areas such as math and writing can be
added.
The handbook is organized around the core components of RTI: Core Instruction, Screening,
Interventions, Progress Monitoring, Teaming for Group Interventions and Individual Problem
Solving. In addition, there is a chapter that provides an overview of RTI, a chapter on
implementation science, which is the foundation for this work, and an appendix with sample
forms.
The documents included in this handbook come from several sources including OrRTI, Michigan's
Integrated Behavior and Learning Support Initiative (MiBLSi), and from RTI handbooks
from the following OrRTI districts: Springfield, Roseburg, Grants Pass, and Tigard Tualatin.
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Special Ed Referral and Evaluation Report
Teaming/Data-Based Decision Making:
Individual Problem Solving
Teaming/Data-Based Decision Making:
Group Interventions
Progress Monitoring
Interventions with Fidelity
Screening
Core Instruction with Fidelity
Competency Drivers
Organization Drivers
Leadership
Implementation
Science
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Overview of RTI
Overview of RTI .............................................................................................................................................................. 4
Oregon RTI (OrRTI) Vision, Mission and Goals ..................................................................................................................... 6
Oregon Response to Intervention Infrastructure Checklist ............................................................................................ .7
Sample RTI Identification Process – Elementary Schools ................................................................................................ .9
RTI – A System of Support - Teaming Structures Sample ......................................................................................................... .10
Sample Elementary Standard Reading Protocol ............................................................................................................... 11
Sample Reading Decision Rules ............................................................................................................................................... 12
Sample Comprehensive Assessment Plan ........................................................................................................................... .13
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Overview of RTI
Response to Intervention is an “all education” (general, special education, etc.) framework that
involves research-based instruction and interventions, regular monitoring of student progress,
and the subsequent use of these data over time to make educational decisions.
RTI seeks to prevent academic failure through early intervention, frequent progress monitoring,
and increasingly intensive research-based instructional interventions for children who continue to
have difficulty. Key to the RTI process is the application of scientifically based instruction and
interventions. A goal of the RTI process is to apply accountability to educational programs by
focusing on programs that have been proven to work rather than programs that simply look,
sound, or feel good. Additionally, RTI plays a critical role in how students are identified as having
a disability and needing special education services.
RTI follows a number of core assumptions:
1. The educational system can effectively teach all children
2. Early intervention is critical to preventing problems from getting out of control
3. The implementation of a multi-tiered service delivery model is necessary
4. A problem solving model should be used to make decisions between tiers
5. Research based interventions should be implemented to the extent possible
6. Progress monitoring must be implemented to inform instruction
7. Data should drive decision making
The RTI process has three purposes:
1. To review school-wide behavior and academic data in order to evaluate the effectiveness of
core programs.
2. To screen and identify students needing additional academic and/or behavior support.
3. To plan, implement and modify interventions for these students.
4. Depending on each student’s “response to intervention,” a formal referral for special
education evaluation may result.
Included in the following pages of this chapter are OrRTI documents, samples of protocols and
teaming structures that are critical components of RTI implementation.
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Oregon RTI (OrRTI) Vision, Mission and Goals
Vision: Every child in every district receives the instruction that they need and deserve… every day.
Mission: Cultivate the thinking and skills in leadership at all levels to build and sustain a comprehensive
multi-level system of prevention and support that identifies and serves the instructional needs of all
children.
Goals:
1. Leadership: Build leadership skills in school and district leaders for developing the
infrastructure, implementation, accountability and sustainability of an RtI system.
2. Instruction: Support districts in providing high quality instruction and interventions
matched to student need that raises the achievement of all students including all sub
groups.
3. Data Based Decision Making: Support districts in using data based decision making as
part of their on-going instructional improvement cycle.
4. LD Identification: Support districts in developing the capacity and confidence to make LD
eligibility decisions that are appropriate and meaningful through the RtI process.
5. Professional Development: Support districts to develop and maintain professional
development systems to support their RtI systems.
6. Assessment Systems: Support districts to develop, use, and maintain their assessment
systems (screening, progress monitoring, mastery, and outcome) to improve instruction for
students.
7. Outreach: Help districts to develop their willingness and readiness to implement RtI
through statewide outreach.
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Oregon Response to Intervention Infrastructure Checklist
In Place?
(For each item, circle one)
1 – Not in place
2 – Partially in place
3 – Mostly in place
4 – Fully in place
Component
Action Items
1. Core
Instruction
with Fidelity
90 minute core block (reading)
Research-based core program
Process for ensuring fidelity of core program implementation
Explicit, effective instructional practices trained and used
Process for ensuring effective instructional practices in classrooms
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
2. Screening
Research-based screener used with ALL students 3 times per year
Fidelity checks used to ensure validity of data
Screening data used to evaluate core effectiveness
Screening data used to identify at-risk students
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
3. Interventions
with Fidelity
Interventions are research-based
Implemented interventions are chosen from district protocol
Interventions occur outside of 90 minute core instruction
Interventionists have appropriate training
Process for ensuring fidelity of intervention implementation
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
4. Progress
Monitoring
Research-based progress monitoring measures used
Frequency of monitoring is appropriate (i.e. at least 2x monthly for
students receiving intensive support and 1x monthly for students
receiving strategic support)
Progress monitoring data is graphed
Staff member(s) identified who is/are responsible for organizing
and storing the progress monitoring data
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Action plan/Notes
DISTRICT NAME: ____________________________________________
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Component
Action Items
5. Teaming/
Data-Based
Decision
Making:
Group
Interventions
System for matching interventions to student need based on multiple data
sources
Grade level teams meet to review progress data regularly (e.g. every 4-8 weeks)
6. Teaming/
Data-Based
Decision
Making:
Individual
Problem
Solving
Decision Rules created AND followed around:
 When to change interventions
 What qualifies as an “intervention change”
Intervention plan or tracking form used to document interventions and
intervention changes for all students in interventions
Individual problem-solving team meeting occurs after group interventions are
unsuccessful (Number of unsuccessful group interventions prior to initiating
problem-solving is based on district policies & procedures)
Notice provided to parents regarding district’s RTI procedures and parent’s
right to request an evaluation
Staff with pertinent information about target student attend the problemsolving meeting
The following information is brought to the problem-solving meeting (or a plan
to collect the information is created):
 Documentation of prior interventions with progress data
Action plan/Notes
In Place?
1
2
3
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4

A file review
1
2
3
4

A developmental history
1
2
3
4

English Language Learner information (if appropriate)
1
2
3
4

Data comparing student to intervention cohort
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4

Other relevant diagnostic data (e.g. information on instruction, curriculum,
environment, and the learner)
Documented problem definition, problem hypothesis, and intervention plan
are developed at the individual problem-solving meeting
Individualized intervention plans are later reviewed and further steps
determined based on district policies & procedures.
Note: This document outlines Best Practices in building a Response to Intervention framework and does not necessarily define legal requirements as set by the Oregon
Department of Education.
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Sample RTI Identification Process – Elementary Schools
DECISION RULES:
ALL STUDENTS RECEIVE QUALITY BEHAVIOR
AND ACADEMIC INSTRUCTION AND SUPPORT
All Students Are Screened
for Additional Instructional
Needs
(Fall, Winter & Spring
Reading CBMs, OAKS, Office
Discipline Referrals, etc.)
TEAMWORK TIMELINES:
School-wide teams meet fall, winter
& spring after benchmark testing to
review data and make decisions
about school-wide progress.
20% teams/Grade level teacher
teams meet every 6 weeks to review
data, plan and adjust interventions
Small Group
Interventions are
chosen from the
standard protocols by
Teams
80% Decision Rule: If 80% of students by
subgroup (race, special program, grade level,
etc.) are meeting benchmarks, celebrate the
success of your Core Program and look for
ways to improve. If less than 80% are
meeting benchmark, review the Core
Program.
20% Decision Rule: The lowest 20% of
students at each grade level based on
school-wide screening measures and/or
with chronic behavior needs* will receive
strategic group intervention(s)
Intensify/Change Interventions
Rule: When students fail to make
sufficient progress, intensify the
intervention using the appropriate
Standard Protocol.
Interventions
are further
individualized
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RTI – A System of Support - Teaming Structures Sample
Universal Screening Meetings
Individual Intensive Intervention and
Planning Meeting
After one highly structured individualized
intervention that lasts 20 to 30 instructional days
Team: Grade level team, principal, Title One Coordinator, and any other
specialists as appropriate
Time: Happens after an intervention has had
at least two substantial changes, based on
individual student need and team decisions.
Tasks:

Data review and analysis

Examine core program effectiveness

Plan for needs of all students
Team: Parent, classroom teacher, principal,
Title One Coordinator, Special Education
teacher, and any other specialists as
appropriate
Progress
Options:

Continue in intervention, review student progress
at data review meetings, and reintegrate into
general education curriculum.

Heavy dose of intervention that cannot be
maintained long-term with the current resources
– consider SPED referral.
Outcomes: Grade level goals and action plans established and shared,
Instructional Program Brochure sent home with every student.
Data Review Meetings
Tasks:

EBIS Team meeting notice sent home
prior to meeting

Developmental History completed prior
to meeting

Individual Student File Review completed
prior to meeting

At the meeting, review all information
(data, strengths, concerns, modifications
tried)

Team establishes a desired outcome and
an action plan to achieve

Assign case manager
Time: September, January, May
Time: Generally after 20 to 30 days of instruction in the intervention.
Team: Grade level team, principal, Title One Coordinator, Special
Education teacher and any other specialists as appropriate.
Tasks:

Focus on groups of students in interventions

Follow district decision rules

Focus on time, design, and delivery of intervention
Outcomes: Decisions are made about student intervention needs and
recorded on the Student Intervention Profile. Parents are notified that their
child has been place in an intervention.
Progress


Continue in intervention
De-intensify or
discontinue intervention
No Progress



Exit Program
Outcomes: Individual intervention and
Action Plan form completed, copy given to
parent along with Parent Notification when
using RTI under IDEA.
Consider all factors
Consider a substantial change
(review options)
No less than two substantial
changes must be made before an
individualized intervention
meeting
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No Progress
Options:

Difficulties appear to be related to other factors
(e.g., behavior, attendance, other), continue
targeted interventions and develop plan to target
identified issues, review progress at data review
meetings.

Progress is not adequate – consider SPED referral
If SPED Referral
Team: IEP Team
Tasks:

Team meeting notice (IDEA) (can be given at
meeting – parent can waive 10 day notice)

Team convenes to review all the data and
information

Team determines if additional testing should
occur

Consent for SPED evaluation signed
SPED Determination
After SPED evaluation is complete, team should
determine if SPED eligibility is appropriate.
Protocols and forms should be completed.
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Sample Elementary Standard Reading Protocol
GRADE
CORE PROGRAM
CURRICULUM
TIME
OPTIONS
INTERVENTIONS
CURRICULUM OPTIONS
Strategic
(Below Benchmark)
K
*Journeys
½ day kinders:
60 min. daily
full day
kinders: 90
min. daily
1st
2nd
3rd
4th and
5th
Intensive
(Well Below Benchmark)
*Preteach/ Reteach using
templates
*Fast Track Phonics
*Ladders to Literacy
*Road to the Code
*ERI
*Fast Track Phonics
*Language for Learning
*Preteach/ Reteach using
templates
*Fast Track Phonics
*Journeys Write-In Reader
*Phonics for Reading
*Read Naturally*
*ERI (finish ERI by Dec. of 1st Grade)
*Fast Track Phonics
*Horizons
*Language for Learning
*Reading Mastery
*Journeys
*Reading Mastery(replacement core)
*Edmark (at the
determination of the IEP
team)
90 min. daily
*Journeys
*Reading Mastery(replacement core)
*Edmark (at the
determination of the IEP
team)
*Journeys
*Reading Mastery(replacement core)
*Edmark (at the
determination of the IEP
team)
*Journeys
*Horizons (replacement
core)
*Reading Mastery(replacement core)
*Edmark (at the
determination of the IEP
team)
90 min. daily
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Phonics For Reading
*Read Naturally*
*Horizons
*Language for Thinking
*Phonics for Reading
*Reading Mastery
90 min. daily
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Phonics For Reading
*Read Naturally*
*Reading Success
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Read Naturally*
*Reading Success
*REWARDS
*Six-Minute Solution
*Corrective Reading
*Horizons
*Phonics for Reading
*Reading Mastery
*Reading Success
90 min. daily
TIME AND GROUP SIZE
1st & 2nd Intervention: Core plus
Half day kinders 10 minutes daily
Full day kinders 20 minutes daily
Large group, typically in the classroom
3rd Intervention: Core plus
a minimum of 30 minutes daily,
Small group
1st & 2nd Intervention:
Core + 30 minutes daily – small group
3rd Intervention:
Core + a minimum of 45 minutes daily
– small group
1st & 2nd Intervention:
Core + 30 minutes daily – small group
3rd Intervention:
Core + a minimum of 45 minutes daily
– small group
*Corrective Reading
*Great Leaps
*Horizons
*Phonics for Reading
*Reading Mastery
*Reading Success
All students, including students with disabilities and English language learners are monitored through the RTI process. Core and intervention
decisions are made according to this protocol.
*Read Naturally should only be used with students who are benchmark on accuracy and used for a minimum of 3 days/week.
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Sample Reading Decision Rules
Place students in the 20% group and begin weekly progress monitoring when:
Academic skills fall below benchmark and place them in the lowest 20% compared to their peers
on one or more of the following measures: DIBELS Next, IDEL, Reading curriculum based
assessments, OAKS.
 Progress monitoring data should be entered into the Intervention Planning and Assessment
System (IPAS).
 For students whose reading skills are well below grade level, the team may choose to monitor
progress at the student’s instructional level as well as at their grade level.
o Only grade level data should be used in making high-stakes decisions (such as referral to
special education)
o For students already in special education, the team may determine that it is appropriate to
monitor less frequently in grade level material (i.e., monthly or 3 times per year).
o For monitoring progress at a student’s instructional level, the team will select the measure
that best matches the instructional content and goals, allows the student to demonstrate
success with skill acquisition, and at the same time provides room for growth over time.
Change interventions when:
Progress monitoring indicates 4 consecutive data points below the aimline or if data are highly
variable (points are above and below the aimline), maintain the current intervention until 6 data
points have been collected, analyze aimline and trendline (IPAS calculates). Change intervention if
the slope is flat or decreasing and the scores are below benchmark.
 Each time the intervention is changed the aimline is redrawn in IPAS. The aimline is created using
the median of the three data points prior to the intervention change as the starting point for the
new aimline.
 For English Language Learners (ELLs) who meet the above criteria, check the progress of the
cohort group after each 6-week period to determine whether an individual student’s progress is
significantly different from the group.
Individualize interventions when:
Progress is below the aimline for TWO consecutive intervention periods. Prior to selecting the
individualized intervention, the team should select a case manager, complete pages one to four of
the Individual Problem Solving Worksheet, complete a developmental history, and provide
parents with the RTI Brochure. If the student receives ELL services, review ELL information
specified on page 19 of this handbook. The team should meet to complete page five of the
Individual Problem Solving Worksheet using the above information and select an intervention
tailored to the student’s specific needs. NOTE: Kindergarten students need more time in the core
and interventions prior to individualizing, therefore this process should not happen until spring.
Refer for Special Education evaluation when:
After one highly structured, 6-week, individually designed intervention, progress continues
below aimline OR the team determines that the support is so significant that the student will need
continued individual and intensive instruction.
Consider Exiting students from interventions when:
The student has three progress monitoring data points at or above the next DIBELS benchmark
and core reading assessments and intervention assessments indicate grade-level proficiency and
student has met the benchmark goal on OAKS (for students in grades 3 to 5).
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Sample Comprehensive Assessment Plan – Reading K-5
ASSESSMENT
UNIVERSAL
SCREENER
DIAGNOSTIC
TOOLS
PURPOSE
WHO IS
TESTED
FREQUENCY
OAKS (Oregon
Assessment of
Knowledge
and Skills)
State and Federal
Accountability to
Determine Percent of
Students Meeting State
Grade Level Performance
Standards in reading
comprehension
All students grades
3-5 and in high
school until
students meet
standard
Generally once a
year; students not
meeting grade level
standards may be
tested up to three
times a year
MAP
(Measures of
Academic
Progress)
District Adaptive Testing
to measure individual
achievement level and
growth over time in
reading comprehension
All students grades
3-5 and some
second grade
students.
DIBELS Next Benchmark
Testing
Phonemic segmentation,
phonics, and one-minute
fluency measures of basic
indicators of early
reading skills designed to
regularly monitor
individual progress and
system effectiveness
Ten minute individualized
assessment that
diagnoses specific
phonics skills deficits
using real and pseudowords.
Placement tests are
designed to place
students in the
appropriate unit
Phonemic segmentation,
phonics and one-minute
fluency measures of basic
indicators of early
reading skills designed to
regularly monitor
individual progress and
system effectiveness
Measure mastery of
directly taught skills
All students grades
K-5
All students, grades
3-5 are tested each
fall and spring.
Students requiring
more frequent
monitoring are
tested throughout
the year to measure
growth
All students three
times a year to
measure progress
towards benchmark
indicators
Phonics
Screener
Program
Placement
Tests
PROGRESS
MONITORING
DIBELS Next Progress
Monitoring
SKILLS
MASTERY
Program/Unit
Testing/Check
-ins
Fall 2013
Strategic or
intensive students
in grades K-5 to
determine if
reading gaps are
phonics related or
fluency related.*
All students as
appropriate for
program
placement
Students not
meeting
benchmark targets
As needed to gather
additional
diagnostic
information
All students
As prescribed by
program
As needed to place
students in the
appropriate level
Strategic Students:
at least monthly;
Intensive students:
at least twice a
month
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TYPES OF REPORTING
• _Individual reporting for total
reading score and strands
• _Group reporting by subgroups
and whole group indicating
percent of students meeting
performance standard
• _Individual student growth
• _Classroom, school and district
RIT averages for total reading and
goal areas
• _Growth analysis for individual,
school and district
• _Multiple individual and group
reporting. See website at
http://dibels.uoregon.edu
• _Individual test results
• _Individual test results
• _Multiple individual and group
reporting. See website at
http://dibels.uoregon.edu
• _Individual Teacher Records
Page 15 of 145
Core Instruction with Fidelity
Core Instruction with Fidelity ....................................................................................................14
Sample Non-Negotiables for Reading Instruction…………………………………………………………………………..15
Sample Reading Protocol……………………………………………………………………………………………………………….18
Core Reading Program Walk-Through…………………………………………………………………………………………..19
Effective Instructional Techniques………………………………………………………………………………………………..22
Active Participation for Effective Delivery of Instruction………………………………………………………………23
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Core Instruction (with fidelity)
The basis for all RTI work is a research-based core curriculum delivered with fidelity. The
curriculum must be taught by skilled and trained teachers for the designated amount of
time so that at least 80% of students are at benchmark on curriculum based measures and
aren’t in need of interventions. Core Instruction must contain the following nonnegotiable components:




Time of Instruction: 90 minutes per day, 5 days per week for 1st – 5th grades (or
equivalent for non 5-day weeks)
Research-based published core curriculum delivered with fidelity
All students receive core
Active engagement/effective instructional strategies are used throughout
instruction
The reading protocol developed by the district RTI Implementation Team should address
these components. Fidelity checks should be done to ensure that the protocol is being
followed and that instruction is delivered as intended.
For resources related to literacy instruction visit the Oregon K-12 Reading Framework site at
http://www.ode.state.or.us/search/page/?=3328
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Sample Non-Negotiables for Reading Instruction:
The following describes the required components that must be used and/or taught from the Scott Foresman Reading Street program. It does not define how to
teach and does not restrict teachers from making adjustments to the directions and/or design of the lesson components. The time allotted for reading
instruction is required and should not be interrupted.
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
Reading Street Sound
Spelling Cards posted
90 minute minimum uninterrupted reading block
Teacher’s guide open to this week’s lesson with teacher annotations
Reading Street Sound
Reading Street Sound
Spelling Cards posted
Spelling Cards posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound and
high frequency words in
centers and seat work
The week’s sound and
high frequency words in
centers and seat work
Robust Vocabulary
Instruction
 Word posted
 Student friendly
definition
 ELL poster used and
referenced
Robust Vocabulary
Instruction
 Word posted
 Student friendly
definition
 ELL poster used and
referenced
Robust Vocabulary
Instruction
 Word posted
 Student friendly
definition
 ELL poster used and
referenced
Robust Vocabulary
Instruction
 Word posted
 Student friendly
definition
 ELL poster used and
referenced
Daily phonemic
awareness, phonics,
spelling, and word
building activities in
whole group and
repeated in small group
if needed
Daily phonemic
awareness, phonics,
spelling, and word
building activities in
whole group and
repeated in small group
if needed
Daily phonics, spelling
and word building
activities in whole
group and repeated in
small group if needed
Daily phonics, spelling
and word building
activities in whole
group and repeated in
small group if needed
Spelling and word
building activities in
whole group and
repeated in small group
if needed
Spelling and word
building activities in
whole group and
repeated in small group
if needed
At least 3 small groups
daily oral reading
At least 3 small groups
daily oral reading
At least 3 small groups
daily oral reading
At least 3 small groups
daily oral reading
All below level students
read orally in small
group daily
All below level students
read orally in small
group daily
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 18 of 145
Kindergarten
1st Grade
2nd Grade
Every child reads
decodable from cover to
cover every week
(correctly, with no word
guessing)
Every child reads
decodable from cover to
cover every week
(correctly, with no word
guessing)
Every child reads
decodable from cover to
cover every week
(correctly, with no word
guessing)
Writing instruction
happens outside of the
90 minute reading block
during its own 30
minute period of time
All students take
comprehension test at
the end of every
selection. Teachers
correct and use results
to make changes to
instruction
Writing and grammar
instruction happen
outside of the 90 minute
reading block during its
own 30 minute period
of time
Fall 2013
3rd Grade
Every child reads main
selection
 Above level students
read main selection
and above level reader
 On level students read
main selection and on
level reader
 Below level students
read main selection
and below level reader
All students take
All students take
comprehension test at
comprehension test at
the end of every
the end of every
selection. Teachers
selection. Teachers
correct and use results
correct and use results
to make changes to
to make changes to
instruction
instruction
Writing and grammar
Writing and grammar
instruction happen
instruction happen
outside of the 90 minute outside of the 90 minute
reading block during its reading block during its
own 30 minute period
own 30 minute period
of time
of time
OrRTI Project – www.oregonrti.org - 503-431-4005
4th Grade
5th Grade
Every child reads main
selection
 Above level students
read main selection
and above level reader
 On level students read
main selection and on
level reader
 Below level students
read main selection
and below level reader
All students take
comprehension test at
the end of every
selection. Teachers
correct and use results
to make changes to
instruction
Writing, grammar, and
spelling instruction
happen outside of the
90 minute reading block
during its own 30
minute period of time
Every child reads main
selection
 Above level students
read main selection
and above level reader
 On level students read
main selection and on
level reader
 Below level students
read main selection
and below level reader
All students take
comprehension test at
the end of every
selection. Teachers
correct and use results
to make changes to
instruction
Writing, grammar, and
spelling instruction
happen outside of the
90 minute reading block
during its own 30
minute period of time
Page 19 of 145
Sample Reading Protocol
Tier I
All Students
Core Curriculum
Grade
Tier II
Strategic
Core + Intervention
Time
Program Options*
K
60 minutes daily
Imagine It!
Reading Mastery, Signature (R)
(G)
10
10
30
20
– 20 Minutes
- 20 Minutes
minutes
minutes
Imagine It! Interventions
Phonemic Awareness in
Young Children
ERI
PALS
Reading Mastery,
Signature (R) (G) only
30 minutes
30 minutes
ERI
Language for Learning
Reading Mastery, Signature
(R) (G) only
1
90 minutes daily
Imagine It!
Reading Mastery, Signature (R)
(G)
30 minutes daily
30 minutes daily
Imagine It! Interventions
PALS
Reading Mastery,
Signature (R) (G) only
30 minutes
45 + minutes
ERI
Reading Mastery
2
90 minutes daily
Imagine It!
Reading Mastery, Signature (R)
(G)
30
30
30
45
minutes
minutes
minutes
minutes
Imagine It! Interventions
Read Naturally
PALS
Phonics for Reading (lvl 1)
Reading Mastery,
Signature (R) (G) only
45+ – 90 minutes
daily
Reading Mastery
3
90 minutes daily
Imagine It!
Reading Mastery, Signature (R)
(G)
30
30
30
45
minutes
minutes
minutes
minutes
Imagine It! Interventions
Read Naturally
PALS
Phonics for Reading (lvl
1,2)
Reading Mastery,
Signature (R) (G) only
45+ - 90 minutes
Reading Mastery
4 / 5
90 minutes daily
Imagine It!
Reading Mastery, Signature (R)
(G)
30
30
30
45
50
minutes
minutes
minutes
minutes
minutes
Imagine It! Interventions
Read Naturally
PALS
Phonics for Reading (lvl 3)
REWARDS
Reading Mastery,
Signature (R) (G) only
50 minutes
45+ - 90 minutes
45+ - 90 minutes
REWARDS
Reading Mastery
Corrective Reading,
Decoding (lvl A, B1, B2)
Fall 2013
Time, Add:
Program Options
Tier III
Intensive
Core + Intervention or
Reduced/Replacement Core +
Interventions
Time, Add:
Program Options
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 20 of 145
Core Reading Program Walk-Through
Page 1
Teacher
Observer
Grade Level
Curriculum:
Unit/lesson
Content: Circle all that apply
Phonemic
Awareness
Date & Day
Phonics
Fluency
Vocabulary
Comprehension
Start time
Stop time
In line with pacing guide: Yes No
Circle all that apply: Whole Group – Small Group - Individual Practice
Total Student count #_______
Small Group count #_______, #_______ (If more than 1 group)
Directions: During a 5 to 15 minute walk-through the observer will indicate items observed. Not all items will be observed in
one visit. The observer may prioritize sections of this walk-through, rather than use both sides. The walk-through is designed to
give feedback on current instructional practices, find areas for future professional development, and assess continuity of
implementation of our core reading program. This walk-through tool is not designed for evaluation purposes.
Environment
Room arrangement






Scheduled time for reading
Space for small group instruction
Classroom library
All students can see board/text
Appropriate reading using computer technology
Teacher and students have materials ready
Instruction
Prior to instruction
 Clear behavioral expectations
 Teacher and student materials ready
 Set the purpose for the instruction
 Emphasizes distinctive features of new concepts
Background knowledge
 Provides and elicits background information
 Makes relationships among concepts overt
 Makes connection to previously-learned material
Praise and corrective feedback
 Majority of feedback is positive (4:1)
 Provides affirmations for correct responses
 Promptly corrects errors with provision of correct model
 Limits corrective feedback language to the task at hand
Scaffolding new content - Proceeds in step-by –step fashion
 I do (Demonstrates the task, e.g. uses think-alouds)
 We do (guided practice)
 Y’all do (partner practice)
 You do (individual application of taught skill)
Differentiated instruction
 Provides extra practice based on accuracy of student responses
 Provides more than one opportunity to practice each new skill
 Ensures mastery of all student before moving on
 Lesson tasks/activities appropriately “chunked”
Teacher has perky pace
 Provides “think time” for processing
 Gains student attention before initiating instruction
 Transitions quickly between tasks
 Uses visuals and manipulatives to teach content as necessary
 Provides opportunities for practice after each step in instruction
 Redirects behavioral disruptions quickly and positively
Fall 2013
Walls







Daily schedule
Word wall
Lesson targets posted
Instructional charts
Decoding/Spelling Focus
Vocabulary Words (often in a pocket chart)
Displays of student success in reading: work or scores
Student Engagement
Things students say
 No hand raising (all doing the doing)
 Choral responses – verbal # _______
 Partner Response – think, pair share # _______
Things students write
 Partner Response – think, write, share # _______
 Graphic organizer
 Quick write/draw response
 Completing a sentence frame
 White board responses
Things students do
 Choral responses – physical #_______
 Response Cards (yes/no, word, letter)
 Manipulatives in use
Things teacher does
 Maintains close proximity to students
 Routines are clear for entry and work on reading
immediately.
 Attention signal, physical or verbal cue
 10:2 strategy (10 min. teacher talk/2 min. student talk)
 Provides students time for self assessment
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 21 of 145
Core Reading Program Walk-Through – Page 2
Possible tools:
 Students orally manipulating sounds and words
 Students physically manipulating sounds and words
K-2
-Physical response
-Elkonin Boxes
-Cubes or markers
Focus skill: Word comparison, Rhyming, Sentence segmentation, Syllable segmentation and blending, Onset-rime blending and
segmentation, Blending and segmenting individual phonemes, Phoneme deletion and manipulation
 Students engaged in reading:
o letter/sounds, sounding out, blending and
segmenting, sight words
Phonics
K-5
Phonemic
awareness
Curriculum
 Students writing related to phonics:
o dictation, sight words, word families,
sentences
Possible tools:
-Whiteboards
-Gestures
-Word Sorts
Focus Skill: Letter sounds, VC and CVC, Consonant Digraphs, CVCC and CCVC, Silent E, R-control vowels, Advanced
consonants (i.e.,-tch, kn, soft c &g), Vowel Teams, Multi-syllable words, Prefixes and suffixes
Fluency
1.5-5
 Explicit instruction using teaching charts or
transparencies
 Paired reading of text with fluency focus
 Choral reading of text with fluency focus
 Timed practice
Focus Skill: Accuracy, Expression, Emphasis, Phrasing, Volume, Smoothness, Rate
Vocabulary
K-5
 Vocabulary word cards posted
 Use of vocabulary routine by teacher
o Names the word
o Gives a kid friendly definition
demonstrating meaning
o Use the word in a sentence
o Student discussion of vocabulary word
 Personal definitions from students
 Multiple exposures and processing
 Students can distinguish between an
example of the word and non example
 Students engaged in answering vocabulary
questions about words, talking about word
meanings, using vocabulary words in
speech and writing
Possible tools:
-Main selection text
-Guided reader
-Leveled passages
-Fluency “phones”
-CD’s
-Timers
-Graphs
Possible tools:
-Program created
vocabulary cards
-Student created
vocabulary cards
-Word Sorts
-Pictures
-Gestures
Focus Skill: High Frequency Words, Contextual Analysis, Morphemic Analysis, Expressive Vocabulary, Receptive Vocabulary
Comprehension
K-5
 Use of graphic organizers by teacher and
students
 Text-to-self, text-to-text, and text-to-world
connections
 Modeling and explaining reading strategies;
Activating prior knowledge or giving
background information
 Leading a read (listen)/discuss/read (listen)/
discuss cycle
 Asking high level comprehension questions
(beyond literal comprehension)
 Responding to student discussion to
increase comprehension or language
 Students writing responses to text or
correcting written responses to program
text
 Students naming and using reading
comprehension strategies
Possible tools:
-Main selection
-Leveled readers
-Graphic organizer
Independent
Work
K-5
Small Group
Instruction
K-5
Focus skill: Text Structure, Make Inferences and Analyze, Evaluate, Story Structure, Generate Questions, Summarize, Monitor
Comprehension
 4 to 6 students per group
 Small groups reading main selection, paired
selection or level books
 Specific skill taught, retaught or extended
 Teacher sets to purpose for the read
 Students chorally or silently read the text (No
Round Robin Reading!)
 Extended reading time in connected text (instead
of worksheets)
 Station work created focusing on fluency,
reading comprehension practice, writing, word
work
Fall 2013
 Teacher observes, assesses, and instructs
while students read
 Corrective feedback is given
 Teacher selects and modifies the use of
support or removal of support for gradual
release of responsibility
 Teacher takes anecdotal notes
 Technology in use
 Writing as a response to reading
 Teacher conferences with students
 Students taking curriculum assessment
OrRTI Project – www.oregonrti.org - 503-431-4005
Possible tools:
-Leveled reader
-Phonemic awareness
and phonics activities
-Vocabulary cards
-Fluency passage
-Vocabulary cards
-Fluency passage
Possible tools:
-Classroom library
-Flip charts
-Stations
-On line activities
-Reading journals
-Weekly/unit test
Page 22 of 145
Core Reading Program Walk-Through – page 3
Purpose:
The walk-through is a very important component of the RTI process. “For valid [LD] disability
determination to occur, a diagnostic team needs to be able to determine that a student has received
appropriate instruction in the general education classroom. Implementing instruction with fidelity
satisfies one of IDEA’s legal requirements for appropriate instruction.” Walk-throughs help to reinforce
instructional outcomes by giving a structure for visibility, content knowledge and fidelity of current
practices occurring within the school.
Training:
Ensuring that teachers have clarity on the content and delivery of the district adopted curriculum.
Before using this tool in the classroom, share and accept feedback from teachers. They need to be
trained on the content as well as the practices listed on the walk-through tool. Administrators also may
need clarification on the practices and materials that create the core reading program.
This tool may be used for peer observations, coaches or administrators instructional rounds.
Explanation of directions:
Directions: During a 5-15 minute walk-through the observer will indicate items observed.a Not all items will be observed in
one visit. The observer may prioritize sections of this walk through, rather than use both sides. b The walk through is designed
to give feedback on current instructional practices, find areas for future professional development, and assess continuity of
implementation of our core reading program.c This walk-through tool is not designed for evaluation purposes.d
a
The walk through is designed to be a snap shot of the day,
not a movie. It is preferable to do several over the course of
the year (3 to 4) than 1 long observation.
b
c
d
Often teachers are fearful of walk throughs because they do
not understand the purpose. Seek to reduce anxiety by being
collaborative in rolling out the walk through. Setting the clear
purpose moves away from the “gotcha” mentality.
This walk through is very long and comprehensive.
Initially, it may be very appropriate to select the instruction
section ONLY. Place an “X” through sections that are not
observed.
This tool should NOT be used to evaluate teachers
performance!!!! It does not align with the specifics of district
contract language for teacher evaluation.
Fluency
1.5-5
Sample of Completed Walk-through:
 Explicit instruction using teaching charts or
transparencies
 Paired reading of text with fluency focus
 Choral reading of text with fluency focus
 Timed practice
Focus Skill: Accuracy, Expression, Emphasis, Phrasing, Volume, Smoothness, Rate
Possible tools:
-Main selection text
-Guided reader
-Leveled passages
-Fluency “phones”
-CD’s
-Timers
-Graphs
More information on Walk-throughs:
 Education World, “Walk-Throughs Are On the Move”,
http://www.educationworld.com/a_admin/admin/admin405.shtml

David, Jane, “Classroom Walk-throughs”, Educational Leadership, December 07/January 08,
http://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/Classroom_WalkThroughs.aspx
Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS:
National Research Center on Learning Disabilities.
Credit to J. Robinson, K. Feldman, Oregon Reading First, N. Clackamas S.D.
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 23 of 145
Effective Instructional Techniques

Unison Oral Responding- Unison oral responding is exactly what its title suggests;
students responding at the same time. This facilitates a high degree of active student
participation. The advantage is that all students practice throughout the entire lesson.

Signaling- Cue provided by the teacher that is designed to elicit a unison response and
make clear to students when they are to respond. A signal can be visual (point or touch) or
audible (tap with pen, clap, snap).

Pacing- The key to providing effective pacing is to ensure that students do not have
“downtime” after a response has been made. The teacher judges the pace appropriate for
student responses and adjusts the pacing of signaling as tasks become easier or more
difficult.

Monitoring- The teacher monitors student performance by watching the students’ eyes
and mouths as they respond. The teacher switches from student to student to monitor the
entire class but gives more monitoring attention to lower-performing students.

Correcting Errors and Teaching to Mastery- The teacher corrects student errors for the
whole group, not singling out the individual who made the error. The teacher provides a
delayed test later in the lesson for any student who missed an item.
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 24 of 145
Active Participation for Effective Delivery of Instruction
“The teacher – what we do or don’t do – is the key predictor of student
attention/ engagement!” Anita Archer
Best Practices for Increased Engagement
 ‘Anticipate and Remove’ factors that will negatively impact attention.
 Teach behavioral expectations to students – tell, show, practice.
 Use room arrangements that foster engagement (e.g., desks in pairs facing
front).
 Have routines ~ students should always know what to do and how to do it.
 Be positive.
Delivery of Instruction - Gain and Maintain Student Attention
 Use some kind of signal ~ “One-two-three, eyes on me”, etc.
 Elicit student responses ~ most important key to maintaining attention.
 Use a perky pace.
 Maintain close proximity to students.
 Connect with students ~ give eye contact, smile, use their names, monitor.
 Add delight and humor.
 Teach with enthusiasm.
“It’s not what you say or do that ultimately matters… It IS what you get the
students to do as a result of what you said and did that counts.” Anita Archer
Opportunities to Respond ~ to ensure learning for all students, increase the
number of opportunities students have to actively participate in the lesson.
Opportunities to respond results in:
 Increased academic achievement
 Increased on-task behavior
 Decreased behavioral challenges
When possible use procedures that result in all students responding!
Ways to Respond:
• Verbal Responses
• Written Responses
• Action Responses
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 25 of 145
Verbal Responses
Partners
Procedure
 Teacher assigns partners.
 Pair lower performing students with
middle performing students.
 Give partners a number.
 Sit partners next to each other.
 Utilize triads when appropriate (e.g.,
student needs more support – ELL, sped,
TAG, behavior).
Partner Hints:
 Teach students how to work together (e.g.,
LOOK-LEAN-WHISPER).
 Teach students how to give and receive
encouragement.
 Primary students – come to “rug area”
with desk partner.
 Small groups – tape cards on table with
#1/#2 and arrows pointing to each
partner.
 Change partnerships occasionally (every 3
– 6 weeks).
 Join two partnerships to form cooperative
teams.
Uses of Partners
 Say answer to partner (see Think-Pair
Share).
 Retell content of lesson using a graphic
organizer.
 Brainstorm (Think-Pair-Share).
 Teach – Pause (see Study, Tell, Help,
Check).
 Explain process, strategy, or algorithm
using examples.
 Read to or with partner.
 See if directions were followed.
 Assist during independent work.
 Give feedback on written work.
Fall 2013
Choral Responses
Students are looking at teacher:
 Ask a question.
 Put up your hands to indicate silence.
 Give think time.
 Lower your hands as you say, “Everyone”.
Students are looking at a common stimulus
 Point to the stimulus
 Ask a question
 Give think time
 Tap for a response
Students are looking at own book/paper
 Ask a question
 Use an auditory signal (“Everyone”)
Hints for choral responses:
 Give adequate think time
 Have students indicate when they have had
enough think time (e.g., thumbs up OR look
at you)
 If students don’t respond or if they blurt out,
repeat
Benefits of using choral responses:
 Increases responses for all
 Allows teacher to monitor all
 Allows teacher to adjust instruction
 Allows for think time
 Safer for students
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 26 of 145
Verbal Responses ~ continued
Think-Pair-Share
Study, Tell, Help, Check
1. Think
a. In partners, students think and record
responses.
b. As students write, move around room
and record ideas and names on an
overhead.
2. Pair
a. Partners share ideas. Have them
record partner’s best ideas.
b. Move around room and continue to
record ideas on overhead as students
share.
3. Share
a. Use overhead to share with the class.
1. Study ~ Give students a minute or two to
study the material that you have
presented. This might entail reading
notes, text material, or a handout.
2. Tell ~ Have one partner tell all they
remember about the topic. The other
partner can count or tally the ideas.
3. Help ~ Have second partner assist by:
a. Ask questions
b. Give hints
c. Tell additional information they recall
4. Check ~ When partners have exhausted
all recalled information, they then check
notes, text material, or handouts.
Guidelines for Individual Turns
1. Calling on volunteers:
a. Use only when the answer is a product of personal experience.
b. Do not use when the answer is a product of instruction or reading. Expect
that ALL students can answer - use choral response or a partner strategy.
2. Using individual turns to involve all students:
a. Do partner work first ~ Have students share answers with partners and
THEN call on an individual.
b. Ask the question first ~ Ask a question, give think time, and then call on
an individual. (Name cards or sticks can be used to call on the
individuals.) Whip Around or Pass ~ Use when there are many possible
answers. Ask question, give think time, start at any location and have
students quickly give answers in a predetermined order, without
commenting. If students do not have a response, they say, “pass”.
3. If a student is called on and says, “I don’t know”:
a. Guide student to correct answer by asking questions.
b. Have student consult with partner.
c. Have student refer to his/her book.
d. Have student tell the “best” of previous answers.
e. Tell student an answer.
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 27 of 145
Written Responses
General Guidelines
1. Gauge the length of written response to avoid “voids”:
a. Make the response fairly short.
b. Make the response “eternal”.
2. To keep students from “sneaking” ahead:
a. Expose limited items on overhead.
b. Have students put down their pencils to indicate completion.
c. Have students turn over papers to indicate completion.
3. Move around the room examining written responses and giving feedback
Response Cards
Response Slates
 Have students write possible
responses on cards/paper or
provide them with prepared cards.
 Examples:
o Simple Responses ~ Yes/No,
o Agree/Disagree, True/False
o Graphemes ~ sh, wh, ch, th
o Punctuation Marks ~ . ? !
o Math Operations ~ +, x, o Content Area Terms ~ Science
(igneous, sedimentary, metamorphic);
Language Arts (fiction, nonfiction).
 Give a directive/ask a question.
 Have students write answers on
individual whiteboards, slates, or
chalkboards.
 Provide adequate response time.
 Students display slates.
 Give feedback to students.
 Ask a question.
 To indicate ready to respond,
students select best response card
and hold under chin.
 Ask students to hold up response
card.
 Carefully monitor responses and
provide feedback.
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 28 of 145
Action Responses












Touch Stimulus
To increase attention given to a stimulus,
ask students to “put their finger” on the
stimulus.
Gestures
Students use gestures to indicate an answer
or to facilitate recall of process.
Examples:
“Hold up a finger for each sound in the
word last.”
“Make a composite volcano.”
“325 - Hold up your fingers to tell me how
many digits.”



Act Out
Students act out a story, vocabulary term,
concept, or process.
Facial Expressions
Students indicate an answer by changing
facial expression.
Example: “Show me ‘glum’. Show me ‘not
glum’.”
Hand Signals
Use thumbs up/thumbs down to indicate yes/no or agree/disagree.
Use hand signal to show level of understanding ~ High (touch head), Okay (touch throat),
Low (touch stomach).
Write items on board/overhead and number them. (e.g., 1. concentrate, 2. absurd, 3.
enemy, 4. disgusting)
Carefully introduce and model hand signals
Ask a question. Have students form answers on their desk.
When adequate think time has been given, have students hold up fingers to show
response.
Springfield Public Schools
Fall 2013
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Screening
Screening ............................................................................................................................................... 28
Common Screening Assessments matched to the BIG 5 of Reading .......................................................................... 30
School-Wide Data Meeting Guidelines .................................................................................................................................. 31
Intervention Placement Guidelines ........................................................................................................................................ 32
Student Intervention Profile – READING .............................................................................................................................. 33
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Screening
Universal school-wide screening is the first level of data collected in the RTI process. These
screenings usually occur three times per year (fall, winter, and spring), and the data from
these assessments help to guide instruction through the three tiers of the RTI process.
Screening measures should be practical and efficient to administer, and serve two purposes:
to evaluate the effectiveness of the core program (at least 80% of students should be at
benchmark), and to determine which students need additional instruction and support.
DIBELS Next, easyCBMs, and AIMSweb all provide efficient and norm-referenced screening
assessments.
It is important that the persons doing the screening be trained each year in the measures they
will administer and that fidelity checks take place during the screening to ensure that all
testers are administering the measure as designed. Many districts hire a team of evaluators
(e.g., reading specialists, Title I, para-educators) to do the screening at all district schools
thereby making assessment of fidelity more efficient.
Once the screening is complete, the data is available for entry into a data system. The
Intervention Planning and Assessment System (IPAS) was specifically designed for this
purpose and is available through OrRTI. IPAS organizes data in a way that allows teams to
determine by grade level what percentage of students are at benchmark and also which
students meet the district criteria for placement into interventions. IPAS also is used for
progress monitoring and automatically draws the aimline and trendline for students in
interventions.
Screening data is a key component of school-wide meetings and intervention placement
meetings.
Planning for all students (School-wide): Three times a year, in fall, winter and spring,
teams review data on student performance (e.g., reading CBMs, behavior referrals,
attendance) in order to evaluate the effectiveness of the core programs. The RTI model is
predicated on the notion that all students can make adequate growth and that core programs
should meet the needs of at least 80% of the student population. If this is not the case, the
team needs to strategize ways to shore up the core. This means the School-wide Team must
examine Core Programs, foster honest conversations about whether the core is meeting the
needs of 80% of all major student populations (Race, ELL, SPED, etc). The team should then
plan prevention/intervention activities that target areas which data analysis suggests need
attention (e.g., professional development, re-teaching of basic skills, re-teaching school rules
and expectations consistently, etc.). It is vital to have the building principal on the team to
ensure that fundamental organizational decisions can be made, resources can be allocated,
instructional delivery is effective, and the program is delivered with fidelity.
Planning for the 20% (Targeted groups): The lowest 20% of students at each grade level
on reading CBMs and/or who have other, significant academic, behavioral or attendance
problems are considered for placement into interventions. These interventions are chosen
from the appropriate Standard Protocol for groups of students with similar needs. The team
must also decide on what progress data to collect and the person responsible for collecting the
data. They then begin the appropriate Student Intervention Profile (available in IPAS) for all
students in interventions.
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Common Screening Assessments matched to the BIG 5 of Reading
DIBELS Next
easyCBM
AIMSWEB






Maze
Reading-CBM
Reading-CBM
o Words correct per minute
o Accuracy %
Comprehension
Vocabulary
Oral Reading
Fluency & Accuracy
Phonics
(Alphabetic
Principle)

Multiple Choice Reading
Comprehension (MCRC)
Passage Reading Fluency
(PRF)

Vocabulary (VC)

Oral Reading Fluency (DORF)
o Words correct per minute
o Accuracy %

Passage Reading Fluency
(PRF)
o Words correct per
minute
o Accuracy %
 Word Reading Fluency


Oral Reading Fluency (DORF)
o Accuracy %
Nonsense Word Fluency (NWF)
o Whole Words Read (WWR)
o Correct Letter Sounds (CLS)

Passage Reading Fluency
o Accuracy %


Letter Sounds (LS)
Phoneme Segmentation Fluency (PSF)
First Sound Fluency (FSF)

Phoneme Segmenting (PS)

Phonemic
Awareness
Daze
Retell Fluency (RTF)
Oral Reading Fluency (DORF)


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Reading-CBM
o Accuracy %
 Nonsense Word Fluency
 Letter Sound Fluency

Phoneme Segmentation
Fluency
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School-Wide Data Meeting Guidelines
Purpose of meeting: To determine the effectiveness of the core program and make necessary
adjustments. Determine if your system is moving children toward benchmark goals.
 Review team norms
 Review purpose for meeting
Is our core program sufficient for most students?
1) Review and analyze benchmark screening data.
 Review and analyze current benchmark screening data. Record percentages below:
 Review and analyze previous benchmark screening data. Record percentages below:
Previous
Benchmarking
Current
Benchmarking
# 3*Goal for next
Benchmarking:
% Above benchmark
% Below benchmark
% Well below benchmark
 Did the percentage of students at benchmark increase? ___________
 Did the percentage of students at strategic increase or decrease? ____________
 Did the percentage of students at intensive decrease? _____________
2) Identify the grade levels instructional needs
a) Determine the current most critical priority skill of need and see if it needs to be taught to most
students or some students
 Priority skill ____________, most students or some students?
b) Develop a goal for spring in the prioritized area (e.g. fluency-ORF) of need
 Benchmark _________ Strategic_______ Intensive _______
3) Develop a goal for the overall instructional recommendation (place in box above)
4) Make instructional changes

What might the grade level do differently to increase students’ achievement in the prioritized skill
area?
 Discuss grade level wide opportunities to making core program more robust for this cohort.
a) What agreements can the grade level make on common instructional strategies?
__________________________________________________________________
b) What agreements can the grade level make on common active engagement strategies? How
will you increase active engagement to increase the effectiveness of the instruction?
__________________________________________________________________
c) Fidelity


How is your team using fidelity checklists to improve the instruction within the core?
__________________________________________________________________
What can you do to improve your teaching of the core to fidelity?
___________________________________________________________________
5) What professional development and/or resources do you need to make these instructional
changes?

What resources do you need from the coach, principal, or other staff?
______________________________________________________________________
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Intervention Placement Guidelines
School-wide/District-wide decision rules outline which students will receive
additional support:
 Based on school-wide screening data (DIBELS, easyCBM, AIMSWEB, etc)
 Based on available resources and system capacity
o Lowest 20%? 30%?
o All students well below benchmark?
The intervention placement team determines each student’s area of instructional
need by reviewing the Big 5 of Reading and understanding that they build from one
to the next:
1.
2.
3.
4.
5.
Phonemic Awareness
Phonics (Alphabetic Principle)
Oral Reading (Accuracy & Fluency)
Reading Comprehension
Vocabulary
Ensure an instructional match by answering the following four questions about each
student:




What is the skill deficit?
How big is that deficit?
What interventions address that deficit?
How do we implement the program?
Remember that Accuracy is more important than Fluency. Follow these guidelines
when refining instruction:
Accurate with Skill?
Fluent at Skill?
Able to Apply Skill?
If no, teach the skill.
If yes, move to fluency.
If no, teach fluency/ automaticity.
If yes, move to application.
If no, teach application.
If yes, move to a higher level
skill/concept.
Begin the Student Intervention Profile (available in IPAS) for each student in an intervention.
Notify parents each time a student is placed into an intervention or when an intervention is
modified.
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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. ____
ELL Language Level: __________ Math CBM Screening Score: __________
Attendance Issues:
_____________YTD Absences ____ YTD Tardies ____
Behavioral Issues:
______________________________________________
(If behavioral concerns, attach SWIS Individual Student Report or data on behavior plan)
Teacher/School
K __________________
1 __________________
2 __________________
3__________________
4 __________________
5 __________________
Number and times of Health Room Visits in past month: ___________________
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:
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Interventions with Fidelity
Interventions with Fidelity ........................................................................................................................ 34
Reading Decision Rules ...............................................................................................................................................................36
Elementary Standard Reading Protocol ................................................................................................................................37
Assessing Evidence-Based Programs and Practices ..................................................................................... 38
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Interventions (with fidelity)
Students whose academic skills fall below benchmark and put them at risk compared
to their peers on the screening measures should be considered for placement in an
intervention in addition to the core program (See guidelines in the previous chapter).
The Decision Rules for placement are part of the district’s Reading Protocol as are
the list of the research-based interventions that are available to the school and the
designated amount of time required for the intervention. The intervention is in
addition to the core curriculum. All students should continue to receive the core
instruction for the designated amount of time and have the intervention for an
additional amount of time each day (typically 90 minutes for core plus an additional
30 minutes for the intervention). As was the case with core instruction, the
interventions must be taught by skilled and trained teachers. Interventions must
contain the following non-negotiable components:
 Time of Instruction:
o Typically 30 minutes per day, 5 days per week for 1st – 5th grades
for strategic interventions and 45 minutes or more per day, 5 days
a week for intensive interventions.
 Research-based published interventions delivered with fidelity
 Active engagement and effective instructional strategies are used
throughout instruction
The reading protocol developed by the district RTI Implementation Team should
address these components. Fidelity checks should be done to ensure that the
protocol is being followed and that instruction is delivered as intended.
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Reading Decision Rules
Place students into interventions and begin weekly progress monitoring when:
Academic skills fall below benchmark and place them in the lowest 20% compared to their peers
on one or more of the following measures: DIBELS Next, IDEL, Reading curriculum based
assessments.
 Progress monitoring data should be entered into IPAS.
 For students whose reading skills are well below grade level, the team may choose to monitor
progress at the student’s instructional level as well as at their grade level.
o Only grade level data should be used in making high-stakes decisions (such as referral to
special education)
o For students already in special education, the team may determine that it is appropriate to
monitor less frequently in grade level material (i.e., monthly or 3 times per year).
o For monitoring progress at a student’s instructional level, the team will select the measure
that best matches the instructional content and goals, allows the student to demonstrate
success with skill acquisition, and at the same time provides room for growth over time.
Change interventions when:
Progress monitoring indicates 4 consecutive data points below the aimline or if data are highly
variable (points are above and below the aimline), maintain the current intervention until 6 data
points have been collected, analyze aimline and trendline (IPAS calculates). Change intervention if the
slope is flat or decreasing and the scores are below benchmark.
 Each time the intervention is changed the aimline is redrawn in IPAS. The aimline is created using
the median of the three data points prior to the intervention change as the starting point for the
new aimline.
 For English Language Learners (ELLs) who meet the above criteria, check the progress of the
cohort group after each 6-week period to determine whether an individual student’s progress is
significantly different from the group.
Individualize interventions when:
Progress is below the aimline for TWO consecutive intervention periods. Prior to selecting the
individualized intervention, the team should select a case manager, complete pages one to four of
the Individual Problem Solving Worksheet, complete a developmental history, and provide parents
with the RTI Brochure. The team should meet to complete page five of the Individual Problem
Solving Worksheet using the above information and select an intervention tailored to the student’s
specific needs. NOTE: Kindergarten students need more time in the core and interventions prior to
individualizing, therefore this process should not happen until spring.
Refer for Special Education evaluation when:
After one highly structured, 6-week, individually designed intervention, progress continues below
aimline OR the team determines that the support is so significant that the student will need
continued individual and intensive instruction.
Consider Exiting students from interventions when:
The student has three progress monitoring data points at or above the next DIBELS benchmark
and core reading assessments and intervention assessments indicate grade-level proficiency and
student has met the benchmark goal on OAKS (for students in grades 3 to 5).
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Elementary Standard Reading Protocol
GRADE
CORE PROGRAM
CURRICULUM
TIME
OPTIONS
INTERVENTIONS
CURRICULUM OPTIONS
Strategic
(Below Benchmark)
K
*Journeys
½ day kinders:
60 min. daily
full day
kinders: 90
min. daily
Intensive
(Well Below Benchmark)
*Preteach/ Reteach using
templates
*Fast Track Phonics
*Ladders to Literacy
*Road to the Code
*ERI
*Earobics
*Fast Track Phonics
*Language for Learning
*Preteach/ Reteach using
templates
*Fast Track Phonics
*Journeys Write-In Reader
*Phonics for Reading
*Read Naturally*
*ERI (finish ERI by Dec. of 1st Grade)
*Earobics
*Fast Track Phonics
*Horizons
*Language for Learning
*Reading Mastery
*Journeys
*Reading Mastery-(replacement
core)
*Edmark (at the determination
of the IEP team)
90 min. daily
2nd
*Journeys
*Reading Mastery(replacement core)
*Edmark (at the determination
of the IEP team)
90 min. daily
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Phonics For Reading
*Read Naturally*
*Horizons
*Journeys Tool Kit
*Language for Thinking
*Phonics for Reading
*Reading Mastery
3rd
*Journeys
*Reading Mastery(replacement core)
*Edmark (at the determination
of the IEP team)
90 min. daily
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Phonics For Reading
*Read Naturally*
*Reading Success
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Read Naturally*
*Reading Success
*REWARDS
*Six-Minute Solution
*Corrective Reading
*Horizons
*Journeys Tool Kit
*Phonics for Reading
*Reading Mastery
*Reading Success
*Corrective Reading
*Great Leaps
*Horizons
*Journeys Tool Kit
*Phonics for Reading
*Reading Mastery
*Reading Success
1st
4th
and
5th
*Journeys
*Horizons (replacement core)
*Reading Mastery(replacement core)
*Edmark (at the determination
of the IEP team)
90 min. daily
TIME AND GROUP SIZE
1st & 2nd Intervention: Core +
half day kinders 10 minutes daily
Full day kinders 20 minutes daily
Large group, typically in the classroom
3rd Intervention:
Core + a minimum of 30 minutes daily,
Small group
1st & 2nd Intervention:
Core + 30 minutes daily – small group
3rd Intervention:
Core + a minimum of 45 minutes daily
– small group
1st & 2nd Intervention:
Core + 30 minutes daily – small group
3rd Intervention:
Core + a minimum of 45 minutes daily
– small group
All students, including students with disabilities and English language learners are monitored through the EBIS process. Core and intervention
decisions are made according to this protocol.
*Read Naturally should only be used with students who are benchmark on accuracy and used for a minimum of 3 days/week
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The Hexagon tool below (Assessing Evidence-Based Programs and Practices) is from Michigan’s Integrated Behavior and Learning
Support Initiative (MiBLSi). It is a helpful tool for selecting curricula.
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Progress Monitoring
Progress Monitoring .................................................................................................................................... 39
Reading Decision Rules ...............................................................................................................................................................41
Progress-Monitoring Graphs in IPAS .....................................................................................................................................42
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Progress Monitoring
In an RTI system, students in interventions have their progress monitored frequently,
every week or two for elementary students. This provides data that allows team
members to gauge the student’s response to the intervention and to adjust or
intensify the intervention as needed.
Typically the same measure that is used for universal screening is also used for
progress monitoring. For reading this is a reading CBM from an assessment system
such as easyCBM, AIMSweb, or DIBELS Next. An aimline is established by plotting the
baseline score (often the universal screening score) on a graph as well as the
benchmark goal for the end of the year or semester, and drawing a line from the first
point to the last. Progress monitoring scores are then plotted on that graph, from
which a trendline can be drawn and analyzed every 6 to 10 weeks by data teams. The
Intervention Planning and Assessment System (IPAS) is an RTI data-management
system available from OrRTI. IPAS automatically draws the aimline and trendline. A
student who is not responding adequately to Tier 1 instruction moves on to Tier 2
and increasingly intensive levels of intervention and instruction.
Progress Monitoring has the following benefits when implemented correctly:
1. Students learn more quickly and make greater achievement gains because they are
receiving more appropriate instruction
2. Teachers make more informed instructional decisions
3. Documentation of student progress is available for accountability purposes
4. Communication improves between families and professionals about student progress
5. Teachers have higher expectations for their students; and, in many cases
6. There is a decrease in special education referrals.
Typically progress monitoring is done using grade-level materials.

For students whose reading skills are well below grade level, the team may choose to monitor
progress at the student’s instructional level as well as at their grade level.
o Only grade level data should be used in making high-stakes decisions (such as referral to
special education)
o For students already in special education, the team may determine that it is appropriate to
monitor less frequently in grade level material (i.e., monthly or 3 times per year).
o For monitoring progress at a student’s instructional level, the team will select the measure
that best matches the instructional content and goals, allows the student to demonstrate
success with skill acquisition, and at the same time provides room for growth over time.
The frequency with which progress-monitoring is expected to occur is a part of the
district’s decision rules.
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MTI READING DECISION RULES, K-5
“How do we respond when students don’t learn?”
Kindergarten
Beginning of the year – October:
Place students in strategic or intensive
intervention groups based on fall DIBEL,
progress monitoring and in program data:
Strategic/Intensive: According to Reading
Protocol
Monitor and graph progress 2 times per
month for the students receiving strategic
support and weekly for those receiving
intensive support.
Middle of the year – January:
Re-group students after January DIBELS
Next has been completed. Place students
accordingly into the following groups:
Strategic/Intensive: According to Reading
Protocol
Monitor and graph progress 2 times per
month for the students receiving strategic
support and weekly for those receiving
intensive support.
st
th
Grades 1 – 5
Place students in interventions when:
Academic skills fall below benchmark and place them in the
strategic range according to GrIP reports which are based
on DIBELS Next, MAP and OAKS and is corroborated by
curriculum based assessments.
Monitor and graph progress weekly.
Change and intensify interventions when:
Progress monitoring indicates 4 consecutive data points
below the aimline.
If data are highly variable, (points above and below the
aimline), maintain the current intervention until 6 data
points have been collected. Analyze aimline and trendline.
Change intervention if the slope is flat or decreasing and the
scores are below benchmark.
Each time the intervention is changed, the aimline should
be re-drawn using the median of the three data points prior
to the intervention change as the starting point for the new
aimline.
For ELL students, check the progress of the cohort group
after each 6-week period to determine whether an
individual student’s progress is significantly different from
the group.
Refer for Special Education when:
After 2 small group interventions and 1 highly structured
intensive individually designed intervention determined
from an Individualizing and Intensifying team meeting,
progress continues below the aimline OR the team
determines that the support is so significant that the
student will need continued individualized and intensive
instruction.
Consider exiting a student from intervention when: Core reading assessments and intervention
assessments indicate grade level proficiency and DIBELS progress monitoring data points meet benchmark
grade level targets in fluency/accuracy.
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Progress-Monitoring Graphs in IPAS
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Teaming/Data-Based Decision Making:
Group Interventions
Teaming/Data-Based Decision Making: Group Interventions ..................................................... 43
Reading Decision Rules ...............................................................................................................................................................45
Changes in Intervention in Elementary School ..................................................................................................................46
Sample Elementary 20% Meeting (Progress Monitoring) Agenda .............................................................................47
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Teaming/Data-Based Decision Making: Group Interventions
Grade level teams meet regularly (i.e., every 6 to 8 weeks) for 30 to 60 minutes to
evaluate the progress of students in interventions including those students receiving
services through Special Education. The team reviews the progress-monitoring data
for each student, analyzing aimlines and trendlines and uses the district’s decision
rules to determine one of four actions for each student being reviewed.
1. The group intervention has been successful and the student no longer needs
small group instruction
2. The intervention is working for the student and should be continued and
monitored
3. The group intervention is not working for the student and should be revised
or refined, or
4. The student has not made adequate progress during two intervention periods
and therefore the team will proceed to the individualized, intensified
intervention.
The district’s decision rules should include guidance for the team on when to change
the intervention. There should also be guidance as to what constitutes a change of
intervention.
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MTI READING DECISION RULES, K-5
“How do we respond when students don’t learn?”
Kindergarten
Beginning of the year – October:
Place students in strategic or intensive
intervention groups based on fall DIBEL,
progress monitoring and in program data:
Strategic/Intensive: According to Reading
Protocol
Monitor and graph progress 2 times per
month for the students receiving strategic
support and weekly for those receiving
intensive support.
Middle of the year – January:
Re-group students after January DIBELS
Next has been completed. Place students
accordingly into the following groups:
Strategic/Intensive: According to Reading
Protocol
Monitor and graph progress 2 times per
month for the students receiving strategic
support and weekly for those receiving
intensive support.
st
th
Grades 1 – 5
Place students in interventions when:
Academic skills fall below benchmark and place them in the
strategic range according to GrIP reports which are based on
DIBELS Next, MAP and OAKS and is corroborated by
curriculum based assessments.
Change and intensify interventions when:
Progress monitoring indicates 4 consecutive data points
below the aimline.
If data are highly variable, (points above and below the
aimline), maintain the current intervention until 6 data points
have been collected. Analyze aimline and trendline. Change
intervention if the slope is flat or decreasing and the scores
are below benchmark.
Each time the intervention is changed, the aimline should be
re-drawn using the median of the three data points prior to
the intervention change as the starting point for the new
aimline.
For ELL students, check the progress of the co-hort group
after each 6-week period to determine whether an individual
student’s progress is significantly different from the group.
Refer for Special Education when:
After 2 small group interventions and 1 highly structured
intensive individually designed intervention determined from
an Individualizing and Intensifying team meeting, progress
continues below the aimline OR the team determines that the
support is so significant that the student will need continued
individualized and intensive instruction.
Consider exiting a student from intervention when: Core reading assessments and intervention
assessments indicate grade level proficiency and DIBELS progress monitoring data points meet benchmark
grade level targets in fluency/accuracy.
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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.
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Sample Elementary 20% Meeting (Progress Monitoring) Agenda
Behavior: Identify students and determine whether adequate supports are in place. If not,
make a plan for support.
 Grades K – 5 Decision Rule: Who are the students with one (1) or more Office Discipline Referrals
in the past month?
o Repeaters? Review progress monitoring data and adjust interventions if necessary.
 Kindergarten Decision Rule: Who are the students identified through the First Step assessment?
o Review progress monitoring data and adjust interventions if needed. If in First Step, review
data with the First Step consultant
 Who are the students with two (2) or more counseling referrals for the past month?
o Determine appropriate Second Tier intervention from Behavior Protocol.
o Repeaters? Review progress monitoring data and adjust interventions if necessary.
 Who are the students with three (3) or more visits to the health room in the past month?
o Repeaters? Make counseling referrals as necessary.
 Review progress monitoring data (i.e., CICO) for students currently on behavior plans.
 Any other children about whom teachers are concerned?
Attendance: Identify students and develop a plan for positive support at home and school.
 Who are students with five (5) or more tardies and/or absences in the past month?
o Which students need a positive support plan at school? What will it be?
o Which students need a parent contact? Plan for phone call or one of three letters.
Reading: Which students in interventions have four (4) or more data points below their aim
line or a trendline that is flat or decreasing and the scores that are below benchmark or IPAS states
to change the intervention.
 After first six (6) weeks, adjust intervention and complete fidelity check
 After second six (6) weeks, notify parents, collect the information below, and design an
individualized intervention.
o Classroom teacher calls parent to discuss lack of progress of the student and sends RTI
brochure to parent or gives to parent during Developmental History meeting
o Complete the Individual Problem Solving Worksheet
o Counselor/psychologist completes the developmental history
o Based on information gathered, along with the Individual Profile and the ELL information if
relevant, the sub-team designs the individualized intervention, using the Hypothesis
Development page from the Problem Solving Worksheet.
o After third four to six week intervention if student continues to not make improvement,
consider a referral to Special Education.
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Teaming/Data-Based Decision Making:
Individual Problem Solving
Teaming/Data-Based Decision Making: Individual Problem Solving ........................................ 48
Individual Problem Solving Form ........................................................................................................................................... 50
Problem Analysis Assessment Domains .............................................................................................................................. 52
Individual Problem Solving - Problem Analysis Data Collection Plan ...................................................................... 53
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Teaming/Data-Based Decision Making:
Individual Problem Solving
Some children do not progress as expected, even though they have participated in highquality curriculum and received small and large group support. These children may
need intensive, individualized approaches. District decision rules indicate when the
Individual Problem Solving Team should collect data, review hypotheses, and
determine the final, individualized intervention prior to referring the student for a
special education evaluation.
Parental input is an important part of this process. Parent/Guardians should be
notified of the meeting date and time. Their input as well as a developmental history
should be obtained prior to the meeting. Districts that use RTI as a method of
determining Special Education Eligibility should also provide parents with an RTI
brochure at this time. This document explains the RTI process and informs parents
that if their child continues to make limited progress despite several interventions they
may be asked to sign consent for a special education evaluation to determine whether
their child has a learning disability.
The following information is needed to make a decision about the individualized
intervention:





Thorough File Review
The Individual Problem Solving Form,
Developmental history through an interview with the student’s parents
Progress-monitoring data
Student Intervention Profile
Once the data is collected, the Individual Problem Solving Team meets to determine the
most likely reason the student is not making progress and to develop an intervention
plan that is calculated to increase the student’s rate of progress.
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District: ______________________________
Building: ____________________________
Individual Problem Solving Form
Student name: ____________________________ Grade: _______
Date: _____________
Problem Solving Team Members: _________________________________________________________________________
Area of
Other
concern:
Behavior
Reading
Math
Writing
(describe)
(circle primary
_____________
area)
Step 1: Problem Identification (What is the problem?)
Student present level of performance:
Expected student level of performance:
Magnitude of discrepancy:
Problem Definition:
Replacement behavior or target skill:
Step 2: Problem Analysis (Why is it happening?)
Domain
Relevant Known Information
Instruction
(e.g. pacing, corrective feedback, explicitness,
opportunities to practice, engagement, etc)
Curriculum
(e.g. skills taught, instructional materials, scope &
sequence, expected outcomes, previous
interventions, etc)
Environment
(e.g. room setup, peer influence, expectations and
rules, behavior management system, etc)
Learner
(e.g. academic skills, behavioral concerns, etc)
Based on the above information (instruction, curriculum, environment, & learner) why do you think the current
problem is occurring and what is the predicted result of an appropriately matched intervention?
Problem Hypothesis: The problem is occurring because ____________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Prediction: The problem will be reduced if _____________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Data used to validate hypothesis: ______________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Do you have enough information to complete the problem analysis and develop an
intervention? If no, what else is needed and who will be responsible for collecting it?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
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Step 3: Plan Development (What are we going to do?)
Student name: ____________________________
Target skill: _______________________________
Grade: _____
Date: _____________
Goal (This intervention will be successful if…): __________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
What will be done?
(actions taken, target skills
taught, curriculum/materials
used)
How will it be done?
(instructional strategies,
etc)
Who is
responsible?
Where will it
occur?
How
often?
(days per
week & min
per day?
Progress monitoring plan
What materials will be
used?
Who is
responsible?
How often?
Decision Rule?
Fidelity plan
What data will be
collected?
Who is
responsible?
How often will
it be
collected?
Minimum standard
for fidelity?
Group
size?
Follow up date: _______________
Step 4: Plan Implementation & Evaluation (Did it work?)
*Attach graphed data
Attendance:
# of intervention
days attended:
Total # of intervention
days:
Intervention fidelity data:
Student rate of
progress:
% of intervention sessions
attended
Minimum standard met? Yes
No
Peer/Expected rate of
progress:
 Less progress than expectation/peers
Student level of performance:
 More progress
 Same progress
Expected student level of performance:
Magnitude of discrepancy:
 Less discrepant than expectation/peers
 More discrepant
 Same level of discrepancy
If less discrepant/good progress: Continue current intervention? Yes No
Fade intervention support? Yes No
If more discrepant/poor progress: Was the intervention implemented as planned? Yes No
Do we need to Intensify supports? Yes No
Refer for special education evaluation? Yes
If discrepancy the same/average progress: Was the intervention implemented as planned? Yes No
Do we need to Intensify supports? Yes No
Refer for special education evaluation? Yes
No
No
Comments/Actions/Next Steps:
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Problem Analysis Assessment Domains
Adapted from Howell & Nolet, 2000 & Heartland AEA, 2007
INSTRUCTION
CURRICULUM
REVIEW
Source
–
–
–
–
–
INTERVIEW
Data Outcomes
Source
 Nature of instructional
demands
 Task difficulty
 Instructional time
Permanent products
Classroom work
Lesson Plans
Attendance info
Class schedules
Data Outcomes
 Expectations for
learning
 Instructional strategies
used
 Student perception of
instruction
– Teachers
– Student
OBSERVE
Source
Source
Source
 # of opp. to respond per
minute
 % of student errors
corrected
 % time engaged
 Instructional strategies
used
Data Outcomes
– Review of whole  Aggregate peer
performance on classclass academic
wide assessments
success
Source
Source
–
–
–
–
–
Teachers
Support staff
Parents
Peers
Student
OBSERVE
Data Outcomes
– Systematic
observation of
teacher and student
use of curriculum
materials
Source
Data Outcomes
 Physical setup (seating,
lighting, furniture, noise
levels, distracters)
 Expectations/rules taught
& reinforced
 Ratio of positives to
negatives (>4:1)
 Reinforcement rate
Fall 2013
Source
Source
 Fidelity to the core?
 Curriculum materials
used
 Student success rate
(% of correct
responding)
Data Outcomes
 Aggregate peer
performance on
assessments
– Review of whole class
academic success
– Level of curriculum
difficulty
Data Outcomes
 Classroom routines &
expectations
 Behavior management
system
 Perception of class
culture
REVIEW
Source
Data Outcomes
INTERVIEW
Data Outcomes
 History of difficulty
 Health, vision, hearing
problems
 Response to previous
instruction
 Language information
– Cumulative files
– Health records
– Developmental
History
– Student work
– Intervention
records
TEST
– Systematic observation of
classroom environment
(behavior expectations &
management, peer
behavior, physical setup,
interactions)
TEST
LEARNER
Source
 Expectations for student
behavior
 Policies/Procedures for
discipline
 Classroom office
discipline referrals
 Peer behavior
Data Outcomes
 Curriculum alignment
 Fidelity to the core
 District expectations
for pacing & coverage
– Teachers
– Administrators
OBSERVE
INTERVIEW
Data Outcomes
– Positive Behavior &
Intervention Supports info
– Rules & Expectations
– Class/group size
Source
 Skills matched to
student need?
 Instructional vs.
frustrational level?
 Scope & sequence
appropriate?
ENVIRONMENT
REVIEW
INTERVIEW
Data Outcomes
– Curriculum
materials
– Scope & Sequence
TEST
Data Outcomes
– Systematic observation of
instructional strategies
(e.g. modeling, pacing,
corrective feedback,
active engagement, etc)
REVIEW
Source
–
–
–
–
OBSERVE
Source
– Systematic
observation of the
student
TEST
Data Outcomes
 Student behavior
 Student success rate (% of
correct responding)
 Student interaction with
environment & peers
OrRTI Project – www.oregonrti.org - 503-431-4005
Data Outcomes
 “Interviewee”
perception of problem
 Student problem in
relation to peer
performance
 Acculturation
Teachers
Support staff
Parents
Student
Source
– Curriculum-Based
Measurement
– Curriculum tests
– State testing results
– Standardized norm
referenced tests (WJ,
WIAT, etc)
– Diagnostic tests
– Language tests
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Data Outcomes
 Student basic skills
 Magnitude of
discrepancy from
peers/expectations
 Rate of progress
 Academic skill
strengths & needs
 Language Proficiency
Individual Problem Solving - Problem Analysis Data Collection Plan
Assessment
Domain
What information will be collected?
Where will it be collected?
Check all that apply
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Instruction
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Curriculum
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Environment
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Learner
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Fall 2013
How will it be collected?
Check all that apply
Who will collect it?
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
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Behavior
Behavior ........................................................................................................................................................... 54
Elementary Standard Behavior Protocol ............................................................................................................................. 56
Elementary Standard Behavior Protocol: Decision Rules ............................................................................................ ..57
EBIS Student Intervention Profile – BEHAVIOR ................................................................................................................. 58
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Behavior
The core features of EBIS: Core Instruction, Universal Screening, Interventions,
Progress Monitoring, Teaming/Data Based Decision Making - Group Interventions, and
Teaming/Data Based Decision Making - Individual Problem Solving apply to all subject
areas, including behavior. The following pages include an example of a behavior
protocol and decision rules along with a sample student intervention profile for
behavior.
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Elementary Standard Behavior Protocol
(Revised Spring, 2011)
Grade
Level(s)
K-1
2-5
Who does
this work?
Universal Screening
Tools
 First Step To Success
Behavior Screener
 Phoneme Segmentation
Fluency
 Office Discipline Referrals
 Attendance Reports
 Suspension/Expulsion Data
 School-wide Evaluation Tool
(SET)
 Benchmarks of Quality
 School Safety Survey
 Self-Assessment Survey
 Office Discipline Referrals
 Attendance Reports
 Suspension/Expulsion Data
 School-wide Evaluation Tool
(SET)
 Benchmarks of Quality
 School Safety Survey
 Self-Assessment Survey
EBIS / EBS Teams
First Steps To Success Staff
Core Program
 School Rules & Behavior
Expectations Are Explicitly
Taught to ALL Students
 All Students Regularly &
Consistently Acknowledged for
Demonstrating Behavior
Expectations
 All Students Reliably Corrected
When Behavior Expectations Are
Not Demonstrated. Positive
Behavior Expectation Re-taught
& Reinforced Immediately.
 School-wide Social/Emotional
Curriculum Delivery (e.g., Second
Steps, Steps to Respect)
 Bully prevention curriculum such
as Stop, Walk, Talk, or Expect
Respect
EBS Teams & ALL STAFF
Strategic Interventions
Intensive Interventions
For all interventions,
Core + Strategic and…
baseline data must be
collected and progress must  First Step To Success
be monitored and regularly  Functional Behavior
reviewed.
Assessment & Behavior
 Re-Teach Expectations
 Check-in Check-out Program
(H.U.G. Program)
 Adult Mentoring
 Peer Mentoring
 Targeted Social/Emotional/
Behavioral Skills Groups, such as
curriculum follow-up with
Second Steps or Steps to Respect
 Behavior Contracts
 Parent participation in a Parent
Training Program (Incredible
Years)
Appropriate Staff as Determined by
EBIS Teams (Principals and School
Counselors and/or Psychologists
direct this work)
Support Plans
 Individualized Behavior Goals
and Progress Monitoring
 Care Coordination
 Juvenile Court Counseling
Core + Strategic and…
 Functional Behavior
Assessment & Individual
Behavior Support Plans
 Individualized Behavior Goals
and Progress Monitoring
 Care Coordination
 Juvenile Court Counseling
Appropriate Staff as Determined
by EBIS Teams (Principals and
School Counselors and/or
Psychologists direct this work)
Review the Core
 Office Discipline Referral Data reviewed monthly. If more than 1 referral per day per month for every 300 students, revisit the CORE and look for
patterns in location, time, grade, type, and frequency of incidents.
 If more than 20% of all students received 2 or more referrals: revisit the CORE.
 If more than 30% of referrals occur in a specific area of the school: re-teach specific common area behavior expectations, acknowledge/reward
positive behavior, & correct inappropriate behavior immediately.
 If more than 40% of referrals occur in classrooms: re-teach classroom expectations, increase professional development in classroom management
strategies, and/or revisit CORE instruction in specific classrooms.
(See Page 2 for Decision Rules)
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Elementary Standard Behavior Protocol: Decision Rules
(Page 2)
Decision Rules:
 K-1 Screening to identify at risk students:
 K-1 Teacher completes “Early Screening Project” (ESP) on each student he or she believes may need behavior support.
 Students who score in the “high-risk” or “extreme risk” range on the ESP screener are considered for participation in the First Step To Success
(FSTS) program.
 Students identified as “at-risk” or “deficit” on Phoneme Segmentation Fluency (PSF) are considered for Second Tier Reading &/or Behavior
Interventions.
 Students who are identified as “at-risk” or “deficit” on Phoneme Segmentation Fluency (PSF) AND “extreme risk” on the ESP MUST be
discussed by the EBIS team for possible referral to the First Step to Success Program.

K-5 Place Students in Strategic intervention if:
 Student has two or more Office Discipline Referrals within a 3-month period.
 If more than 5 absences in a 30-day period: EBIS team reviews data to determine appropriate interventions, which may include calls or letters to
the family or a behavior support plan.

K-5 Progress monitoring:
 Monitor Office Disciple Referrals (ODRs) and absences.
 Daily behavior data from First Step to Success or Check-in Check-out programs.
 Progress on individual behavior goals or Behavior Support Plan.
 Consider a referral to the district behavior Team if student isn’t successful with the strategic intervention (See forms on pages 28 – 30.)
 Student should experience success. If unsuccessful for more than three days, modify the plan. If more support is needed, consider a
referral to the Behavior Support Team (See forms on pages 28 – 30.)

K-5 Place students in Intensive Intervention AND refer to Red Zone Team and if:
 Progress is below the expected rate after 6 weeks of Strategic Interventions. Perform a Functional Behavior Assessment (FBA) and develop a
Behavior Support Plan (BSP).
 Student receives 6 or more behavior referrals. Perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan AND
consult with the Care Coordinator and/or Juvenile Court Counselor, if applicable.
 There is a significant concern regarding mental health issues, anti-social behavior, or serious concerns about family support.
 Student’s behavior poses a potential risk to self or others.
All students in Intensive Interventions should have a Functional Behavioral Assessment (FBA) and Behavior Support Plan
(BSP) and be referred to the “Red Zone Team.”
 However, in some instances students might be referred to the Red Zone Team prior to initiating the FBA/BSP
process, if complex mental health issues or serious concerns about family support are suspected.
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EBIS Student Intervention Profile – BEHAVIOR
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. ____
ELL Language Level: _________ Math CBM Screening Score: __________
Attendance Issues:
__________YTD Absences ____ YTD Tardies ____
Behavioral Issues:
______________________________________________
(If behavioral concerns, attach SWIS Individual Student Report or data on behavior plan)
Teacher/School
K __________________
1 __________________
2 __________________
3__________________
4 __________________
5 __________________
Number and times of Health Room Visits in past month: ________________
Intervention #1
Start Date: ___________ Current Grade Level: ________
Targeted Skill: ___________________________________________________________
Program/Curriculum (From Behavior Protocol): ______________________________
Group Size: Individual: ___ 2-3: ___ 5-8: ____
Frequency: Once/Wk: ___
Twice/Wk: _____ Daily: _____
Other: ________
Duration: 10 min.: ___ 15 min.: ___
20 min.: ___ 30 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: __________________________________________________________
Program/Curriculum (From Behavior Protocol): _____________________________
Group Size: Individual: ___ 2-3: ___ 5-8: ____
Frequency: Once/Wk: ___
Twice/Wk: _____ Daily: _____
Other: ________
Duration: 10 min.: ___
15 min.: ___
20 min.: ___ 30 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: _____________________________________________________________
Program/Curriculum (From Behavior Protocol): ________________________________
Group Size:
Individual: ___ 2-3: ___ 5-8: ____
Frequency:
Once/Wk: ___
Twice/Wk: _____ Daily: _____
Other: ________
Duration:
10 min.: ___
15 min.: ___
20 min.: ___ 30 min.: ___ Other: _____
End Date: ____________
Attach Progress Monitoring Data
Number of intervention sessions attended during intervention period #3_____ Total sessions possible __
Notes:
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Implementation Science
Implementation Science ............................................................................................................................. 59
Implementation Stages: .............................................................................................................................................................. 60
Implementation Teams: ............................................................................................................................................................. 63
Implementation Drivers: Competency, Organization, Leadership ............................................................................. 64
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Implementation Science
RTI cannot work without effective implementation frameworks and supports. Implementation
Science provides these supports. This chapter gives a brief overview of the framework as
outlined by State Implementation & Scaling-up of Evidence-based Practices (SISEP) lead by Karen
Blase and Dean Fixsen.
Implementation Stages:
Research shows implementing a well-constructed, well-defined, well-researched program such as
RTI can be expected to take 2 to 4 years and happens in four discernible stages. Each stage of
implementation does not cleanly end as another begins. Often stages overlap with activities
related to one stage still occurring as activities related to the next stage begin. Likewise, stages
may be revisited when circumstances change.
Exploration: The goal of the Exploration Stage is to examine the degree to which a particular
program or innovation meets the school or district’s needs and whether implementation is
feasible. In this stage, schools and districts must assess the goodness of fit between potential
programs and innovations, and the needs of the students they serve. For example a school or
district would assess the fit between and potential evidence-based practices and the academic,
behavioral, and health needs of the students they serve.
Requirements for implementation must be carefully assessed and potential barriers to
implementation examined. Key activities during exploration include getting key stakeholders
involved, forming an implementation team, and identifying potential programs. It’s also
important to ensure that core intervention components of potential programs are identified and
well operationalized. Even with existing evidence-based and evidence-informed practices, more
program development work might need to be done before implementation decisions to move
forward can be made.
Installation: The Installation Stage begins as the decision is made to move ahead. This stage is
often overlooked in implementation. Practical preparations needed to initiate the new program or
innovation are central to the Installation Stage. Once a decision is made to adopt a program or
innovation, changes often must be made in multiple settings and systems to accommodate and
fully support the new practice, program or innovation. These can include practical activities such
as:
1. developing communication protocols,
2. ensuring financial and human resources are in place,
3. finding or reallocating physical space, and/or
4. purchasing equipment and technology.
In addition, developing the knowledge, skills and abilities of teachers and administrators is a key
function of the Installation Stage. This means that training, coaching, and data systems are
conceptualized, created, or purchased. And that those expected to implement the new program
or practices receive the training and support needed. Well-prepared teachers are more likely to
feel confident and to be able to implement new programs and practices with fidelity.
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Initial Implementation: The Initial implementation Stage begins when the new program or
practice is first being put to use. Attempts to implement a new program or innovation often falter
(or end) during installation or initial implementation. This is because everyone is learning and
challenges emerge as the status quo is changed. Key activities during this stage include intensive
coaching to help practitioners through this awkward stage. And as problems emerge the team
develops and engages in strategies to promote continuous improvement and rapid- cycle problem
solving. In addition, data are used to assess the quality of implementation, identify problems and
solutions, and inform decision-making. It is critical to address barriers and develop systemic
solutions quickly rather than allowing problems to re-emerge and reoccur. The processes for
doing so are discussed later in the Improvement Cycles section.
Full Implementation: Full implementation occurs as teachers skillfully provide new programs
and outcomes are achieved. New learning at all levels becomes integrated into classroom, building
and district settings. In full implementation, the processes and procedures to support the new way
of work are in place. The system has largely been recalibrated to accommodate and support the
new ways of work.
The time it takes to move from initial implementation to full implementation will vary depending
upon the complexity of the new program or innovation as well as the development of the
infrastructure to support teachers and the availability of implementation supports and resources.
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Focus
Stage
Exploration/Adoption
Decision regarding commitment to be apart of the OrRTI
Project. Commitment to adopt the use of the essential
components of RTI.
Installation
Develop standards for core program, assessment, & data
based teaming systems so that successful implementation
can take place and be supported (develop plan).
Initial Implementation
Try out the practices, work out details, learn and improve
before expanding to other contexts.
Full Implementation
Expand the program/practices to other locations,
individuals, times- adjust from learning in initial
implementation.
Continuous
Improvement
Make it easier, more efficient. Embed within current
practices.
Should
we do
it?
Work
to do it
right!
Work
to do it
better!
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Implementation Teams:
Prior to implementing RTI, it is essential for districts to form a District Leadership Team (DLT)
and a District Implementation Team (DIT). It is also essential for each school to form Building
Implementation Team (BIT).

District Leadership Team: (DLT)
o Who: District level Administrators, such as superintendents, assistant superintendents,
curriculum directors, SPED directors, district RTI coordinators, and others depending on a
district’s organizational structure.
o What: The DLT has the decision making authority to guide educational practices, establish
procedures, and dedicate necessary resources to implement and maintain RTI systems. The DLT
promotes funding, visibility and political support for RTI. The DLT guides the process but
typically does not directly train and support daily implementation.
 Establish the overarching vision
 Determine priorities
 Establish policies
 Make decisions around resource allocation
 Eliminate obstacles impeding implementation efforts that would impact achieving the vision
 Oversee RTI Handbook
 Oversee Implementation Plan

District Implementation Team: (DIT)
o Who: Representatives from the following groups: district and building administrators,
specialists, special education staff, teacher leaders, and others positioned to guide the
implementation process.
o What: The DIT designs RTI structures, builds consensus, supports teaming structures for an RTI
system and new ways of practice, and trains and coaches others to implement instruction and
assessments.
 Develop RTI Handbook
 Develop Implementation Plan
 Plan and Conduct training/coaching
 Provide on-going support of implementation efforts

Building Implementation Team (BIT)
o Who: Building principal and other instructional leaders such as a literacy specialist, special
education teacher, counselor/psychologist, teacher leader, and others positioned to guide the
implementation process.
o What: The BIT communicates with and trains building staff in the skills and thinking necessary
to implement RTI systems at the building level. They help build consensus, support teaming
structures for an RTI system and new ways of practice, and train and coach others to implement
instruction and assessments.
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Implementation Drivers: Competency, Organization, Leadership
Implementation “drivers” are key elements of capacity and infrastructure that influence a
program’s success. The components are integrated and compensatory, meaning they work
together, and a weakness in one can be made up for with strengths in the others. It is important to
note that these components are not new: every building and district selects staff, provides
administration, offers leadership, and so on. What is new is the implementation best practices
associated with each component, and the use of Stages, Improvement Cycles, and Implementation
Teams to support full and effective uses of innovations.
COMPETENCY DRIVER: Staff Selection
Definition/Rationale
Recruitment and selection of staff with optimal skills and experience for implementing the
evidence-based program (EBP) is a key ingredient of implementation at every level. Selection of
staff is important to having effective practitioners, excellent trainers, effective coaches, skilled
evaluators, and facilitative administrators. The extent of knowledge and direct experience in the
specific program or practice might be more critical for some positions than others, depending on
the specific EBP. Beyond academic qualifications or experience factors, certain practitioner
characteristics are difficult to teach in training sessions so must be part of the selection criteria.
These “unteachables” include things such as knowledge of the field, common sense, social justice,
ethics, willingness to learn, willingness to intervene, and good judgment. Staff selection will
invariably be impacted by situational factors such as the overall economy, organizational financing,
the availability of skilled personnel, and the demands of the evidence-based program in terms of
time and skill.
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COMPETENCY DRIVER: Training
Definition/Rationale
The purpose of Training is to provide specific sessions with formal activities designed for skill
development of the evidence-based program (EBP) as well as of scaling theory. Once staff
members are selected for key roles in implementing the selected innovation (EBP) they receive
training in that innovation. Specific sessions with formal activities designed for skill development
are planned and delivered.
COMPETENCY DRIVER: Coaching
Definition/Rationale
The purpose of Coaching is to ensure transfer from training to practice. This includes on-site skill
development and enhancing the skills through prompting and reinforcement. Research shows
that by providing coaching, the likelihood of the innovation being used in the classroom goes from
5% to 95%.
Coaching for Competence refers to an ongoing professional development process designed to
 Ensure Implementation and Fidelity
o Acquire and improve the skills and abilities needed to implement an EBP with fidelity.
o Generalize and apply skills to real world settings (classrooms, hallways, tutoring
sessions).
 Develop Professional Judgment
o Develop a conceptual understanding of the core elements of the EBP processes in order
to be able to use professional judgment to address novel challenges and barriers.
ORGANIZATIONAL DRIVER: Decision Support Data System
Definition/Rationale
The Decision Support Data System (DSDS) is a system for identifying, collecting, and analyzing
data that are useful to the teacher, school, district and other implementing environments. The
system itself needs to live up to its name. It must be a data system that provides timely, reliable
data for decision-making.
ORGANIZATIONAL DRIVER: Facilitative Administration
Definition/Rationale
Facilitative administrative support is proactive, vigorous and enthusiastic attention by the
administration to reduce implementation barriers and create an administratively hospitable
environment for practitioners. Facilitative administration includes internal policy analyses and
decisions, procedural changes, funding allocations and a culture that is focused on what it takes to
implement the EBP with fidelity.
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ORGANIZATIONAL DRIVER: Systems Intervention
Definition/Rationale
Systems interventions are strategies for leaders and staff within an organization to work with
external systems to ensure the availability of the financial, organizational, and human resources
required to support the work of the practitioners. Alignment of these external systems to
specifically support the work of practitioners is an important aspect of systems interventions.
System interventions take on issues that impact the ability to provide effective services within
organizations. System interventions are designed to help create a generally supportive context in
which effective services can be provided, maintained, and improved over the years.
LEADERSHIP DRIVER: Technical
Definition/Rationale
Technical challenges are those characterized by pretty clear agreement on a definition of and the
dimensions of the problem at hand. And there is agreement that the problem would be defined
similarly by the groups impacted by it and engaged in addressing it. Technical problems also have
fairly clear pathways to solutions. That is, we can be reasonably certain that given the agreed upon
problem and the dimension of the problem, that if we engage in a relevant set of activities we will
arrive at a solution – not necessarily quickly or easily but the challenge and path to a solution are
largely known. Technical challenges can be managed. The leader can form a team, make a plan,
make decisions, hold people accountable and execute the solution.
LEADERSHIP DRIVER: Adaptive
Definition/Rationale
When implementing a new EBP, leadership must be adaptive to be able to address new situations
that arise. They must identify the adaptive challenges, regulate distress, listen to multiple
perspectives, clearly define the problem, maintain disciplined attention, protect all voices, and
give the work back to the people.
Adaptive challenges aren’t “solved” through traditional management approaches, because
adaptive challenges involve legitimate, yet competing, perspectives - different views of the
problem and different perspectives on what might constitute a viable solution.
In this case, the definition of the problem is much less clear, and the perspectives of the “issue” at
hand differ among stakeholders.
Viable solutions and implementation pathways are unclear and defining a pathway for the
solution requires learning by all. This “all” means that the primary locus of responsibility is not a
single entity or person.
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PERFORMANCE ASSESSMENT
Definition/Rationale
Staff Performance Assessment is designed to assess the use and outcomes of the skills that are
reflected in the selection criteria, taught in training, and reinforced and expanded in coaching
processes. Assessments of practitioner performance (sometimes called measures of fidelity) also
provide feedback useful to key implementation staff (interviewers, trainers, coaches, program
managers) regarding the progress of implementation efforts and the usefulness of selection,
training, and coaching methods. For example, organizations consistently monitor current
performance assessments in search of common strengths and areas that need improvement to
make adjustments in how selection, training, and coaching are conducted to help strengthen skills
related to that area. The organization remains accountable for assuring that current and future
practitioners will achieve high levels of effective performance when working with children,
families, and others. Organizations make use of data to continue to improve Performance
Assessment methods.
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Appendix
Appendix .......................................................................................................................................................... 68
RTI Fidelity Measures .................................................................................................................................................................. 70
Protocols and Decision Rules ................................................................................................................................................... 83
Meeting Agendas and Teaming Structures .......................................................................................................................... 93
Effective Instructional Techniques ...................................................................................................................................... 108
Documents Related to Interventions .................................................................................................................................. 115
Documents for Individualizing and Intensifying Instruction .................................................................................... 119
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APPENDIX
This appendix contains sample documents for district and building implementation
teams to modify and use to develop and enhance their RTI processes. There are
examples of each of the following:

Fidelity Measures

Protocols

Meeting Agendas

Effective Instructional Techniques

Documents Related to Interventions

Documents used when Individualizing and Intensifying Instruction
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RTI Fidelity Measures
Oregon Response to Intervention Infrastructure Checklist......................................................... 71
Elementary EBIS Team Planning Survey............................................................................................. 73
Elementary School EBIS Coaching Feedback Document ............................................................... 78
Core Reading Program Walk-Through ............................................................................................... 80
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Oregon Response to Intervention Infrastructure Checklist
In Place?
(For each item, circle one)
Component
Action Items
1 – Not in place
2 – Partially in place
3 – Mostly in place
4 – Fully in place
1. Screening
Research-based screener used with ALL students 3 times per year
Fidelity checks used to ensure validity of data
Screening data used to evaluate core effectiveness
Screening data used to identify at-risk students
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
2. Core
Instruction
with Fidelity
90 minute core block (reading)
Research-based core program
Process for ensuring fidelity of core program implementation
Explicit, effective instructional practices trained and used
Process for ensuring effective instructional practices in classrooms
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
3. Interventions
with Fidelity
Interventions are research-based
Implemented interventions are chosen from district protocol
Interventions occur outside of 90 minute core instruction
Interventionists have appropriate training
Process for ensuring fidelity of intervention implementation
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
4. Progress
Monitoring
Research-based progress monitoring measures used
Frequency of monitoring is appropriate (i.e. at least 2x monthly for
students receiving intensive support and 1x monthly for students
receiving strategic support)
Progress monitoring data is graphed
Staff member(s) identified who is/are responsible for organizing
and storing the progress monitoring data
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Action plan/Notes
DISTRICT NAME: ____________________________________________
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Component
Action Items
5. Teaming/
Data-Based
Decision
Making:
Group
Interventions
System for matching interventions to student need based on multiple data
sources
Grade level teams meet to review progress data regularly (e.g. every 4-8 weeks)
6. Teaming/
Data-Based
Decision
Making:
Individual
Problem
Solving
Decision Rules created AND followed around:
 When to change interventions
 What qualifies as an “intervention change”
Intervention plan or tracking form used to document interventions and
intervention changes for all students in interventions
Individual problem-solving team meeting occurs after group interventions are
unsuccessful (Number of unsuccessful group interventions prior to initiating
problem-solving is based on district policies & procedures)
Notice provided to parents regarding district’s RTI procedures and parent’s
right to request an evaluation
Staff with pertinent information about target student attend the problemsolving meeting
The following information is brought to the problem-solving meeting (or a plan
to collect the information is created):
 Documentation of prior interventions with progress data
In Place?
Action plan/Notes
1
2
3
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4

A file review
1
2
3
4

A developmental history
1
2
3
4

English Language Learner information (if appropriate)
1
2
3
4

Data comparing student to intervention cohort
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4

Other relevant diagnostic data (e.g. information on instruction, curriculum,
environment, and the learner)
Documented problem definition, problem hypothesis, and intervention plan
are developed at the individual problem-solving meeting
Individualized intervention plans are later reviewed and further steps
determined based on district policies & procedures.
Note: This document outlines Best Practices in building a Response to Intervention framework and does not necessarily define legal requirements as set by the Oregon Department
of Education.
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Elementary EBIS Team Planning Survey
To be completed at least annually, used as a guide for planning staff development, and submitted with the
reading fund action plan
Please complete the following items on your own. After completing the entire document, place a checkmark next
to the top three items that are not fully in place that you would prioritize for goal setting in your building.
Please indicate your position at your school: Administrator____ Teacher______ Specialist_________
EBIS Features
Rating
1. Team Membership and Process: Building Level
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
a. EBIS teams include principal, special education representative,
literacy/reading specialist, counselor and/or psychologist,
classroom teachers, and ELL teacher.
b. Principal, teachers, and representatives from special education,
counseling, and ELL attend every meeting.
c. Grade level teams meet regularly every four to six weeks.
d. Building principal provides instructional leadership at EBIS
meetings (e.g., interprets data, guides intervention decision making,
allocates resources, etc.).
e. Team roles are clearly defined (e.g., facilitator, time keeper, data
analyst, recorder)
f. All meetings have clearly defined agendas.
g. Meetings include review of progress monitoring data for all
students in 20% group. Decision rules from the appropriate
protocol (reading, behavior, math) are used to guide changes in
interventions.
h. The buildings screening process quickly identifies new students
who fall in the bottom 20% and places them in appropriate
interventions.
i. EBIS meetings are completed within the allocated time (30 - 60
minutes).
j. Specific data on student performance is used at the EBIS meeting
to make decisions about student placement. These decisions are not
made based on teacher report alone.
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EBIS Features
1. Team Membership and Process: Building Level
(continued)
Rating
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
k. At least 2 times per year, teams review the effectiveness of the
core program.
l. If less than 80% of students (disaggregated by grade level, ELL,
special education, ethnicity) are at benchmark, teams discuss and
plan for changes to the implementation of the core program.
m. The minutes from each EBIS meeting are distributed within two
days of the meeting. This documentation helps to clarify specific
tasks that team members must complete before the next EBIS
meeting. (Who will do what by when.)
2. Core Instructional Program
a. A core reading program (Macmillan) is implemented consistently
at your school.
b. The core curriculum is delivered for a minimum of 60 minutes
per day in kindergarten and 90 minutes per day in 1st through 5th
grades (based on the Reading Protocol).
c. Students are flexibly grouped according to skill level.
d. New teachers receive initial training in the core reading
curriculum, and returning teachers receive yearly refresher courses.
e. Teachers have ready access to high quality additional support
(e.g., peer coaching, classes) as needed.
f. Teachers have received sufficient support to adjust the
implementation of the core program based on students’ skill, while
still maintaining fidelity to the program.
g. Building principal conducts frequent fidelity checks and
observations of classroom teachers.
h. Assessments from the core program are administered and
reviewed to guide decisions about student placement.
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EBIS Features
3. Screening and Progress Monitoring Procedures
Rating
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
a. All assessors (both screening and progress monitoring) receive
thorough initial training as well as yearly refresher classes.
b. Progress is monitored weekly or bi-weekly according to protocol
for all students receiving interventions.
c. Administration and scoring of measures is routinely checked for
inter-rater reliability.
d. Building staff is thoroughly trained and skilled in data analysis
and interpretation.
e. Data from math screener along with in-program assessments are
used to place appropriate students in math interventions.
f. Data from DIBELS screener along with in-program assessments
are used to place appropriate students in reading interventions.
g. Progress monitoring data is reviewed at each regular EBIS
meetings
4. Decision Rules
a. All EBIS team members understand decision rules and have
access to the Reading, Math, Writing, and Behavior protocols.
b. Progress is monitored and interventions changed based upon the
decision rules for students who fail to make adequate progress after
four to six weeks of intervention.
c. Prior to placing a student in an individualized intervention (after
two failed group interventions for elementary students), the
following are completed: The Problem Solving Worksheet, a
developmental history, and if the student is receiving ELL services,
an evaluation of his/her language level. Parents receive RTI
Brochure at this time.
d. Decision rules are consistently followed for all students.
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EBIS Features
5. Reading Interventions
Rating
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
a. Research based interventions are available at each grade level
and address phonemic awareness, phonics, fluency, comprehension,
and vocabulary.
b. At least one member of the EBIS team is highly skilled and
knowledgeable regarding the range of intervention options.
c. Intensive students at grades 2 - 5 receive at least 30 minutes of
intervention daily in addition to core instruction.
6. Interventions for Reading, Math, Writing and Behavior
a. Interventions are chosen to address specific areas of need of the
student. Students participate in a reasonable number of programs
so as to have an aligned, coherent program without conflicting
information being presented.
b. The Student Intervention Profile is kept up to date for each
student in an intervention, with accurate program information and
start and end dates for interventions.
7. Behavior and Attendance Concerns
a. EBIS teams review attendance and behavior records at each
meeting and place students who meet the decision rules into
behavioral interventions.
b. Students in interventions due to problems with behavior or
attendance have their progress monitored and the data reviewed at
each EBIS meeting. If inadequate progress is made, interventions
are intensified.
c. If a student continues to have behavioral difficulties even with a
strategic behavioral intervention in place, a Functional Behavioral
Assessment (FBA) is completed and a Behavior Support Plan
developed.
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EBIS Features
Rating
8. LD Eligibility
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
a. Referrals are always accompanied by appropriate documentation
(e.g., progress monitoring data, student intervention profile,
developmental history, problem solving worksheet)
b. Students are referred for a special education evaluation by the
EBIS team after three failed interventions (unless extenuating
circumstances are present).
9. Parent Participation
a. A system is in place, which ensures that parents regularly receive
screening and progress monitoring data.
b. Parents are consistently notified when students begin or change
interventions.
c. Parents receive the TTSD RTI Brochure when their child is about
to begin the individualized intervention.
d. Input from parents is solicited and used in EBIS decision-making,
with targeted outreach to parents with diverse needs (e.g. poverty,
primary language other than English).
EBIS Team Goals
EBIS Feature
Indicate Schoolwide or Specific
Grade and Group
Action to Be Taken
(Be specific enough so that it is possible to determine when the action has been
implemented.)
1
2
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Elementary School EBIS Coaching Feedback Document
School: ______________________________Grade Level: ______ Total # of Students in this Grade:_______
Date: _________________
Observer: ___________________________
Status
In
Place
Partially
In Place
Not in
Place
Not
Observed
Feature
Comments
Observable Features
1. These team members provided data to inform
instruction:
Principal

Literacy Specialist 
Grade Level Teachers 
Counselor

Learning Specialist 
ELL teacher

2. Principal is an active participant on the EBIS team.
3. Reading: The lowest 20% of students at this grade level
are receiving interventions. These students are progress
monitored weekly, data is reviewed at EBIS meetings, and
changes are made based on decision rules.
# discussed
# of changes made
# in interventions
__________
_______________
_____________
4. Math: Students who meet the screening criteria are
receiving interventions. These students are progress
monitored every two weeks, data is reviewed at EBIS
meetings, and changes are made based on decision rules.
# discussed
# of changes made
# in interventions
__________
_______________
_____________
5. Behavior: Students who have more than 2 office
discipline referrals within a 3 month period are receiving a
strategic intervention. Students who have more than 6
ODRs are receiving an intensive intervention and have been
referred to the Red Zone team. These students are progress
monitored daily, data is reviewed at EBIS meetings, and
changes are made based on decision rules.
# discussed
# of changes made
# in interventions
__________
_______________
_____________
6. Attendance: Students who have more than five absences
or tardies in a 30-day period are discussed and receive an
intervention if necessary. Parent communication is planned
and documented if appropriate.
# discussed
# in interventions
__________
_____________
7. Grade level teams meet every 4 to 6 weeks. Date of last
meeting________________________.
8. Minutes of the meeting are kept and distributed to team
members in a timely manner. Minutes include next steps
and person responsible.
9. Changes in interventions are based on data and
documented. Additional intervention time, reducing group
size, adding a behavior plan, or changing curriculum each
constitutes changes in interventions.
Assessing & Planning EBIS Team Process – Interview Form
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Elementary Schools
School: ___________________________
People Interviewed: _______________________________________________________
In
Place
Status
Partially
In Place
Not in
Place
Date: _______________
Interviewer: ______________________
Feature
Comments
Determine through Interview
1. Students who fall below the 20th percentile on DIBELS or who meet
criteria for interventions in math, behavior, and/or attendance are receiving
interventions.
2. The EBIS Student Intervention Profile in IPAS is started for each student
receiving an intervention and is updated when new interventions are
implemented.
3. Teams use the protocols to make decision on interventions, data to be
collected, and person responsible for collection data.
4. Students in math interventions are progress monitored every two weeks.
5. Students in reading interventions are progress monitored weekly.
6. Daily data is collected for students in behavioral or attendance
interventions.
7. Team follow the procedures outlined in the Planning for English Language
Learners Document when determining needs of struggling ELL students.
8. Parents are notified when their child is placed in intervention or when
there has been a change in intervention
9. Team analyzes cohort data for ELL students in interventions and Spanish
Literacy data for students in Spanish Literacy
10. After two failed group interventions, the team waits to collect additional
information about the student (see Planning for the Individual Student
page) before planning the individualized intervention.
a. The EBIS Team Meeting Notice is sent to parents
b. A Case Manager is assigned to ensure that all required tasks are completed.
c. Parents are given the RTI Process Brochure.
d. A Developmental History is obtained
e. If the student is an English Language Learner (ELL), the ELL teacher
provides information about the child’s language development in
comparison to the student’s cohorts.
f. The EBIS Individual Problem Solving Worksheet is completed
through a review of the student’s cumulative file.
g. The EBIS team uses the information obtained from the
developmental history and problem solving worksheet and the
Reading Protocol or other appropriate protocol to determine the
appropriate Tier III intervention for the student.
11. If reading or math progress continues to be below the aimline after 4 to 6
weeks of the individualized intervention, the team completes a referral for
special education services.
12. The EBIS Student Intervention Profile, Developmental History Form,
Progress Monitoring Data, and the Individual PS Worksheet are attached
to the Special Ed Referral Form.
13. EBIS team reviews data on student performance at least 2 times each
year (fall, winter, spring) to evaluate effectiveness of the core programs and
makes changes based on data.
a. Data regarding the core program are disaggregated by race, special
programs (such as ELL and Sped), grade level, and class.
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Core Reading Program Walk-Through – Page 1
Directions: During a 5 to 15 minute walk-through the observer will indicate items observed. Not all items will be observed in one
visit. The observer may prioritize sections of this walk-through, rather than use both sides. The walk-through is designed to give
feedback on current instructional practices, find areas for future professional development, and assess continuity of implementation of
our core reading program. This walk-through tool is not designed for evaluation purposes.
Environment






Room arrangement
Scheduled time for reading
Space for small group instruction
Classroom library
All students can see board/text
Appropriate reading using computer technology
Teacher and students have materials ready
Instruction
Prior to instruction
 Clear behavioral expectations
 Teacher and student materials ready
 Set the purpose for the instruction
 Emphasizes distinctive features of new concepts
Background knowledge
 Provides and elicits background information
 Makes relationships among concepts overt
 Makes connection to previously-learned material
Praise and corrective feedback
 Majority of feedback is positive (4:1)
 Provides affirmations for correct responses
 Promptly corrects errors with provision of correct model
 Limits corrective feedback language to the task at hand
Scaffolding new content - Proceeds in step-by –step fashion
 I do (Demonstrates the task, e.g. uses think-alouds)
 We do (guided practice)
 Y’all do (partner practice)
 You do (individual application of taught skill)
Differentiated instruction
 Provides extra practice based on accuracy of student responses
 Provides more than one opportunity to practice each new skill
 Ensures mastery of all student before moving on
 Lesson tasks/activities appropriately “chunked”
Teacher has perky pace
 Provides “think time” for processing
 Gains student attention before initiating instruction
 Transitions quickly between tasks
 Uses visuals and manipulatives to teach content as necessary
 Provides opportunities for practice after each step in instruction
 Redirects behavioral disruptions quickly and positively
Fall 2013







Walls
Daily schedule
Word wall
Lesson targets posted
Instructional charts
Decoding/Spelling Focus
Vocabulary Words (often in a pocket chart)
Displays of student success in reading: work or scores
Student Engagement
Things students say
 No hand raising (all doing the doing)
 Choral responses – verbal # _______
 Partner Response – think, pair share # _______
Things students write
 Partner Response – think, write, share # _______
 Graphic organizer
 Quick write/draw response
 Completing a sentence frame
 White board responses
Things students do
 Choral responses – physical #_______
 Response Cards (yes/no, word, letter)
 Manipulatives in use
Things teacher does
 Maintains close proximity to students
 Routines are clear for entry and work on reading
immediately.
 Attention signal, physical or verbal cue
 10:2 strategy (10 min. teacher talk/2 min. student talk)
 Provides students time for self assessment
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Page 83 of 145
Core Reading Program Walk-Through – Page 2
Possible tools:
 Students orally manipulating sounds and words
 Students physically manipulating sounds and words
-Physical response
-Elkonin Boxes
-Cubes or markers
K-2
Fluency
1.5-5
Phonics
K-5
Phonemic
awareness
Curriculum
Focus skill: Word comparison, Rhyming, Sentence segmentation, Syllable segmentation and blending, Onset-rime blending and
segmentation, Blending and segmenting individual phonemes, Phoneme deletion and manipulation
 Students engaged in reading:
o letter/sounds, sounding out, blending and
segmenting, sight words
 Students writing related to phonics:
o dictation, sight words, word families,
sentences
Possible tools:
-Whiteboards
-Gestures
-Word Sorts
Focus Skill: Letter sounds, VC and CVC, Consonant Digraphs, CVCC and CCVC, Silent E, R-control vowels, Advanced
consonants (i.e.,-tch, kn, soft c &g), Vowel Teams, Multi-syllable words, Prefixes and suffixes
 Explicit instruction using teaching charts or
transparencies
 Paired reading of text with fluency focus
 Choral reading of text with fluency focus
 Timed practice
Possible tools:
-Main selection text
-Guided reader
-Leveled passages
-Fluency “phones”
-CD’s
-Timers
-Graphs
Vocabulary
K-5
Focus Skill: Accuracy, Expression, Emphasis, Phrasing, Volume, Smoothness, Rate
 Vocabulary word cards posted
 Use of vocabulary routine by teacher
o Names the word
o Gives a kid friendly definition
demonstrating meaning
o Use the word in a sentence
o Student discussion of vocabulary word
 Personal definitions from students
 Multiple exposures and processing
 Students can distinguish between an
example of the word and non example
 Students engaged in answering vocabulary
questions about words, talking about word
meanings, using vocabulary words in
speech and writing
Possible tools:
-Program created
vocabulary cards
-Student created
vocabulary cards
-Word Sorts
-Pictures
-Gestures
Comprehension
K-5
Focus Skill: High Frequency Words, Contextual Analysis, Morphemic Analysis, Expressive Vocabulary, Receptive Vocabulary
 Use of graphic organizers by teacher and
students
 Text-to-self, text-to-text, and text-to-world
connections
 Modeling and explaining reading strategies;
Activating prior knowledge or giving
background information
 Leading a read (listen)/discuss/read (listen)/
discuss cycle
 Asking high level comprehension questions
(beyond literal comprehension)
 Responding to student discussion to
increase comprehension or language
 Students writing responses to text or
correcting written responses to program
text
 Students naming and using reading
comprehension strategies
Possible tools:
-Main selection
-Leveled readers
-Graphic organizer
Independent
Work
K-5
Small Group
Instruction
K-5
Focus skill: Text Structure, Make Inferences and Analyze, Evaluate, Story Structure, Generate Questions, Summarize, Monitor
Comprehension
 4 to 6 students per group
 Small groups reading main selection, paired
selection or level books
 Specific skill taught, re-taught or extended
 Teacher sets to purpose for the read
 Students chorally or silently read the text (No
Round Robin Reading!)
 Extended reading time in connected text (instead
of worksheets)
 Station work created focusing on fluency,
reading comprehension practice, writing, word
work
Fall 2013
 Teacher observes, assesses, and instructs
while students read
 Corrective feedback is given
 Teacher selects and modifies the use of
support or removal of support for gradual
release of responsibility
 Teacher takes anecdotal notes
 Technology in use
 Writing as a response to reading
 Teacher conferences with students
 Students taking curriculum assessment
OrRTI Project – www.oregonrti.org - 503-431-4005
Possible tools:
-Leveled reader
-Phonemic awareness
and phonics activities
-Vocabulary cards
-Fluency passage
-Vocabulary cards
-Fluency passage
Possible tools:
-Classroom library
-Flip charts
-Stations
-On line activities
-Reading journals
-Weekly/unit test
Page 84 of 145
Core Reading Program Walk-Through – page 3
Purpose:
The walk-through is a very important component of the RTI process. “For valid [LD] disability
determination to occur, a diagnostic team needs to be able to determine that a student has received
appropriate instruction in the general education classroom. Implementing instruction with fidelity satisfies
one of IDEA’s legal requirements for appropriate instruction.” Walk-throughs help to reinforce
instructional outcomes by giving a structure for visibility, content knowledge and fidelity of current
practices occurring within the school.
Training:
Ensuring that teachers have clarity on the content and delivery of the district adopted curriculum.
Before using this tool in the classroom, share and accept feedback from teachers. They need to be trained
on the content as well as the practices listed on the walk-through tool. Administrators also may need
clarification on the practices and materials that create the core reading program.
This tool may be used for peer observations, coaches or administrators instructional rounds.
Explanation of directions:
Directions: During a 5-15 minute walk-through the observer will indicate items observed.a Not all items will be observed in one
visit. The observer may prioritize sections of this walk through, rather than use both sides. b The walk through is designed to give
feedback on current instructional practices, find areas for future professional development, and assess continuity of
implementation of our core reading program.c This walk-through tool is not designed for evaluation purposes.d
a
The walk through is designed to be a snap shot of the day,
not a movie. It is preferable to do several over the course of
the year (3 to 4) than 1 long observation.
b
c
d
Often teachers are fearful of walk throughs because they do
not understand the purpose. Seek to reduce anxiety by being
collaborative in rolling out the walk through. Setting the clear
purpose moves away from the “gotcha” mentality.
This walk through is very long and comprehensive.
Initially, it may be very appropriate to select the instruction
section ONLY. Place an “X” through sections that are not
observed.
This tool should NOT be used to evaluate teachers
performance!!!! It does not align with the specifics of district
contract language for teacher evaluation.
Fluency
1.5-5
Sample of Completed Walk-through:
 Explicit instruction using teaching charts or
transparencies
 Paired reading of text with fluency focus
 Choral reading of text with fluency focus
 Timed practice
Focus Skill: Accuracy, Expression, Emphasis, Phrasing, Volume, Smoothness, Rate
Possible tools:
-Main selection text
-Guided reader
-Leveled passages
-Fluency “phones”
-CD’s
-Timers
-Graphs
More information on Walk-throughs:
 Education World, “Walk-Throughs Are On the Move”,
http://www.educationworld.com/a_admin/admin/admin405.shtml

David, Jane, “Classroom Walk-throughs”, Educational Leadership, December 07/January 08,
http://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/Classroom_WalkThroughs.aspx
I Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS
National Research Center on Learning Disabilities.
Fall 2013
Credit to J. Robinson, K. Feldman, Oregon Reading First, N. Clackamas S.D.
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 85 of 145
Protocols and Decision Rules
TTSD Elementary Standard Reading Protocol .................................................................................... 84
TTSD Reading Decision Rules ................................................................................................................... 85
Roseburg Public School District - Reading Protocol ......................................................................... 86
Roseburg MTI Reading Decision Rules, K-5 ........................................................................... 87
Roseburg Comprehensive Assessment Plan – Reading K-5 ........................................................... 88
Grants Pass School District Non-Negotiables for Reading Instruction ....................................... 89
Grants Pass Reading Protocol ................................................................................................................... 91
Grants Pass Decision Rules ........................................................................................................................ 92
Fall 2013
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Page 86 of 145
2013-14 TTSD Elementary Standard Reading Protocol
GRADE
CORE PROGRAM
CURRICULUM
TIME
OPTIONS
INTERVENTIONS
CURRICULUM OPTIONS
Strategic
(Below Benchmark)
K
*Journeys
½ day kinders:
60 min. daily
full day
kinders: 90
min. daily
1st
2nd
3rd
4th
and
5th
*Journeys
*Reading Mastery(replacement core)
*Edmark (at the determination
of the IEP team)
90 min. daily
*Journeys
*Reading Mastery(replacement core)
*Edmark (at the determination
of the IEP team)
*Journeys
*Reading Mastery(replacement core)
*Edmark (at the determination
of the IEP team)
90 min. daily
*Journeys
*Horizons (replacement core)
*Reading Mastery(replacement core)
*Edmark (at the determination
of the IEP team)
90 min. daily
90 min. daily
TIME AND GROUP SIZE
Intensive
(Well Below Benchmark)
*Preteach/ Reteach using
templates
*Fast Track Phonics
*Ladders to Literacy
*Road to the Code
*ERI
*Fast Track Phonics
*Language for Learning
*Preteach/ Reteach using
templates
*Fast Track Phonics
*Journeys Write-In Reader
*Phonics for Reading
*Read Naturally*
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Phonics For Reading
*Read Naturally*
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Phonics For Reading
*Read Naturally*
*Reading Success
*Preteach/ Reteach using
templates
*Journeys Write-In Reader
*Read Naturally*
*Reading Success
*REWARDS
*Six-Minute Solution
*ERI (finish ERI by Dec. of 1st Grade)
*Fast Track Phonics
*Horizons
*Language for Learning
*Reading Mastery
1st & 2nd Intervention:
Core + half day kinders 10 minutes
daily
Full day kinders 20 minutes
daily
Large group, typically in the classroom
3rd Intervention:
Core + a minimum of 30 minutes daily,
Small group
1st & 2nd Intervention:
Core + 30 minutes daily – small group
3rd Intervention:
Core + a minimum of 45 minutes daily
– small group
*Horizons
*Language for Thinking
*Phonics for Reading
*Reading Mastery
*Corrective Reading
*Horizons
*Phonics for Reading
*Reading Mastery
*Reading Success
1st & 2nd Intervention:
Core + 30 minutes daily – small group
3rd Intervention:
Core + a minimum of 45 minutes daily
– small group
*Corrective Reading
*Great Leaps
*Horizons
*Phonics for Reading
*Reading Mastery
*Reading Success
All students, including students with disabilities and English language learners are monitored through the EBIS process. Core and intervention
decisions are made according to this protocol.
*Read Naturally should only be used with students who are benchmark on accuracy and used for a minimum of 3 days/week.
Fall 2013
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Page 87 of 145
TTSD Reading Decision Rules
Place students in the 20% group and begin weekly progress monitoring when:
Academic skills fall below benchmark and place them in the lowest 20% compared to their peers on
one or more of the following measures: DIBELS Next, IDEL, Reading curriculum based assessments.
 Progress monitoring data should be entered into IPAS.
 For students whose reading skills are well below grade level, the team may choose to monitor
progress at the student’s instructional level as well as at their grade level.
o Only grade level data should be used in making high-stakes decisions (such as referral to
special education)
o For students already in special education, the team may determine that it is appropriate to
monitor less frequently in grade level material (i.e., monthly or 3 times per year).
o For monitoring progress at a student’s instructional level, the team will select the measure
that best matches the instructional content and goals, allows the student to demonstrate
success with skill acquisition, and at the same time provides room for growth over time.
Change interventions when:
Progress monitoring indicates 4 consecutive data points below the aimline or if data are highly
variable (points are above and below the aimline), maintain the current intervention until 6 data
points have been collected, analyze aimline and trendline (IPAS calculates). Change intervention if the
slope is flat or decreasing and the scores are below benchmark.
 Each time the intervention is changed the aimline is redrawn in IPAS. The aimline is created using
the median of the three data points prior to the intervention change as the starting point for the
new aimline.
 For English Language Learners (ELLs) who meet the above criteria, check the progress of the
cohort group after each 6-week period to determine whether an individual student’s progress is
significantly different from the group.
Individualize interventions when:
Progress is below the aimline for TWO consecutive intervention periods. Prior to selecting the
individualized intervention, the team should select a case manager, complete pages one to four of
the Individual Problem Solving Worksheet, complete a developmental history, and provide parents
with the RTI Brochure. The team should meet to complete page five of the Individual Problem
Solving Worksheet using the above information and select an intervention tailored to the student’s
specific needs. NOTE: Kindergarten students need more time in the core and interventions prior to
individualizing, therefore this process should not happen until spring.
Refer for Special Education evaluation when:
After one highly structured, 6-week, individually designed intervention, progress continues below
aimline OR the team determines that the support is so significant that the student will need
continued individual and intensive instruction.
Consider Exiting students from interventions when:
The student has three progress monitoring data points at or above the next DIBELS benchmark
and core reading assessments and intervention assessments indicate grade-level proficiency and
student has met the benchmark goal on OAKS (for students in grades 3 to 5)
Fall 2013
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Page 88 of 145
Roseburg Public School District - Reading Protocol
Tier I
All students
Core Curriculum
Grade
K
Time
Tier II
Strategic
Core + Intervention
Program Options*
Tier III
Intensive
Core + Intervention or
Reduced/Replacement Core + Interventions
Time, Add:
Program Options
60 minutes daily
Imagine It!
Reading Mastery, Signature
(R) (G)
10
10
30
20
– 20 Minutes
- 20 Minutes
minutes
minutes
Imagine It! Interventions
Phonemic Awareness in Young
Children
ERI
PALS
Reading Mastery, Signature (R)
(G) only
30 minutes
30 minutes
ERI
Language for Learning
Reading Mastery, Signature
(R) (G) only
1
90 minutes daily
Imagine It!
Reading Mastery, Signature
(R) (G)
30 minutes daily
30 minutes daily
Imagine It! Interventions
PALS
Reading Mastery, Signature (R)
(G) only
30 minutes
45 + minutes
ERI
Reading Mastery
2
90 minutes daily
Imagine It!
Reading Mastery, Signature
(R) (G)
30
30
30
45
minutes
minutes
minutes
minutes
Imagine It! Interventions
Read Naturally
PALS
Phonics for Reading (lvl 1)
Reading Mastery, Signature (R)
(G) only
45+ – 90 minutes
daily
Reading Mastery
3
90 minutes daily
Imagine It!
Reading Mastery, Signature
(R) (G)
30
30
30
45
minutes
minutes
minutes
minutes
Imagine It! Interventions
Read Naturally
PALS
Phonics for Reading (lvl 1,2)
Reading Mastery, Signature (R)
(G) only
45+ - 90 minutes
Reading Mastery
4 / 5
90 minutes daily
Imagine It!
Reading Mastery, Signature
(R) (G)
30
30
30
45
50
minutes
minutes
minutes
minutes
minutes
Imagine It! Interventions
Read Naturally
PALS
Phonics for Reading (lvl 3)
REWARDS
Reading Mastery, Signature (R)
(G) only
50 minutes
45+ - 90 minutes
45+ - 90 minutes
REWARDS
Reading Mastery
Corrective Reading, Decoding
(lvl A, B1, B2)
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Time, Add:
Program Options
Page 89 of 145
Roseburg MTI READING DECISION RULES, K-5
“How do we respond when students don’t learn?”
Kindergarten
Beginning of the year – October:
Place students in strategic or intensive
intervention groups based on fall DIBEL,
progress monitoring and in program data:
Strategic/Intensive: According to Reading
Protocol
Monitor and graph progress 2 times per
month for the students receiving strategic
support and weekly for those receiving
intensive support.
Middle of the year – January:
Re-group students after January DIBELS
Next has been completed. Place students
accordingly into the following groups:
Strategic/Intensive: According to Reading
Protocol
Monitor and graph progress 2 times per
month for the students receiving strategic
support and weekly for those receiving
intensive support.
st
th
Grades 1 – 5
Place students in interventions when:
Academic skills fall below benchmark and place them in the
strategic range according to GrIP reports which are based
on DIBELS Next, MAP and OAKS and is corroborated by
curriculum based assessments.
Change and intensify interventions when:
Progress monitoring indicates 4 consecutive data points
below the aimline.
If data are highly variable, (points above and below the
aimline), maintain the current intervention until 6 data
points have been collected. Analyze aimline and trendline.
Change intervention if the slope is flat or decreasing and the
scores are below benchmark.
Each time the intervention is changed, the aimline should
be re-drawn using the median of the three data points prior
to the intervention change as the starting point for the new
aimline.
For ELL students, check the progress of the cohort group
after each 6-week period to determine whether an
individual student’s progress is significantly different from
the group.
Refer for Special Education when:
After 2 small group interventions and 1 highly structured
intensive individually designed intervention determined
from an Individualizing and Intensifying team meeting,
progress continues below the aimline OR the team
determines that the support is so significant that the
student will need continued individualized and intensive
instruction.
Consider exiting a student from intervention when: Core reading assessments and intervention
assessments indicate grade level proficiency and DIBELS progress monitoring data points meet benchmark
grade level targets in fluency/accuracy.
Fall 2013
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Page 90 of 145
Roseburg Comprehensive Assessment Plan – Reading K-5
ASSESSMENT
OAKS (Oregon
UNIVERSAL
Assessment of
SCREENER
PURPOSE
WHO IS TESTED
State and Federal
Accountability to Determine
Percent of Students Meeting
State Grade Level Performance
Standards in reading
comprehension
All students grades 3-5
and in high school until
students meet
standard
Generally once a year;
students not meeting
grade level standards
may be tested up to
three times a year
MAP (Measures of
Academic
Progress)
District Adaptive Testing to
measure individual
achievement level and growth
over time in reading
comprehension
All students grades 3-5
and some second grade
students.
DIBELS Next Benchmark
Testing
Phonemic segmentation,
phonics, and one-minute
fluency measures of basic
indicators of early reading
skills designed to regularly
monitor individual progress
and system effectiveness
Ten minute - individualized
assessment that diagnoses
specific phonics skills deficits
using real and pseudo-words.
All students grades K-5
All students, grades 3-5
are tested each fall and
spring.
Students requiring more
frequent monitoring are
tested throughout the
year to measure growth
All students three times
a year to measure
progress towards
benchmark indicators
Strategic or intensive
students in grades K-5
to determine if reading
gaps are phonics
related or fluency
related.*
As needed to gather
additional diagnostic
information
Program
Placement Tests
Placement tests are designed
to place students in the
appropriate unit
All students as
appropriate for
program placement
As needed to place
students in the
appropriate level
DIBELS Next Progress
Monitoring
Phonemic segmentation,
phonics and one-minute
fluency measures of basic
indicators of early reading
skills designed to regularly
monitor individual progress
and system effectiveness
Measure mastery of directly
taught skills
Students not meeting
benchmark targets
Strategic Students: at
least monthly;
Intensive students: at
least twice a month
All students
As prescribed by
program
Knowledge and
Skills)
DIAGNOSTIC
TOOLS
PROGRESS
MONITORING
SKILLS MASTERY
Phonics Screener
Program/Unit
Testing/Check-ins
Fall 2013
FREQUENCY
OrRTI Project – www.oregonrti.org - 503-431-4005
TYPES OF REPORTING
• _Individual reporting for total reading
score and strands
• _Group reporting by subgroups and
whole group indicating percent of
students meeting performance standard
• _Individual student growth
• _Classroom, school and district RIT
averages for total reading and goal areas
• _Growth analysis for individual, school
and district
• _Multiple individual and group
reporting. See website at
http://dibels.uoregon.edu
• _Individual test results
• _Individual test results
• _Multiple individual and group
reporting. See website at
http://dibels.uoregon.edu
• _Individual Teacher Records
Page 91 of 145
Grants Pass School District Non-Negotiables for Reading Instruction:
The following describes the required components that must be used and/or taught from the Scott Foresman Reading Street program. It does not define how to
teach and does not restrict teachers from making adjustments to the directions and/or design of the lesson components. The time allotted for reading instruction
is required and should not be interrupted.
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
Reading Street Sound
Spelling Cards posted
90 minute minimum uninterrupted reading block
Teacher’s guide open to this week’s lesson with teacher annotations
Reading Street Sound
Reading Street Sound
Spelling Cards posted
Spelling Cards posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound, high
frequency, and amazing
words visually posted
The week’s sound and
high frequency words in
centers and seat work
The week’s sound and
high frequency words in
centers and seat work
Robust Vocabulary
Instruction
 Word posted
 Student friendly
definition
 ELL poster used and
referenced
Robust Vocabulary
Instruction
 Word posted
 Student friendly
definition
 ELL poster used and
referenced
Robust Vocabulary
Instruction
 Word posted
 Student friendly
definition
 ELL poster used and
referenced
Robust Vocabulary
Instruction
 Word posted
 Student friendly
definition
 ELL poster used and
referenced
Daily phonemic
awareness, phonics,
spelling, and word
building activities in
whole group and
repeated in small group
if needed
Daily phonemic
awareness, phonics,
spelling, and word
building activities in
whole group and
repeated in small group
if needed
Daily phonics, spelling
and word building
activities in whole
group and repeated in
small group if needed
Daily phonics, spelling
and word building
activities in whole
group and repeated in
small group if needed
Spelling and word
building activities in
whole group and
repeated in small group
if needed
Spelling and word
building activities in
whole group and
repeated in small group
if needed
At least 3 small groups
daily oral reading
At least 3 small groups
daily oral reading
At least 3 small groups
daily oral reading
At least 3 small groups
daily oral reading
All below level students
read orally in small
group daily
All below level students
read orally in small
group daily
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
All teachers use rapid,
simple, error correction
procedures during oral
reading which require
correct re-reading of
sentences
Fall 2013
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Page 92 of 145
Kindergarten
1st Grade
2nd Grade
Every child reads
decodable from cover to
cover every week
(correctly, with no word
guessing)
Every child reads
decodable from cover to
cover every week
(correctly, with no word
guessing)
Every child reads
decodable from cover to
cover every week
(correctly, with no word
guessing)
Writing instruction
happens outside of the
90 minute reading block
during its own 30
minute period of time
All students take
comprehension test at
the end of every
selection. Teachers
correct and use results
to make changes to
instruction
Writing and grammar
instruction happen
outside of the 90 minute
reading block during its
own 30 minute period
of time
Fall 2013
3rd Grade
Every child reads main
selection
 Above level students
read main selection
and above level reader
 On level students read
main selection and on
level reader
 Below level students
read main selection
and below level reader
All students take
All students take
comprehension test at
comprehension test at
the end of every
the end of every
selection. Teachers
selection. Teachers
correct and use results
correct and use results
to make changes to
to make changes to
instruction
instruction
Writing and grammar
Writing and grammar
instruction happen
instruction happen
outside of the 90 minute outside of the 90 minute
reading block during its reading block during its
own 30 minute period
own 30 minute period
of time
of time
OrRTI Project – www.oregonrti.org - 503-431-4005
4th Grade
5th Grade
Every child reads main
selection
 Above level students
read main selection
and above level reader
 On level students read
main selection and on
level reader
 Below level students
read main selection
and below level reader
All students take
comprehension test at
the end of every
selection. Teachers
correct and use results
to make changes to
instruction
Writing, grammar, and
spelling instruction
happen outside of the
90 minute reading block
during its own 30
minute period of time
Every child reads main
selection
 Above level students
read main selection
and above level reader
 On level students read
main selection and on
level reader
 Below level students
read main selection
and below level reader
All students take
comprehension test at
the end of every
selection. Teachers
correct and use results
to make changes to
instruction
Writing, grammar, and
spelling instruction
happen outside of the
90 minute reading block
during its own 30
minute period of time
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Meeting Agendas and Teaming Structures
Grants Pass: RTI Teaming Structures Sample .................................................................................... 94
SCHOOL-WIDE MEETINGS
OrRTI School-Wide Data Meeting Guidelines ............................................................................ 95
Roseburg Benchmark Meeting Guidelines ................................................................................. 96
Roseburg Benchmark Team Meeting Agenda ........................................................................... 97
Roseburg Evaluating and Adjusting your School-wide System Action Plan ................... 98
TTSD Elementary School-wide Meeting Guidelines ................................................................ 99
Roseburg Grade Level Team Meetings .......................................................................................100
Roseburg Grade Level Team Meetings Agenda .......................................................................101
GROUP INTERVENTION REVIEW MEETINGS
TTSD Elementary 20% Meeting (Progress Monitoring) Agenda ....................................102
Roseburg GrIP Meetings ................................................................................................................103
Roseburg GrIP Meetings Agenda ................................................................................................ 104
INDIVIDUALIZING/INTENSIFYING INTERVENTIONS MEETINGS
Roseburg Individualizing/Intensifying Interventions Meetings ....................................106
Roseburg Individualizing/Intensifying Interventions Meetings Agenda ....................107
Fall 2013
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Grants Pass: RTI – A System of Support - Teaming Structures Sample
Universal Screening Meetings
Individual Intensive Intervention and
Planning Meeting
After one highly structured individualized
intervention that lasts 20 to 30 instructional days
Team: Grade level team, principal, Title One Coordinator, and any other
specialists as appropriate
Time: Happens after an intervention has had
at least two substantial changes, based on
individual student need and team decisions.
Tasks:

Data review and analysis

Examine core program effectiveness

Plan for needs of all students
Team: Parent, classroom teacher, principal,
Title One Coordinator, Special Education
teacher, and any other specialists as
appropriate
Progress
Options:

Continue in intervention, review student progress
at data review meetings, and reintegrate into
general education curriculum.

Heavy dose of intervention that cannot be
maintained long-term with the current resources
– consider SPED referral.
Outcomes: Grade level goals and action plans established and shared,
Instructional Program Brochure sent home with every student.
Data Review Meetings
Tasks:

EBIS Team meeting notice sent home
prior to meeting

Developmental History completed prior
to meeting

Individual Student File Review completed
prior to meeting

At the meeting, review all information
(data, strengths, concerns, modifications
tried)

Team establishes a desired outcome and
an action plan to achieve

Assign case manager
Time: September, January, May
Time: Generally after 20 to 30 days of instruction in the intervention.
Team: Grade level team, principal, Title One Coordinator, Special
Education teacher and any other specialists as appropriate.
Tasks:

Focus on groups of students in interventions

Follow district decision rules

Focus on time, design, and delivery of intervention
Outcomes: Decisions are made about student intervention needs and
recorded on the Student Intervention Profile. Parents are notified that their
child has been place in an intervention.
Progress


Outcomes: Individual intervention and
Action Plan form completed, copy given to
parent along with Parent Notification when
using RTI under IDEA.
No Progress
Continue in intervention
De-intensify or
discontinue intervention



Exit Program
Fall 2013
Consider all factors
Consider a substantial change
(review options)
No less than two substantial
changes must be made before an
individualized intervention
meeting
OrRTI Project – www.oregonrti.org - 503-431-4005
No Progress
Options:

Difficulties appear to be related to other factors
(e.g., behavior, attendance, other), continue
targeted interventions and develop plan to target
identified issues, review progress at data review
meetings.

Progress is not adequate – consider SPED referral
If SPED Referral
Team: IEP Team
Tasks:

Team meeting notice (IDEA) (can be given at
meeting – parent can waive 10 day notice)

Team convenes to review all the data and
information

Team determines if additional testing should
occur

Consent for SPED evaluation signed
SPED Determination
After SPED evaluation is complete, team should
determine if SPED eligibility is appropriate.
Protocols and forms should be completed.
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OrRTI School-Wide Data Meeting Guidelines
Purpose of meeting: To determine the effectiveness of the core program and make necessary
adjustments. Determine if your system is moving children toward benchmark goals.
 Review team norms
 Review purpose for meeting
Is our core program sufficient for most students?
1) Review and analyze benchmark screening data.
 Review and analyze current benchmark screening data. Record percentages below:
 Review and analyze previous benchmark screening data. Record percentages below:
Previous
Benchmarking
Current
Benchmarking
# 3*Goal for next
Benchmarking:
% Above benchmark
% Below benchmark
% Well below benchmark
 Did the percentage of students at benchmark increase? ___________
 Did the percentage of students at strategic increase or decrease? ____________
 Did the percentage of students at intensive decrease? _____________
2) Identify the grade levels instructional needs
c) Determine the current most critical priority skill of need and see if it needs to be taught to most
students or some students
 Priority skill ____________, most students or some students?
d) Develop a goal for spring in the prioritized area (e.g. fluency-ORF) of need
 Benchmark _________ Strategic_______ Intensive _______
3) Develop a goal for the overall instructional recommendation (place in box above)
4) Make instructional changes

What might the grade level do differently to increase students’ achievement in the prioritized skill
area?
 Discuss grade level wide opportunities to making core program more robust for this cohort.
a) What agreements can the grade level make on common instructional strategies?
__________________________________________________________________
b) What agreements can the grade level make on common active engagement strategies? How
will you increase active engagement to increase the effectiveness of the instruction?
__________________________________________________________________
c) Fidelity
 How is your team using fidelity checklists to improve the instruction within the core?
__________________________________________________________________

What can you do to improve your teaching of the core to fidelity?
___________________________________________________________________
5) What professional development and/or resources do you need to make these instructional
changes?

What resources do you need from the coach, principal, or other staff?
______________________________________________________________________
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Roseburg Benchmark Meeting - Fall/Winter/Spring
Purpose: These meetings are designed to evaluate the effectiveness of core programs.
Membership: Principal, classroom teachers, and specialists as appropriate (learning specialist, special education
teacher, School Psychologist, CDS, ELD, Alt. Ed, instructional coach).
Estimated time: 1 hour scheduled as needed to meet building needs
Planning for all students (Tier 1): Three times a year, fall, winter and spring, this team reviews data on student
performance such as academic data, behavior referrals and attendance (e.g., DIBELS, Summary of Effectiveness,
CBMs, MAZE, OAKS, MAP, Core Program assessments, SWIS, Schoolmaster, grades, etc.) in order to evaluate the
effectiveness of core programs. Data should be reviewed for all students including disaggregating results by race, and
program (i.e., SPED, ELL, Title I) to look for trends in school improvement. Core programs should meet the needs of at
least 80% of the student population.
Meeting outcome(s): Trends and data will be shared with all staff for use in developing grade level action plans.
Key Questions / Considerations for Benchmark Meetings
General questions
 Are 80% or more of all students meeting benchmark? 80% of subgroups?
Yes: Celebrate! Are all students making growth? Are students in subgroups making growth? Have
you set ambitious goals for the next benchmark assessment?
No: Discuss the following questions about the core program:
Reading, Math and Writing
 Are all teachers using the program with a high degree of fidelity?
 Is instructional time protected? Are interruptions minimized?
 Is the instructional block sufficient, or is more time needed?
Attendance
 Is there a clearly articulated attendance policy? Is it being implemented?
 Is there sufficient outreach to families and a welcoming attitude toward all students?
Behavior
 Is there a school-wide behavior policy, behavior curriculum and behavior team?
 Are behavior expectations posted, taught, practiced, and reinforced at the building and classroom level?
 Are support personnel such as bus drivers and instructional assistants trained in Positive Behavior
Support?
 Is there a classroom behavior incentive system?
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Roseburg Benchmark Team Meeting Agenda/Log
Team:
Date:
Time:
Site:
Facilitators:
Recorder:
Team members present:
Time
3 minutes
5 minutes
1 hour
Task
Community Agreements
Team Review of Process
 Review Disaggregated school-wide data
 Look for trends
 Compare data to school and grade level SMART goals
 Develop a plan for sharing the data with the staff
Summary of activities and dialogue emphasized during this meeting:
Agreements regarding next meeting
Who
When
What
 when completed
Date/Time/Site of next meeting:
Agenda items for next meeting:

Fall 2013
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Roseburg Evaluating and Adjusting your School-wide System
(Action Plan)
As always, data tells the story. The strength and effectiveness of a comprehensive reading system is
measured by the demonstrated skills of students and the presence of research-validated practices as
reflected in regular evaluation of the program.
When should system adjustments be considered?
System adjustments can be made any time weaknesses are identified. However, intentional analysis and
adjustments must be made after the winter and spring benchmark testing.
What data should be considered?
Data used to formulate your response should be considered from multiple sources:
DIBELS Next benchmark data
State benchmark data
DIBELS Next progress monitoring data
Other intervention data
Curriculum-based measures
The primary data to use is summarized in the Summary of Effectiveness reports found on the DIBELS
website (www.dibels.uoregon.edu). This data must be evaluated using the Evaluating Effectiveness of
School-wide System Worksheets for each grade level and the Schoolwide Summary of Effectiveness
found on the district web site. The essential question is:
What percentage of students is meeting adequate progress?
The question is answered by considering what percentage of students are moving from
• _Intensive to emerging
• _Intensive to benchmark
• _Strategic to benchmark
• _Benchmark to benchmark
How should building teams respond to the data?
Based on student progress data and results of evaluating the school wide system, adjustments
should be made according to options suggested in the Intervention Adjustments and Changes
chart and the Reading Pyramid of Interventions. It is important to keep in mind that most
adjustments are not about adopting new programs, but instead considering other elements of
effective implementation of programs and how the system is organized to deliver instruction.
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TTSD Elementary School-wide Meeting Guidelines
Meeting tips:
 Use a projector or wall chart to display student data
 Meet only if the principal and other essential team members are present
 Remind the team that the focus of the meeting is general education and ensuring that all students are making
growth (review data disaggregated by race, special programs (ELL, Sped), subject, teacher)
 Designate roles (timekeeper, facilitator, note taker)
 Organize the data before the meeting
 Celebrate successes
 Conduct 80% meetings after each DIBELS screening.
Team membership:
 Principal
 Literacy Specialist
 Counselor
*
*
*
ELL Teacher
Special Education Representative
Grade Level Teachers
Purpose: To determine the effectiveness of the core program and make necessary adjustments if it is not meeting the
needs of 80% of the students.
Examine the data:
* Attendance
* DIBELS
* Behavior (ODRs)
* OAKS
 Review data from the DIBELS Cross-Year Performance Report and Summary of Effectiveness Report and ask the
following questions:
o If the grade level increased the percent of students at low risk or established or decreased the percent of
students at deficit, what are some differences in the system that might have resulted in this improvement?
 It is helpful to focus on characteristics of the system- such as instructional materials, time, and grouping,
rather than commenting on how this year's class is "just higher than last year's".
o If the grade level decreased the percent of students at low risk or increased the students in the at risk category,
consider what are some differences in the system that might be attributed to this decrease in the data.
 What are some characteristics of the system that were in place last year that are no longer in place this year?
 Were the walk to read groups changed significantly in the types of students that were grouped together or in
the amount of time students are practicing reading connected text?
 Are students receiving small group instruction during the 90 minutes to practice reading aloud in connected
text?
Are 80% or more of your students meeting benchmark?
Are ALL subgroups making growth? (Grade Level, Course/Class, Ethnicity, ELL, Sped)?
Have you set ambitious goals for the next quarter?
Yes: Celebrate!
No: Discuss the following questions about the core program.
READING
 Are all teachers using the program with a high degree of fidelity?
 Is instructional time protected, or are there interruptions such as school assemblies, fire drills, etc.?
 Is the instructional block sufficient, or is more time needed?
 Are students grouped appropriately? (class with the lowest skills has the fewest students, class with the
highest skills has the most students, most qualified teacher teaches the lowest performing students)
ATTENDANCE
 Is there a clearly articulated attendance policy?
 Is there sufficient outreach to families and a welcoming attitude toward all students?
BEHAVIOR
Acronyms
 Are a school-wide behavior policy, a behavior curriculum and an EBS
team in place?
ODRs – Office Discipline Referrals
 Are behavior expectations posted, taught, practiced, and reinforced at
OAKS – Oregon Assessment of
the school and classroom level?
Knowledge and Skills
 Are support personnel such as bus drivers and secretarial staff
SLP – Secondary Literacy Program
trained in positive behavior support?
ELL – English Language Learners
 Do all staff understand and follow consistent guidelines regarding
what constitutes a classroom managed or an office managed referral?
SPED – Special Education
Is there a classroom as well as a school-wide behavior incentive system?
Fall 2013
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Roseburg Grade Level Team Meetings
Purpose: These meetings are designed for planning for effective delivery of core instruction.
Membership: Grade level team teachers for core instruction and specialists according to schedule.
Estimated time: 15-45 minutes
Planning for all students (Tier 1): Weekly grade level team meetings look at data, the implementation of the core
curriculum, discusses differentiation and plans for effective teaming (i.e. - how does a team maximize the strengths of
the team members?).
Meeting outcome(s): The grade level team will develop an action plan using the Action Plan form.
Key Questions / Considerations for Grade Level Team Meetings
General questions
 Are 80% or more of the student’s meeting benchmark?
Yes: Celebrate! Are all students making growth? Have you set ambitious goals for the next
benchmark assessment?
No: Discuss the following questions about the core program:
Reading, Math and Writing
 Are all teachers using the program with a high degree of fidelity?
 Is the instructional block sufficient, or is more time needed?
Attendance
Review attendance data and identify students with more than 5 absences in a 30-day period
 Is there a group of students with a similar attendance issue?
 Would daily check-ins improve the group’s attendance?
 Is an attendance plan appropriate?
Behavior
Review behavior data and identify students with 3 or more discipline or counseling referrals in a 30-day
period.
 Do behavior expectations need to be re-taught and reinforced to a select group of students?
 Are behavior prevention or intervention programs available?
 Do parents need more support with managing behavior at home?
 Does a student need a behavior plan with clearly defined skills to be taught and established supports and
expectations?
 What other positive supports could be put in place to assist the student?
 Does a student need a Functional Behavior Assessment (FBA)?
 Should a referral to an outside resource such as Mental Health be made?
 What other environmental issues should be considered?
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Roseburg Grade Level Team Meeting Agenda/Log
Team:
Date:
Time:
Site:
Facilitators:
Recorder:
Team members present:
Time
1 minute
2 minutes
13-42 minutes
Task
Community Agreements
Review District / School / Team SMART Goals
Team planning
Summary of activities and dialogue emphasized during this meeting:
Agreements regarding next meeting
Who
When
What
 when completed
Date/Time/Site of next meeting:
Agenda items for next meeting:

TTSD Elementary 20% Meeting (Progress Monitoring) Agenda
Fall 2013
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Behavior: Identify students and determine whether adequate supports are in place. If not,
make a plan for support.
 Grades K – 5 Decision Rule: Who are the students with one (1) or more Office Discipline
Referrals in the past month?
o Repeaters? Review progress monitoring data and adjust interventions if necessary.
 Kindergarten Decision Rule: Who are the students identified through the First Step
assessment?
o Review progress monitoring data and adjust interventions if needed. If in First Step,
review data with the First Step consultant
 Who are the students with two (2) or more counseling referrals for the past month?
o Determine appropriate Second Tier intervention from Behavior Protocol.
o Repeaters? Review progress monitoring data and adjust interventions if necessary.
 Who are the students with three (3) or more visits to the health room in the past month?
o Repeaters? Make counseling referrals as necessary.
 Review progress monitoring data (i.e., CICO) for students currently on behavior plans.
 Any other children about whom teachers are concerned?
Attendance: Identify students and develop a plan for positive support at home and school.
 Who are students with five (5) or more tardies and/or absences in the past month?
o Which students need a positive support plan at school? What will it be?
o Which students need a parent contact? Plan for phone call or one of three letters.
Reading: Which students in interventions have four (4) or more data points below their
aim line or a trendline that is flat or decreasing and the scores that are below benchmark or
IPAS states to change the intervention.
 After first six (6) weeks, adjust intervention and complete fidelity check
 After second six (6) weeks, notify parents, collect the information below, and design an
individualized intervention.
o Classroom teacher calls parent to discuss lack of progress of the student and sends RTI
brochure to parent or gives to parent during Developmental History meeting
o Complete the Individual Problem Solving Worksheet
o Counselor/psychologist completes the developmental history
o Based on information gathered, along with the Individual Profile and the ELL
information if relevant, the sub-team designs the individualized intervention, using the
Hypothesis Development page from the Problem Solving Worksheet.
o After third four to six week intervention if student continues to not make improvement,
consider a referral to Special Education.
Fall 2013
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Roseburg GrIP Meetings
Purpose: GrIP meetings are designed to discuss students currently in interventions and whether to continue, modify,
change or discontinue an intervention. NOTE: Parents should be notified that their child is involved in an intervention
that is “in-addition-to” their core instruction. This notification needs to occur no later than fall conferences. The MTI
Brochure should be provided to parents at the fall conference or as a student is initially assigned an intervention.
Membership: Principal, classroom teachers, special education teacher, literacy specialist, and school psychologist,
CDS, and other specialists (ELD, Alt. Ed, instructional coach) as appropriate.
Estimated time: 45 minutes
Planning for all students in interventions (Tier 2 Strategic & Tier 3 Intensive): The GrIP team meets once every 7
weeks. The team focuses on groups of students whose data indicates they are performing below benchmark and have
been screened and placed into targeted reading, writing, math or behavior interventions. These students are listed on
the GrIP (Group Intervention Profile). This team focuses on time, design, and delivery of instruction and determines if:
 the group intervention has been successful and the intervention needs to be de-intensified or discontinued;
 the intervention appears to be working for the student and should be continued as it is necessary for continued
success;
 the group intervention is not working for the student and should be revised or refined; or,
 the group intervention is highly unlikely to be successful for the student and therefore a more individualized approach
is needed. After three (3) total interventions have been unsuccessful, a meeting to individualize/intensify the
intervention needs to be scheduled. NOTE: Parents are to be invited to the “Individualizing/Intensifying
Interventions” meeting.
Data for these students must be entered on the MTI Student Intervention Profile within one week of this meeting.
Meeting outcome(s):
 Students are placed in interventions that target their deficit skills;
 Parents are notified that their child has been placed in an intervention;
 Communication has occurred with all appropriate staff (teachers, IAs, specialists) that the student has been placed in
an intervention or that the intervention has changed;
 A timeline for implementation of all placements/changes is developed.
Key Questions / Considerations for GrIP Meetings
General
 Use standard protocols to determine which intervention program matches the group’s needs. What group size is
appropriate, and how much time per day is needed for the intervention? For behavior and attendance issues, it may
be more appropriate to plan at the individual versus group level.
 Determine which staff are trained (or need training) in the program and schedule an intervention time.
 Determine what will be used to measure progress, how often, and who will be responsible for data collection. When
will teachers reconvene to review student progress?
 Determine who will check fidelity of instruction and who will inform parents about team decisions.
Reading, Math and Writing
Using DIBELS Next, MAZE, CBMs, OAKS, MAP, work samples and other classroom assessments as the foundation for
discussion:
 What does data indicate the sub-skill deficiency to be (fluency, accuracy, decoding multi-syllabic words, etc.)?
 Using core curriculum assessments and other classroom information, can the team identify other sub-skill needs
(comprehension, vocabulary, math concepts, writing organization, etc.)?
Attendance
Review attendance data for students on an attendance intervention.
Behavior
Review behavior data for students on behavior interventions
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Roseburg GrIP Team Meeting Agenda/Log
Team:
Date:
Time:
Site:
Facilitators:
Recorder:
Team members present:
Time
Task
1 minute
2 minutes
15 minutes
Community Agreements
Review Decision Rules
Reading:
Group A (Strategic) – Time, instructor, program
Student List –
Progress – Data by group (GrIP)
10 minutes
Group B (Intensive) – Time, instructor, program
Student List –
Progress – Data by group (GrIP)
Math:
Group A (Strategic) – Time, instructor, program
Student List –
Progress – Data by group (GrIP)
10 minutes
Group B (Intensive) – Time, instructor, program
Student List –
Progress – Data by group (GrIP)
Writing:
Group A (Strategic) – Time, instructor, program
Student List –
Progress – Data by group (GrIP)
5 minutes
Group B (Intensive) – Time, instructor, program
Student List –
Progress – Data by group (GrIP)
Behavior / Attendance:
Group A (Strategic) – Time, instructor, program
Student List –
Progress – Data by group (GrIP)
Group B (Intensive) – Time, instructor, program
Student List –
Progress – Data by group (GrIP)
5 minutes
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Team Review of Process
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Summary of activities and dialogue emphasized during this meeting:
Agreements regarding next meeting
Who
When
What
 when completed
Date/Time/Site of next meeting:
Agenda items for next meeting:

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Roseburg Individualizing / Intensifying Interventions Meeting
Purpose: Three (3) interventions have been unsuccessful. At this meeting a plan for individualizing and/or increasing
the intensity of the intervention needs to be developed.
Membership: Principal, classroom teachers, special education teacher, literacy specialist, and school psychologist,
CDS, and other specialists (ELD, Alt. Ed, instructional coach) as appropriate and parents.
Estimated time: 45 minutes
Planning for the individual student:
After 3 interventions have been unsuccessful or the team has additional concerns that would warrant further study of
a student’s needs, parents are invited to attend a meeting where their child’s needs will be discussed and an action plan
will be formulated. This level of intervention is typically necessary for only a small percentage of students. The team
assigns members responsible for completing the Individual Student File Review.
Prior to this meeting, all team members review the student’s cumulative record using the Individual Student File
Review, the MTI Student Intervention Profile, and the Achievement Review forms for the applicable content area(s) of
concern. (see “Checklist of Documentation for Individualizing/Intensifying Interventions Meeting.” This analysis
provides detail on the student’s history and needs and is important to designing an effective, individualized
intervention. At the meeting, the team may make arrangements with the parents to complete a Developmental History.
A Functional Behavior Assessment (FBA) can be completed for students with behavioral issues. Parents are also
provided with the Parent Notification when using Response to Intervention under the Individuals with Disabilities
Education Act (IDEA).
At the individualized planning level, it is also necessary to assign a case manager for each student. The case manager’s
responsibility is to ensure that monitoring is conducted according to the schedule agreed upon by the team. In
addition, the case manager continues tracking intervention details using the MTI Student Intervention Profile. Case
managers report back to the GrIP team.
Meeting outcome(s): There are four possible outcomes of individualized planning:
 Progress is adequate and the student is reintegrated into the general education curriculum and/or Tier II supports
are sufficient to maintain progress.
 The student’s progress is not adequate and it is determined that an effective intervention has not been found for the
student - a referral to Special Education is considered.
 The student has made some progress as a result of a heavy dose of interventions that cannot be maintained long-term
with the current general education resources - a referral to Special Education is considered.
 The student continues to struggle, but his or her difficulties appear to be due to other factors such as behavior,
attendance, or Limited English Proficiency. Interventions targeted toward these issues will be initiated.
Key Questions / Considerations for Individualizing / Intensifying
Interventions Meeting
Specialists, as appropriate, must be invited to this meeting. Specialists may include: special education
teacher, school psychologist, ELD teacher, speech and language therapist, CDS, and consulting teachers.
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Roseburg Individualizing/Intensifying Interventions
Team Meeting Agenda/Log
Team:
Date:
Time:
Site:
Facilitators:
Recorder:
Team members present:
Time
1 minute
15 minutes
30 minutes
Task
Community Agreements
Complete a student file review using …
Determine outcome and develop a plan in response to the outcome
Summary of activities and dialogue emphasized during this meeting:
Agreements regarding next meeting
Who
When
What
 when completed
Date/Time/Site of next meeting:
Agenda items for next meeting:

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Effective Instructional Techniques
Effective Instructional Techniques ...................................................................................................... 109
Active Participation for Effective Delivery of Instruction............................................................ 110
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Effective Instructional Techniques

Unison Oral Responding- Unison oral responding is exactly what its title suggests; students
responding at the same time. This facilitates a high degree of active student participation. The
advantage is that all students practice throughout the entire lesson.

Signaling- Cue provided by the teacher that is designed to elicit a unison response and make
clear to students when they are to respond. A signal can be visual (point or touch) or audible (tap
with pen, clap, snap).

Pacing- The key to providing effective pacing is to ensure that students do not have “downtime”
after a response has been made. The teacher judges the pace appropriate for student responses
and adjusts the pacing of signaling as tasks become easier or more difficult.

Monitoring- The teacher monitors student performance by watching the students’ eyes and
mouths as they respond. The teacher switches from student to student to monitor the entire class
but gives more monitoring attention to lower-performing students.

Correcting Errors and Teaching to Mastery- The teacher corrects student errors for the whole
group, not singling out the individual who made the error. The teacher provides a delayed test
later in the lesson for any student who missed an item.
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Active Participation for Effective Delivery of Instruction
“The teacher – what we do or don’t do – is the key predictor of student attention/
engagement!” Anita Archer
Best Practices for Increased Engagement
 ‘Anticipate and Remove’ factors that will negatively impact attention.
 Teach behavioral expectations to students – tell, show, practice.
 Use room arrangements that foster engagement (e.g., desks in pairs facing front).
 Have routines ~ students should always know what to do and how to do it.
 Be positive.
Delivery of Instruction - Gain and Maintain Student Attention
 Use some kind of signal ~ “One-two-three, eyes on me”, etc.
 Elicit student responses ~ most important key to maintaining attention.
 Use a perky pace.
 Maintain close proximity to students.
 Connect with students ~ give eye contact, smile, use their names, monitor.
 Add delight and humor.
 Teach with enthusiasm.
“It’s not what you say or do that ultimately matters… It IS what you get the
students to do as a result of what you said and did that counts.” Anita Archer
Opportunities to Respond ~ to ensure learning for all students, increase the number of
opportunities students have to actively participate in the lesson. Opportunities to
respond results in:
 Increased academic achievement
 Increased on-task behavior
 Decreased behavioral challenges
When possible use procedures that result in all students responding!
Ways to Respond:
• Verbal Responses
• Written Responses
• Action Responses
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Verbal Responses
Partners
Procedure
 Teacher assigns partners.
 Pair lower performing students with
middle performing students.
 Give partners a number.
 Sit partners next to each other.
 Utilize triads when appropriate (e.g.,
student needs more support – ELL, sped,
TAG, behavior).
Partner Hints:
 Teach students how to work together (e.g.,
LOOK-LEAN-WHISPER).
 Teach students how to give and receive
encouragement.
 Primary students – come to “rug area” with
desk partner.
 Small groups – tape cards on table with
#1/#2 and arrows pointing to each partner.
 Change partnerships occasionally (every 3
– 6 weeks).
 Join two partnerships to form cooperative
teams.
Uses of Partners
 Say answer to partner (see Think-Pair
Share).
 Retell content of lesson using a graphic
organizer.
 Brainstorm (Think-Pair-Share).
 Teach – Pause (see Study, Tell, Help, Check).
 Explain process, strategy, or algorithm
using examples.
 Read to or with partner.
 See if directions were followed.
 Assist during independent work.
 Give feedback on written work.
Fall 2013
Choral Responses
Students are looking at teacher:
 Ask a question.
 Put up your hands to indicate silence.
 Give think time.
 Lower your hands as you say, “Everyone”.
Students are looking at a common stimulus
 Point to the stimulus
 Ask a question
 Give think time
 Tap for a response
Students are looking at own book/paper
 Ask a question
 Use an auditory signal (“Everyone”)
Hints for choral responses:
 Give adequate think time
 Have students indicate when they have had
enough think time (e.g., thumbs up OR look at
you)
 If students don’t respond or if they blurt out,
repeat
Benefits of using choral responses:
 Increases responses for all
 Allows teacher to monitor all
 Allows teacher to adjust instruction
 Allows for think time
 Safer for students
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Verbal Responses ~ continued
Think-Pair-Share
Study, Tell, Help, Check
4. Think
a. In partners, students think and record
responses.
b. As students write, move around room
and record ideas and names on an
overhead.
5. Pair
a. Partners share ideas. Have them record
partner’s best ideas.
b. Move around room and continue to
record ideas on overhead as students
share.
6. Share
a. Use overhead to share with the class.
5. Study ~ Give students a minute or two to
study the material that you have presented.
This might entail reading notes, text
material, or a handout.
6. Tell ~ Have one partner tell all they
remember about the topic. The other
partner can count or tally the ideas.
7. Help ~ Have second partner assist by:
a. Ask questions
b. Give hints
c. Tell additional information they recall
8. Check ~ When partners have exhausted all
recalled information, they then check notes,
text material, or handouts.
Guidelines for Individual Turns
4. Calling on volunteers:
a. Use only when the answer is a product of personal experience.
b. Do not use when the answer is a product of instruction or reading. Expect
that ALL students can answer - use choral response or a partner strategy.
5. Using individual turns to involve all students:
a. Do partner work first ~ Have students share answers with partners and
THEN call on an individual.
b. Ask the question first ~ Ask a question, give think time, and then call on an
individual. (Name cards or sticks can be used to call on the individuals.)
Whip Around or Pass ~ Use when there are many possible answers. Ask
question, give think time, start at any location and have students quickly
give answers in a predetermined order, without commenting. If students do
not have a response, they say, “pass”.
6. If a student is called on and says, “I don’t know”:
a. Guide student to correct answer by asking questions.
b. Have student consult with partner.
c. Have student refer to his/her book.
d. Have student tell the “best” of previous answers.
e. Tell student an answer.
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Written Responses
General Guidelines
4. Gauge the length of written response to avoid “voids”:
a. Make the response fairly short.
b. Make the response “eternal”.
5. To keep students from “sneaking” ahead:
a. Expose limited items on overhead.
b. Have students put down their pencils to indicate completion.
c. Have students turn over papers to indicate completion.
6. Move around the room examining written responses and giving feedback
Response Cards
Response Slates
 Give a directive/ask a question.
 Have students write possible
responses on cards/paper or provide
them with prepared cards.
 Have students write answers on
individual whiteboards, slates, or
chalkboards.
 Examples:
o Simple Responses ~ Yes/No,
o Agree/Disagree, True/False
 Provide adequate response time.
o Graphemes ~ sh, wh, ch, th
o Punctuation Marks ~ . ? !
 Students display slates.
o Math Operations ~ +, x, o Content Area Terms ~ Science (igneous,
 Give feedback to students.
sedimentary, metamorphic); Language
Arts (fiction, nonfiction).
 Ask a question.
 To indicate ready to respond,
students select best response card
and hold under chin.
 Ask students to hold up response
card.
 Carefully monitor responses and
provide feedback.
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Action Responses












Touch Stimulus
To increase attention given to a stimulus, ask
students to “put their finger” on the
stimulus.
Gestures
Students use gestures to indicate an answer or
to facilitate recall of process.
Examples:
“Hold up a finger for each sound in the
word last.”
“Make a composite volcano.”
“325 - Hold up your fingers to tell me how
many digits.”



Act Out
Students act out a story, vocabulary term,
concept, or process.
Facial Expressions
Students indicate an answer by changing
facial expression.
Example: “Show me ‘glum’. Show me ‘not
glum’.”
Hand Signals
Use thumbs up/thumbs down to indicate yes/no or agree/disagree.
Use hand signal to show level of understanding ~ High (touch head), Okay (touch throat),
Low (touch stomach).
Write items on board/overhead and number them. (e.g., 1. concentrate, 2. absurd, 3. enemy,
4. disgusting)
Carefully introduce and model hand signals
Ask a question. Have students form answers on their desk.
When adequate think time has been given, have students hold up fingers to show response.
Springfield Public School District
Fall 2013
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Documents Related to Interventions
Student Intervention Profile .................................................................................................................. 116
TTSD Changes in Intervention in Elementary Schools ........................................................ 117
Roseburg Intervention Adjustments and Changes to Intervention ................................... 118
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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. ____
ELL Language Level: __________ Math CBM Screening Score: __________
Attendance Issues:
_____________YTD Absences ____ YTD Tardies ____
Behavioral Issues:
______________________________________________
(If behavioral concerns, attach SWIS Individual Student Report or data on behavior plan)
Teacher/School
K __________________
1 __________________
2 __________________
3__________________
4 __________________
5 __________________
Number and times of Health Room Visits in past month: ___________________
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:
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TTSD 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 preteach 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.
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Roseburg 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
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Documents for Individualizing and Intensifying Instruction
Instructional Program Review Notice for Parents (English) ....................................................... 120
Instructional Program Review Notice for Parents (Spanish) ...................................................... 121
Parent RTI Brochure (English) ............................................................................................................... 122
Parent RTI Brochure (Spanish) .............................................................................................................. 124
Developmental History (English) .......................................................................................................... 126
Developmental History (Spanish) ......................................................................................................... 129
OrRTI Individual Problem Solving Form ............................................................................................ 133
Problem Analysis Assessment Domains ............................................................................................. 135
Individual Problem Solving - Problem Analysis Data Collection Plan...................................... 136
Individual Problem Solving Worksheet .............................................................................................. 137
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EFFECTIVE BEHAVIOR AND INSTRUCTION SUPPORT (EBIS)
Instructional Program Review Notice
Dear ____________________________:
(Parent / Guardian)
Your child, ____________________ has been receiving additional support in ______________ through the Effective
Behavior and Instructional Support (EBIS) process. The EBIS program’s purpose is prevention of
academic and behavior problems by supporting group and individual programs for all students.
___________________ called you regarding your child’s progress on ___________________.
(Teacher’s Name)
(Date)
The EBIS team is planning on meeting to discuss your child’s needs and to revise his or her EBIS
program on: ____________________________.
(Date)
Because your input is an important part of this process, a representative from the team will be
contacting you soon to learn more about your child’s developmental and school history. If you need
more specific information, please contact ___________________________at __________________.
(Team Coordinator)
(Phone Number)
If you have questions regarding the EBIS program, please contact your school principal.
IMPORTANT NOTICE REGARDING SPECIAL EDUCATION: Sometimes students experience substantial ongoing
difficulties in school as the result of disabilities. If the school team or your child’s teacher(s) have this concern,
they will contact you to discuss it. If you are concerned that your child may have a disability and is in need of
special education services, please contact the school principal.
Fall 2013
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APOYO DE INSTRUCCIÓN Y COMPORTAMIENTO EFICAZ (EBIS)
Carta de Revisión Del Programa de Instrucción del Alumno
Estimado ____________________________:
(Padre/ Tutor)
Su hijo/a, ________________ ha estado recibiendo un suporte adicional en ______________ por medio de Proceso
de Apoyo Eficaz, Instrucción y Comportamiento (EBIS). El propósito del programa EBIS es la prevención
de problemas académicos y de comportamiento y para apoyar programas individuales y de grupos para
todos los estudiantes. ____________________ se comunico con usted acerca de el progreso de su
Nombre de Maestro(a)
hijo(a) el __________________. El grupo EBIS discutirá las necesidades de revisar el programa de EBIS
Fecha
para su hijo(a) el: ________________.
Fecha
Debido a la importancia de su participación en el proceso un representante del grupo de trabajo se
comunicara con usted en un corto plazo para saber mas de la historia y desarrollo escolar de su hijo(a).
Si usted necesita mas información, por favor hable con ______________________ al ___________________________.
(Coordinador de Equipo)
(Numero de Teléfono)
Si tiene preguntas con respecto al programa de EBIS, por favor de contactar al director de su escuela.
NOTICIA IMPORTANTE CON RESPECTO A LA EDUCACION ESPECIAL: A veces los estudiantes
pasan por dificultades sustanciales en la escuela que resultan en inhabilidades de aprender. Si el
equipo de la escuela o los maestros de su niño(a) tienen esta preocupación, ellos hablaran con
usted para discutir esto. Si usted esta preocupado que su niño(a) tenga una inhabilidad de
aprender y esta en necesidad de servicios de educación especial, por favor hable con el director
de su escuela.
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Parent RTI Brochure
How we determine who needs
additional instruction
Parents frequently partner with the
school to provide extra practice to
develop skills. If you do want to
provide extra support at home, you can
work with the school to make yourself
part of your child’s program.
In Tigard-Tualatin School District, we
review all elementary and middle
school students’ progress three times a
year. In high school, we screen pupils
when they enter school. For all students
we review assessment, attendance,
grade, and behavior data throughout the
year. We track students’ achievement in
reading especially carefully, and we also
look at math and writing performance.
In some cases, all students are given a
short assessment. Other times, a team of
professionals simply reviews existing
academic, behavior, and attendance
information. The teams use the data to
decide which students are doing well in
the standard classroom instruction,
which students may need supplemental
instruction, and which students may
need individualized instruction.
When students receive supplemental
small group or individualized
instruction, we check their progress
frequently. We use “decision rules” to
look at the student’s progress and
decide if the child needs to have a
different kind of supplemental
instruction. The key idea is to make
changes when instruction is not
working for a child.
Fall 2013
Parent participation
Parents are essential to children’s
success in school. When a child needs
supplemental instruction, we will
describe that instruction to you. We
will also ask you to tell us about
anything you think might affect your
child’s learning. For example, it is
important for us to know if a child has
missed a lot of school, experienced a
trauma, or is having problems with
friends at school. These types of
problems may affect a student’s
progress, and if we know about them,
we can design an intervention more
effectively.
OrRTI Project – www.oregonrti.org - 503-431-4005
When children continue
to have difficulty
The school will tell you whether your
child begins to make sufficient progress,
or if your child has continued difficulty.
If you and the school have tried several
interventions, and progress is still
limited, you may be asked to give your
consent for an evaluation. The purpose
of such an evaluation is to determine
what your child’s educational needs are,
and to consider whether he or she
might have a learning disability.
Response to Intervention (RTI)
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The approach described in this
brochure is called Response to
Intervention (RTI). This is a way of
organizing instruction that has two
purposes:
1. To identify children needing help
in reading, math, and writing,
and prevent the development of
serious learning problems; and
2. To identify children who, even
when they get extra help, make
very limited progress. Research
has shown that these children
sometimes have learning
disabilities.
You may also request an evaluation at
any time if you think your child may have
a disability. No evaluation would take
place without a conference with you, and
your written consent.
If you have any questions about this
information, please contact the school’s
Counselor or Principal.
RTI Manual para padres de familia
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Your child’s instructional
program in the
Tigard-Tualatin
School District
Tigard-Tualatin School District is
committed to ensuring each child
makes significant academic progress.
To do this, we continuously review
information that tells us how each child
is progressing. Teacher teams in your
school use this process, called
“Effective Behavior and Instructional
Support.” Look inside to see how this
process can help your child.
Page 127 of 145
Cómo determinamos quién
necesita instrucción
adicional
En el Distrito Escolar de Tigard-Tualatin,
repasamos el progreso de todos los
estudiantes en las escuelas primarias (K5°) tres veces al año. En las escuelas
secundarias (6-8) y preparatorias (9-12),
examinamos a estudiantes cuando entran a
la escuela, y repasamos exámenes,
asistencia, grado y datos de
comportamiento a través del año.
Seguimos el logro de los estudiantes en la
lectura muy cuidadosamente y también
miramos como están en las matemáticas y
la escritura.
En algunos casos, se les da a todos los
estudiantes un examen corto. Otras veces,
un equipo de profesionales simplemente
repasa información existente académica, de
comportamiento y de asistencia. Los
equipos utilizan los datos para decidir
cuales estudiantes están haciendo bien en
las clases de instrucción estándares, cuales
estudiantes pueden necesitar instrucción
suplemental y cuales estudiantes pueden
necesitar instrucción individualizada.
Cuando estudiantes reciben instrucción
suplemental en grupos pequeños o
instrucción individualizada, nosotros
revisamos su progreso con frecuencia.
Utilizamos las “leyes de decisión” para
mirar el progreso de los estudiantes y para
decidir si el estudiante necesita tener una
instrucción suplemental diferente. La idea
Fall 2013
dominante es de hacer cambios cuando la
instrucción no está trabajando para un
niño(a).
El primer paso es de proporcionar
intervenciones para el estudiante en grupos
pequeños. Si, después de un periodo de
instrucción, todavía hay preocupación,
planearemos una intervención
individualizada. Usted esta invitado a
participar en este progreso. Durante
intervenciones individualizadas, nosotros
supervisamos el progreso de los niños
frecuentemente. Si un estudiante hace un
progreso limitado durante una intervención
individualizada, podemos pedir su permiso
de conducir una evaluación individual. Esta
evaluación puede resultar en la
identificación de una inhabilidad de
aprender. No se conduciría ninguna
evaluación sin su consentimiento escrito.
Participación del padres
Los padres son esenciales para el
éxito de los niños en la escuela. Cuando un
niño necesita instrucción suplemental, le
describiremos esa instrucción a usted.
También le preguntaremos que nos diga
sobre cualquier cosa que usted piense
puede afectar la habilidad de aprender de
su niño(a). Por ejemplo, es importante que
nosotros sepamos si un niño(a) ha faltado
mucho la escuela, ha pasado por una
trauma o esta teniendo problemas con
amigos en la escuela. Estos tipos de
problemas pueden afectar el progreso de
un estudiante y si sabemos sobre ellos,
OrRTI Project – www.oregonrti.org - 503-431-4005
podemos diseñar una intervención con
más eficacia.
Los padres se unen frecuentemente con
la escuela para proporcionar práctica
adicional para desarrollar habilidades. Si
usted desea proporcionar ayuda adicional
en el hogar, puede trabajar con la escuela
para hacerse parte del programa de su
niño(a).
Cuando los niños continúan
teniendo dificultades
La escuela le dirá si su niño(a) esta
empezando a hacer progreso suficiente, o
si su niño(a) ha continuado con dificultad.
Si usted y la escuela han tratado varias
intervenciones, y el progreso todavía esta
limitado, se le puede pedir por su
consentimiento para una evaluación. El
propósito de esa evaluación es para
determinar cuales son las necesidades
educativas de su niño y para considerar si
el o ella pueda tener una inhabilidad de
aprender.
Respuesta a la Intervención
(RTI)
Page 128 of 145
El enfoque escrito en este folleto
se llama Respuesta a la Intervención
(RTI). Esta es una manera de
organizar instrucción que tiene dos
propósitos:
1 Para identificar a niños que
necesitan ayuda en la lectura,
matemáticas y escritura y
prevenir el desarrollo de serios
problemas de aprender; y
2 Para identificar a los niños que,
aun cuando se les da ayuda
adicional, hacen un progreso
muy limitado. Investigaciones
han demostrado que estos
niños tienen a veces
inhabilidades de aprender.
Usted también puede solicitar
una evaluación en cualquier
momento si usted piensa que su
niño pueda tener una inhabilidad
de aprender. Ninguna evaluación
se tomara acabo sin una
conferencia con usted y su
consentimiento escrito.
Si tiene cualquier pregunta sobre
esta información, por favor hable
con el Especialista de Alfabetismo o
con el Director de la escuela.
Fall 2013
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El programa educacional de
su niño(a) en el Distrito
Escolar de Tigard-Tualatin
El Distrito Escolar de TigardTualatin esta comprometido a
asegurar que cada niño(a) haga un
progreso académico significativo.
Para hacer esto, repasamos
continuamente la información que
nos dice como cada niño(a) esta
progresando. Equipos de maestros en
su escuela usan este proceso, llamado
“Comportamiento Eficaz y Apoyo
Educacional.” Mire adentro para ver
como este proceso puede ayudarle a
su niño.
Page 129 of 145
Developmental History
Page 1 of 3
(To be completed through an interview with the counselor or school psychologist)
Student’s Name: ________________________
DOB _________ Age______ Grade______
Person Interviewed: _________________________
Relationship to Student: ______________
Interview Completed by: ____________________________
Date: _______________
Language Spoken in Home: __________
Interpreter (If used): ________________________
Birth History
1.
How often did you see a doctor while you were pregnant? Regularly___ A few times ___ Not at all ___
2.
Were you sick or did you have any complications while you were pregnant?
Yes_____ No _____
If yes, what did you have? ____________________________________________________________________________
3.
Did you have measles or any other childhood disease while you were pregnant?
Yes ____
No ____
If yes, what did you have? ____________________________________________________________________________
4.
Did you have trouble giving birth?
Yes____ No ____(Premature birth, complications, concerns at birth?)
If yes, please explain ________________________________________________________________________________
__________________________________________________________________________________________________
5.
Was your child born in a hospital?
6.
Did your child have any illness or other concerns during the first year?
Yes _____ No ____
If yes, what was the illness or concern? __________________________________________________________________
Yes _____
No ____
Developmental Milestones/Health History
7.
Were your child’s developmental milestones (sitting (5 -8 mo.), walking (9-15 mo.), speaking in single words (9-15 mo.) and
in sentences (1-2 yrs.), toilet training (2-3 yrs) generally within normal limits? Did you have any concerns about this?
Yes _____ No _____ If yes, please explain: __________________________________________________
__________________________________________________________________________________________________
8.
Does the child have any brothers or sisters? If so, list ages, gender. ___________________________________________
__________________________________________________________________________________________________
9.
Who lives in the home? (Parents, siblings, grandparents, etc.) ________________________________________________
__________________________________________________________________________________________________
10. Has your child’s speech and/or language development been significantly different than his or her siblings?
(i.e. simpler vocabulary, later to begin speaking, difficulty following directions)
Yes______
No______
If yes, please explain _________________________________________________________________________________
11. Do people outside the family easily understand what your child says?
Yes______ No______
If no, please tell about it. _____________________________________________________________________________
__________________________________________________________________________________________________
12. What language(s) is (are) spoken in the home? ____________________________________________________________
What language does your child speak most often with friends? __________siblings? __________What language does your
child hear most often at home? ________________In which language does your child generally respond? _____________
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Developmental History
Page 2 of 3
Developmental Milestones/Health History (Continued)
13. Have any of the following happened to your child?
a. Had a temperature over 104 degrees for more than a few hours?
Yes____
No____
b. Had to go to the hospital because of a temperature?
Yes____
No____
c. Ever lost consciousness?
Yes____
No____
d. Ever had a concussion?
Yes____
No____
e. Ever had any kind of an operation?
Yes____
No____
f. Ever been to a hospital for any other sickness or trouble not mentioned above?
Yes____
No____
g. Ever had problems with hearing or vision
Yes____
No____
h. Had frequent earaches?
Yes____
No____
If yes, were tubes installed? ______
At what age? ________
If you answered yes to any of these questions, please tell about it: ___________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
14. Has your child been diagnosed with any physical or mental health problems?
Yes____
No____
If so please explain: _________________________________________________________________________________
_________________________________________________________________________________________________
15. Does your child take any kind of medicine or pills regularly for some condition?
Yes____
No____
If yes, please list the medication(s)? What are they for and how long has your child been taking them? _______________
_________________________________________________________________________________________________
16. Has your child ever seen a private counselor or psychologist? Yes ____ No ____ If so, for what reason? ____________
__________________________________________________________________________________________________
17. Does your child have any problems sleeping (falling asleep, staying asleep? _____________________________________
18. Is there any history of learning problems and/or speech/language difficulties in the family? Yes ____
No____
Please explain _____________________________________________________________________________________
19. Is there any family history of physical or mental health problems?
Yes____
If so please describe: ________________________________________________________________________________
No____
_________________________________________________________________________________
20. Have any major stressful events occurred to you and your family within your child’s lifetime, such as a major illness,
death in the family, trauma, homelessness, moving far away from family, etc? If so, please explain and list when these things
occurred. _________________________________________________________________________________
________________________________________________________________________________
Educational History
21. Did your child attend preschool? Yes______ No______ Please list frequency, duration, (days per week, hours per day) and
types of activities. ___________________________________________________________________________
______________________________________________________________________________________________
22. How many different schools has your child attended? __________
child had any formal schooling in their native language? ______
If your child’s primary language is not English, has your
If so, for how many years? ________
23. Would you describe the child’s school attendance as poor, fair, or good? _____________ If there have been any interruptions
in your child’s school experience, please explain. ____________________________________________
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Developmental History
Page 3 of 3
Educational History (Continued)
24. What does reading with your child look like at home? (i.e., you reading to your child, your child reading to you, how much
time per week, in what language, etc.)? ____________________________________________________________
__________________________________________________________________________________________________
25. Does your child experience difficulty doing or completing homework? Please explain: ___________________________
_________________________________________________________________________________________________
26. Do you have any concerns about your child’s learning or school experience? If so, what do you think are the primary
issue(s) contributing to your child’s difficulties? _______________________________________________
________________________________________________________________________________________________
Activities/Hobbies
27. Now or in the past has your child been involved in any activities outside of school such as sports, playgroups, library visits, or
scouts? Please list: ________________________________________________________________________________
_____________________________________________________________________________________________
28. How much “screen time” or media does your child have access to daily? _________ What shows and video games does he or
she watch or play most often?_________________________________________________________________________
________________________________________________________________________________________________
29. What kinds of things do you expect or ask that your child do such as chores or responsibilities around the house
(for example: cleaning his/her room, emptying the trash, answering the phone, caring for siblings, etc.)? Is this routine
or
when he/she feels like it? ___________________________________________________________________________
______________________________________________________________________________________________
30. What does your child’s morning routine look like? _______________________________________________________
31. Describe your child’s activity level (trouble sitting still, lethargic, etc.). ______________________________________
________________________________________________________________________________________________
32. How easily does your child make and/or keep friends? ____________________________________________________
33. When you want your child to do something, do you feel you have to repeat yourself more often than you would like to or feel
that you should have to?
Yes____
No____
34. How does your child behave when frustrated or angry? _____________________________________________________
__________________________________________________________________________________________________
35. Does your child experience problems with changes in routine? Yes ___ No ___ If so, please describe. ______________
__________________________________________________________________________________________________
36. What does the family like to do for fun together? What does your child like to do with just you?
__________________________________________________________________________________________________
________________________________________________________________________________________________
37. What does your child do which pleases you the most (those things that make you proud as a parent)?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
38. Do you have any concerns about your child that we haven’t yet discussed? Yes____
No____
If so, please describe (what are they, when did they begin, what is being done about them)? ______________________
________________________________________________________________________________________________
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Historia del Desarrollo
(Developmental History)
Page 1 of 4
(Para ser completada en una entrevista con un consejero o psicólogo de la escuela)
(To be completed through an interview with the counselor or school psychologist)
Nombre del Estudiante (Name of Student) ________________________________________________________
Fecha de Nacimiento (DOB) _________________ Edad (age) ____________ Grado (Grade) _____________
Persona Entrevistada (Person Interviewed): ______________________________________________________
Relación con el Estudiante (Relationship to Student): ______________________________________________
Entrevista Completada por (Interview Completed by): ______________ Fetcha (Date) ________________
Historial de Nacimiento (Birth History)
1. ¿Con qué frecuencia visito un doctor mientras estaba embarazada? (How often did you see a doctor while you
were pregnant?) □ Regularmente (Regularly) □ Algunas veces (A few times) □ Nunca (Not at all)
2. ¿Estuvo enferma o tuvo complicaciones durante su embarazo? (Were you sick or did you have any
complications while you were pregnant?)
□ Si (Yes) □ No Si sí, ¿Qué tuvo o cuales fueron las
complicaciones? (If yes, what did you have?) _____________________________________________________
3. ¿Tuvo sarampión u otra enfermedad de niñez mientras estaba embarazada? (Did you have measles or any other
childhood disease while you were pregnant?)
□ Si (Yes) □No
Si sí, ¿qué es lo que tuvo? (If yes, what did
you have?) ________________________________________________________________________________
4. ¿Tuvo problemas al dar a luz, parto prematuro, complicaciones o problemas? (Did you have trouble giving birth,
Premature birth, complications, concerns at birth?)
□ Si (Yes) □No Si sí, por favor explique (If yes, please
explain); :________________________________________________________________________________
5. ¿Nació su hijo/a en un hospital? (Was your child born in a hospital?)
□Si (Yes) □No
6. ¿Tuvo su hijo/a enfermedades o algo malo durante el primer año? (Did your child have any illness or any
other concerns during the first year?) □Si (Yes) □No Si sí, ¿Cuál fue la enfermedad o que tenía mal? (If
yes, what was the illness or concerns?) _____________________________________________________
Etapas de Desarrollo/ Historia de la Salud (Developmental Milestones/Health History)
7. ¿Fueron las etapas de desarrollo normales de su hijo/a, ej. sentarse (5-8 meses), caminar (9-15 meses), hablar
palabras sultas (9-15 meses), y fraces (1-2 años), entrenaminto de baño (2-3 años) en general en limites normales?
(Were your child’s developmental milestones, i.e:, sitting 5-8 mo. walking 9-15 mo., speaking in single words 915 mo, speaking in sentences 1-2 yrs, toilet training 2-3 yrs generally within normal limits?)? ¿Tiene algunas
dudas acerca de esto? (Did you have any concerns about this?) □Si (Yes) □No
Si si, por favor explique (If yes, please explain): ___________________________________________
8. ¿Tiene su hijo/a hermanos/as? Si sí, haga lista de las edades y sexo. (Does your child have any brothers or
sisters? If so, list ages and gender.) __________________________________________
9. ¿Quien vive en casa? (padres, hermanos, abuelos, etc.) (Who lives in the home? {parents, siblings,
grandparents, etc}) _________________________________________________________________
10. ¿Ha sido significantemente diferente el habla o el desarrollo del lenguaje de su hijo(a) al de sus hermanos?
(Por ejemplo usa vocabulario más sencillo, demoro mas en hablar, o se le dificulta seguir instrucciones)
(Has your child’s speech and/or language development been significantly different than his or her
siblings? {i.e. simpler vocabulary, later to begin speaking, difficulty following directions}). □Si
(Yes)
□No Si sí, por favor explique. (If yes, please explain):_________________________________________
______________________________________________________________________________________
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Historia del Desarrollo (Developmental History)
Page 2 of 4
Etapas de Desarrollo/ Historia de la Salud, Seguido (Developmental Milestones/Health History, Continued)
11. ¿Entienden las personas fuera de su familia lo que dice el niño/a? (Do people outside the family understand what
your child says?)
□Si (Yes) □No
Si no, por favor escriba sobre ello. (If no, please tell about it):
__________________________________________________________________________________________
12. ¿Que idioma(s) se hablan en casa? (What language(s) are spoken in the home?) _________________________
¿Qué idioma usa mas su hijo/a con amigos/as? (What language does your child speak most often with friends?) ______
¿con sus hermanos/as? (with siblings?) __________________ ¿Qué idioma escucha mas su hijo/a en casa?
(What language does your child hear most often at home?) ________________. ¿En qué idioma generalmente
responde su hijo/a? (In which language does your child generally respond?) ______________________.
13. ¿Algo de lo siguiente le ha sucedido a su hijo/a alguna vez? (Have any of the following happened to your child?)
a. ¿ha tenido temperatura sobre 104 grados F° (40 grados C°) por más de unas cuantas horas? □Si (Yes) □No
(had a temperature over 104 degrees for more than a few hours?)
b. ¿ha tenido que ir al hospital por razón de una temperatura?
□Si (Yes) □No
(had to go to the hospital because of a temperature?)
c. ¿ha perdido la consciencia? (ever been knocked unconscious?)
□Si (Yes) □No
d. ¿ha tenido una concusión cerebral? (ever had a concussion?)
□Si (Yes) □No
e. ¿ha tenido algún tipo de cirugía? (ever had any kind of surgery?)
□Si (Yes) □No
f. ¿ha visitado un hospital por cualquier otra enfermedad que no ha sido mencionada arriba? □Si (Yes) □No
(been to a hospital for any other sickness or trouble not mentioned above?)
g. ¿ha tenido problemas de oido o la visión? (ever had problems with hearing or vision?) □Si (Yes) □No
h. ¿ha tenido dolor de oídos frecuentemente? (had frequent earaches?)
□Si (Yes) □No
Si sí, ¿se instalaron tubos? (if yes, were tubes installed?)
□Si (Yes) □No
¿a qué edad? (at what age?) ______
Si contesto sí a una de estas preguntas, por favor escriba sobre ello. (If you answered yes to any of these
questions, please tell about it.): __________________________________________________________
14. ¿Ha sido diagnosticado su hijo/a de algún problema de salud físico o mental? (Has your child been diagnosed
with any physical or mental health problems?)
□Si (Yes) □No
Si si, por favor
explique (If yes, please explain): ___________________________________________________________
15. ¿Toma su hijo/a cualquier tipo de pastillas o medicina regularmente para alguna condición? (Does your child
take any kind of medicine or pills regularly for some condition?) □Si (Yes) □No
¿Si sí, por favor diga para
qué es la medicina y por cuánto tiempo lo ha estado tomando su hijo/a? (If yes, please list the medication(s).
What are they for and how long has your child been taking them?)___________________________________
__________________________________________________________________________________________
16. ¿Ha sido visto su hijo/a por un psicólogo o un consejero privado? (Has your child ever seen a private counselor
or psychologist?) □Si (Yes) □No
Si si, por que razón? (If yes, for what reason?:______________________
__________________________________________________________________________________________
17. ¿Tiene su hijo/a problemas de sueño (para dormir o dormir demasiado)? (Does your child have any problems
sleeping (falling asleep, staying asleep)? □Si (Yes) □No __________________________________________
18. ¿Hay problemas de familia en el aprendizaje y/o dificultades de idioma? (Is there any history of learning
problems and/or speech/language difficulties in the family?) □Si (Yes) □No
Por favor explique (Please
explain)________________________________________________________________________________
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Page 134 of 145
Historia del Desarrollo (Developmental History)
Page 3 of 4
Etapas de Desarrollo/ Historia de la Salud, Seguido (Developmental Milestones/Health History, Continued)
19. ¿Hay historial de problemas mentales o físicos en la familia? (Is there any family history of physical or
mental health problems?) □Si (Yes) □No Si sí, descríbalo (If so, please describe): _________________________
___________________________________________________________________________________________
20. ¿Ha habido situaciones mayores de stress ocurrido a usted y a su familia durante la vida de su hijo/a tal como una
enfermedad grave, una muerte en la familia, trauma, indigencia, o que se hubieran mudado lejos de la familia,
etc.? Si así fue, por favor explique y haga lista de cuando ocurrieron estas cosas. (Have any major stressful events
occurred to you and your family within your child’s lifetime, such as a major illness, death in the family, trauma,
homelessness, moving far away from family, etc? If so, please explain and list when these things occurred. )
□Si (Yes) □No ____________________________________________________________________________
Historia Educativa (Educational History)
21. ¿Su hijo/a asistió a la pre-escuela? (Did your child attend preschool? )
□Si (Yes) □No
Por favor haga lista de la frecuencia con que asistió, la duración (dias por semana, horas por dia) y las
diferentes actividades que hacían. (Please list frequency, duration (days per week, hours per day), and types
of activities.) ___________________________________________________________________________________________________
_____________________________________________________________________________________
22. ¿A cuántas escuelas ha asistido el niño/a? (How many different schools has the child attended?) ____________
Si el idioma principal de su hijo/a no es el ingles, ¿ha recibido instrucción formal en su idioma nativo? (If
your child’s primary language is not English, has your child had any formal schooling in their native
language?)
□Si (Yes) □No ¿Si si, Por cuantos años? (If so, For how many years?)_________________________
23. ¿Cómo describiría la asistencia escolar del estudiante: buena, regular, o mala? (Would you describe the
child’s school attendance as poor, fair, or good?) ______________ Si ha habido interrupciones durante la
experiencia escolar de su hijo(a), por favor explique. (If there have been any interruptions in your child’s
school experience, please explain.) ______________________________________________________________________________
24. ¿Describa una situacion de lectura en su casa (ej. Usted lee a su hijo/a, so hijo/a lee a usted, cuanto
tempo por semana, y en que idoma, etc.? (What does reading with your child look like at home (i.e.,
you reading to your child, your child reading to you, how much time per week, in what language, etc.? )
_________________________________________________________________________________________________________________
25. ¿Experimenta dificultad su hijo/a para terminar la tarea? (Does your child experience difficulty doing
or completing homework? ) □Si (Yes) □No Por favor explique (Please explain:) __________________
___________________________________________________________________________________
26. ¿Tiene usted dudas acerca de la experiencia educativa de su hijo/a? Si si, cual es son las principales
razones que contribuyen a estas dificultades? (Do you have any concerns about your child’s learning
or school experience? If so, what do you think are the primary issue(s) contributing to your child’s
difficulties?)________________________________________________________________________
27. Está o ha estado su hijo/a envuelto en alguna actividad fuera de la escuela tal como en deportes,
grupos de juego, visitas a la biblioteca o ha sido excursionista/scout? (Now or in the past has your
child been involved in any activities outside of school such as sports, playgroups, library visits, or
scouts?) Por favor haga mención (Please list): ___________________________________________________________
_______________________________________________________________________________________________________________
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Historia del Desarrollao (Developmental History)
Page 4 of 4
Actividades y Pasatiempos (Activities/Hobbies)
28. ¿Qué tanto tiempo pasa en la pantalla o que tanto acceso diario tiene al medio de comunicación? ¿Qué
programas o videos juegos juega mas frecuentemente? (How much screen time or media does your child
have access to daily? What shows and video games does he or she watch or play most often?) _________________
_________________________________________________________________________________________________________________________
29. ¿Qué clase de cosas espera usted o le pide a su hijo/a que hagan como quehaceres o responsabilidades
alrededor de la casa (por ejemplo: limpiar su cuarto, tirar la basura, contestar el teléfono, cuidar a
hermanos, etc.)? ¿Esto es rutina o cuando quiera el/ella? (What kinds of things do you expect or ask that
your child do such as chores or responsibilities around the house (for example: cleaning his/her room,
emptying the trash, answering the phone, caring for siblings, etc.)? Is this routine or when he/she feels like it?
_________________________________________________________________________________________________________________________
30. ¿Cuál es la rutina matinal de su hijo/a? (What does your child’s morning routine look like?) _________________
________________________________________________________________________________________________________________________
31. Describa el nivel de actividades (problema para estar sentado, letargia, etc.) (Describe your child’s activity
level (trouble sitting still, lethargic, etc.) ____________________________________________________________________________
32. ¿Qué tan fácil es para su hijo/a hacer amigos y mantener amistades? (How easily does your child make
and/or keep friends?) ________________________________________________________________________________________________
33. Cuando usted quiere que su hijo/a haga algo ¿siente que tiene que repetírselo más de lo que quisiera o que
debiera hacerlo? (When you want your child to do something, do you feel you have to repeat yourself more
often than you would like to or feel that you should have to?)
□Si (Yes) □No
34. ¿Cómo se comporta su hijo/a cuando se enojo o esta frustrado? (How does your child behave when
frustrated or angry?)________________________________________________________________________________________________
35. Tiene su hijo/a problemas con el cambio de rutinas? Si si, describa. (Does your child experience problems
with changes in routine? If so, please describe.) _________________________________________________________________
36. ¿Qué le gusta hacer a la familia para divertirse juntos? (What does the whole family like to do for fun
together?) __________________________________________________________________________________________________________
37. ¿Qué hace su hijo/a que le agrada a usted (esas cosas que lo enorgullecen como padre/madre)? (What
does your child do which pleases you the most (those things that make you proud as a parent)?) ______________
__________________________________________________________________________________________________________________________
38. Tiene usted preocupaciones sobre su hijo/a que no hayen sido discutidas? (Do you have any concerns
about your child that we haven’t yet discussed? If so, please describe (what are they, when did they begin,
what is being done about them)?) _____ Si sí, descríba (If so, please describe): _________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
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Page 136 of 145
District: ______________________________
Building: ____________________________
OrRTI Individual Problem Solving Form
Student name: ____________________________ Grade: _______
Date: _____________
Problem Solving Team Members: _________________________________________________________________________
Area of
Other
concern:
Behavior
Reading
Math
Writing
(describe)
(circle primary
_____________
area)
Step 1: Problem Identification (What is the problem?)
Student present level of performance:
Expected student level of performance:
Magnitude of discrepancy:
Problem Definition:
Replacement behavior or target skill:
Step 2: Problem Analysis (Why is it happening?)
Domain
Relevant Known Information
Instruction
(e.g. pacing, corrective feedback, explicitness,
opportunities to practice, engagement, etc)
Curriculum
(e.g. skills taught, instructional materials, scope &
sequence, expected outcomes, previous
interventions, etc)
Environment
(e.g. room setup, peer influence, expectations and
rules, behavior management system, etc)
Learner
(e.g. academic skills, behavioral concerns, etc)
Based on the above information (instruction, curriculum, environment, & learner) why do you think the
current problem is occurring and what is the predicted result of an appropriately matched intervention?
Problem Hypothesis: The problem is occurring because ____________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Prediction: The problem will be reduced if _____________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Data used to validate hypothesis: ______________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Do you have enough information to complete the problem analysis and develop an
intervention? If no, what else is needed and who will be responsible for collecting it?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
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Step 3: Plan Development (What are we going to do?)
Student name: ____________________________
Target skill: _______________________________
Grade: _____
Date: _____________
Goal (This intervention will be successful if…): __________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
What will be done?
(actions taken, target skills
taught, curriculum/materials
used)
How will it be done?
(instructional strategies,
etc)
Who is
responsible?
Where will it
occur?
How
often?
(days per
week &
min per
day?
Progress monitoring plan
What materials will be
used?
Who is
responsible?
How often?
Decision Rule?
Fidelity plan
What data will be
collected?
Who is
responsible?
How often
will it be
collected?
Minimum
standard for
fidelity?
Group
size?
Follow up date: _______________
Step 4: Plan Implementation & Evaluation (Did it work?)
*Attach graphed data
Attendance:
# of intervention
days attended:
Total # of intervention
days:
Intervention fidelity data:
Student rate of progress:
 Less progress than expectation/peers
Student level of performance:
% of intervention sessions
attended
Minimum standard met? Yes
No
Peer/Expected rate of progress:
 More progress
 Same progress
Expected student level of
performance:
Magnitude of discrepancy:
 Less discrepant than expectation/peers
 More discrepant
 Same level of discrepancy
If less discrepant/good progress: Continue current intervention? Yes No
Fade intervention support? Yes No
If more discrepant/poor progress: Was the intervention implemented as planned? Yes No
Do we need to Intensify supports? Yes No
Refer for special education evaluation? Yes No
If discrepancy the same/average progress: Was the intervention implemented as planned? Yes No
Do we need to Intensify supports? Yes No
Refer for special education evaluation? Yes No
Comments/Actions/Next Steps:
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Page 138 of 145
Problem Analysis Assessment Domains
Adapted from Howell & Nolet, 2000 & Heartland AEA, 2007
Source
–
–
–
–
–
Data Outcomes
Source
 Nature of instructional
demands
 Task difficulty
 Instructional time
Permanent products
Classroom work
Lesson Plans
Attendance info
Class schedules
Data Outcomes
 Expectations for
learning
 Instructional strategies
used
 Student perception of
instruction
– Teachers
– Student
OBSERVE
Source
TEST
Data Outcomes
– Systematic observation of
instructional strategies
(e.g. modeling, pacing,
corrective feedback,
active engagement, etc)
Source
Source
 # of opp. to respond per
minute
 % of student errors
corrected
 % time engaged
 Instructional strategies
used
Data Outcomes
– Review of whole  Aggregate peer
performance on classclass academic
wide assessments
success
Data Outcomes
– Curriculum
materials
– Scope & Sequence
Source
Source
–
–
–
–
–
Teachers
Support staff
Parents
Peers
Student
OBSERVE
Source
Data Outcomes
 Physical setup (seating,
lighting, furniture, noise
levels, distracters)
 Expectations/rules taught
& reinforced
 Ratio of positives to
negatives (>4:1)
 Reinforcement rate
Fall 2013
Source
Data Outcomes
 Aggregate peer
performance on
assessments
– Review of whole class
academic success
– Level of curriculum
difficulty
Data Outcomes
 Classroom routines &
expectations
 Behavior management
system
 Perception of class
culture
REVIEW
Source
Data Outcomes
INTERVIEW
Data Outcomes
 History of difficulty
 Health, vision, hearing
problems
 Response to previous
instruction
 Language information
– Cumulative files
– Health records
– Developmental
History
– Student work
– Intervention
records
TEST
– Systematic observation of
classroom environment
(behavior expectations &
management, peer
behavior, physical setup,
interactions)
Source
 Fidelity to the core?
 Curriculum materials
used
 Student success rate
(% of correct
responding)
LEARNER
Source
 Expectations for student
behavior
 Policies/Procedures for
discipline
 Classroom office
discipline referrals
 Peer behavior
TEST
Data Outcomes
– Systematic
observation of
teacher and student
use of curriculum
materials
INTERVIEW
Data Outcomes
– Positive Behavior &
Intervention Supports info
– Rules & Expectations
– Class/group size
Data Outcomes
 Curriculum alignment
 Fidelity to the core
 District expectations
for pacing & coverage
– Teachers
– Administrators
OBSERVE
ENVIRONMENT
REVIEW
Source
 Skills matched to
student need?
 Instructional vs.
frustrational level?
 Scope & sequence
appropriate?
Source
–
–
–
–
OBSERVE
Source
– Systematic
observation of the
student
TEST
Data Outcomes
 Student behavior
 Student success rate (% of
correct responding)
 Student interaction with
environment & peers
OrRTI Project – www.oregonrti.org - 503-431-4005
Data Outcomes
 “Interviewee”
perception of problem
 Student problem in
relation to peer
performance
 Acculturation
Teachers
Support staff
Parents
Student
Source
– Curriculum-Based
Measurement
– Curriculum tests
– State testing results
– Standardized norm
referenced tests (WJ,
WIAT, etc)
– Diagnostic tests
– Language tests
Page 139 of 145
Data Outcomes
 Student basic skills
 Magnitude of
discrepancy from
peers/expectations
 Rate of progress
 Academic skill
strengths & needs
 Language Proficiency
Individual Problem Solving - Problem Analysis Data Collection Plan
Assessment
Domain
What information will be collected?
Where will it be collected?
Check all that apply
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Instruction
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Curriculum
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Environment
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Learner
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
☐ Core ☐ Intervention
Fall 2013
How will it be collected?
Check all that apply
Who will collect it?
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Review
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Interview
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Observe
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
☐ Test
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 140 of 145
Individual Problem Solving Worksheet
File Review and Problem Identification
Date:
Student Name:
Grade
K
School:
Grade:
Teacher:
Person completing this form:
Case Manager:
Current Services (circle): Sp. Ed., ELL, Title 1, 504, other: _______
ATTENDANCE REVIEW: Complete the following or attach the student profile from the Data Warehouse.
1
2
3
4
5
School Year
School(s) Attended
Days Present per year
Days Absent per year
Attendance
Percentage
Grade
6
7
8
9
10
11
12
School Year
School Attended
Days Present per year
Days Absent per year
Attendance
Percentage
Review of report cards, progress reports, and teacher remarks by grade level significant for:
Reading achievement:
Math achievement:
Behavior (including attending skills):
Language skills: Significant difficulty (2’s or less on report card) in writing, speaking skills, organization, social skills, following directions, or difficulty across
subject areas requiring comprehension that can not be explained by other factors.
Hearing Screening Results:
Vision Screening Results:
English Language Development:
Other (including attendance issues):
Fall 2013
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Page 141 of 145
INDIVIDUAL PROBLEM SOLVING WORKSHEET – Page 2 –
Complete the following sections or attach the Student Profile Report from the Data Warehouse and IPAS graph
STUDENT: _____________________ DATE: _________
ACHIEVEMENT REVIEW – READING
Grade
K
1
2
3
4
End Of Year
BENCHMARKS
PSF: 40 NWF: 28
NWF: 43 Winter ORF: 47
ORF: 87
ORF: 100 OAKS: 211
ORF: 115 OAKS: 216
Expected (Ex) &
Ambitious (Amb) Gains
based on DIBELS Next
Benchmarks
Ex-PSF: 1.3 phonemes/wk
Amb-PSF: 1.9 phons./wk
Ex-ORF: 1.1 words/wk
Amb-ORF: 1.6 words/wk
Ex-ORF: .9 words/wk
Amb-ORF: 1.4 words/wk
Ex-ORF: .8 words/wk
Amb-ORF: 1.4 words/wk
OAKS: 5 points/year
STUDENT SCORE
PSF:
Ex-NWF: 1 CLS/wk
Amb-NWF: 1.25 CLS/wk
Ex.-ORF: 1.5 words/week
Amb-ORF: 1.9 words/week
ORF:
ORF:
ORF:
ORF:
Grade
End of Year
BENCHMARKS
Expected (Ex) &
Ambitious (Amb) Gains
based on DIBELS Next
Benchmarks
STUDENT SCORE
NWF:
5
ORF: 130
OAKS: 221
Ex-ORF: .6 words/wk
AMB-ORF: 1.1 words/wk
OAKS: 5 points
6
ORF: 120
OAKS: 226
Ex-ORF: .7 words/wk
AMB-ORF: .94 words/wk
OAKS: 5 points
ORF:
OAKS:
ORF:
OAKS:
%ile:
%ile:
OAKS:
7
OAKS:
8
11
OAKS: 229
OAKS: 232
OAKS: 236
OAKS: 3 points
OAKS: 3 points
OAKS: 4 points
OAKS:
OAKS:
OAKS:
%ile:
%ile:
%ile:
Other information: Summary of teacher concerns, referral questions, etc.
ACHIEVEMENT REVIEW - MATH MULTIPLE CHOICE
Grade
BENCHMARKS
EXPECTED
GAINS
STUDENT
SCORE
3
4
5
6
7
8
11
OAKS: 212
OAKS: 219
OAKS: 225
OAKS: 227
OAKS: 232
OAKS: 234
OAKS: 236
N/A
OAKS: 7 points
OAKS: 6 points
OAKS: 2 points
OAKS: 5 points
OAKS: 2 points
OAKS: 2
points
OAKS:
OAKS:
OAKS:
OAKS:
OAKS:
OAKS:
OAKS:
%ile
%ile
%ile
%ile
%ile
%ile
Other information: Summary of teacher concerns, referral questions, etc.
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 142 of 145
%ile
INDIVIDUAL PROBLEM SOLVING WORKSHEET – Page 3 –
Complete the following sections or attach the Student Profile Report from the Data Warehouse
STUDENT: _____________________ DATE: _________
ACHIEVEMENT REVIEW – ELL LANGUAGE
Please check with your ELL Dept. or teacher for cut scores prior to 2008
school year.
Grade
K
1
2
3
4
5
ELPA benchmarks
Beginner
Early Intermediate level 2
483
492
495
501
497
497
Intermediate Level 3
492
507
508
514
508
508
Early Advanced Level 4
498
514
514
521
514
516
Advanced Level 5- EXIT
507
523
523
529
521
523
For each school year, circle student’s composite score above that matches his or her level.
TOTAL Student Score
T ___
T ___
T ___
T ___
T ___
T ___
Reading
R ___
R ___
R ___
R ___
R ___
R ___
Writing
W___
W___
W___
W___
W___
W___
Listening
L ___
L ___
L ___
L ___
L ___
L ___
Speaking
S ___
S ___
S ___
S ___
S ___
S ___
Comprehension
C ___
C ___
C ___
C ___
C ___
C ___
6
7
8
9
10
497
506
515
522
497
507
517
524
499
508
518
526
491
501
515
526
493
501
516
527
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
Other information: Summary of teacher concerns, referral questions, etc.:
ADDITIONAL REVIEW QUESTIONS FOR ELL STUDENTS
_____ How long has the child been in an ELL program in the United States?
_____ Is the student’s language level and rate of progress similar to the language level of other students in their cohort group? (This should give an initial
indication of potential learning difficulty IF the child has had years of explicit English language instruction but not made progress.)
_____ Is there an indication in the Developmental History that the child has a delayed or disrupted educational experience? (This could explain why the child’s
skills are very low.)
_____ Is there an indication in the Developmental History that the student’s language and/or academic development has been different from his or her peers?
(This might be an indication that the student may have a learning difference that is inherent.)
Attach ELD Data, either LAS Benchmark OR CWS and S. Dutro Quick Screen
Fall 2013
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Page 143 of 145
INDIVIDUAL PROBLEM SOLVING WORKSHEET – Page 4 –
Complete the following sections or attach the Student Profile Report from the Data Warehouse and IPAS
STUDENT: _____________________ DATE: _________
Grade 4
COMPOSITE
BENCHMARK
ACHIEVEMENT REVIEW - WRITING
Grade 7
Grade 11
32 to 39 (28 to 31 may nearly meet.
The district may declare the student met if
all work sample requirements are met)
40 to 49 (35 to 39 may nearly meet.
The district may declare the student met if
all work sample requirements are met)
40 to 49 (35 to 39 may nearly meet.
The district may declare the student met if
all work sample requirements are met)
Minimum of 3 in each trait.
Minimum of 3 in each trait.
Minimum of 3 in each trait.
STUDENT
SCORE (Note areas
of concern by traits)
Other information: Summary of teacher concerns, referral questions, etc.
Identify Areas of Instructional Need
Check Area of Concern
Select Individualized Intervention:
Curriculum
Time: From Reading
Other Intervention Change (such as
Protocol
group size, behavior plan, etc. from pg. 8)
□ Phonemic Awareness
□ Phonics
□ Fluency
□ Vocabulary
□ Comprehension
□ Language Development
□ Number Sense
□ Conceptual Understanding
□ Organization
□ Grammar/Spelling
Fall 2013
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Page 144 of 145
INDIVIDUAL PROBLEM SOLVING WORKSHEET – CONTINUED
PAGE 5: TO BE COMPLETED WITH THE TEAM PRIOR TO DESIGNING THE INDIVIDUALIZED INTERVENTION
STUDENT: _______________________ DATE: ___________
TEAM MEMBERS: ______________________________________________________________
HYPOTHESIS DEVELOPMENT
1. Does evidence support that the student’s problems may be primarily due to problems with attention, motivation, or other behavioral difficulty? Include
data along with progress monitoring of behavioral supports.
2. Does evidence support that the student’s problems may be primarily due to attendance problems, or frequent school interruptions? If so, indicate
reasons for absences and interruptions. What interventions have been put in place to address this issue? Progress should be proportionate to attendance.
3. Does evidence support that the student’s problems may be primarily due to other concerns like trauma, economic or cultural disadvantage, or other
disabilities? Describe. Be sure to note when these issues occurred and their correlations with any academic concerns. What will be done to help the
student be more successful?
4. Does the evidence support that the child’s difficulties may be the result of language difficulties in areas such as language processing, social language,
or articulation? Indicate next steps.
5. Does the evidence support the hypothesis that the difficulty is due to limited English proficiency? Indicate next steps.
6. Does the evidence suggest that the student has low skills and slow progress despite intensive interventions? What will the individualized intervention
be? Curriculum, time per day, size of group, etc.
Action Plan:
Person Responsible:
Due Date:
Next Meeting Date:
Fall 2013
OrRTI Project – www.oregonrti.org - 503-431-4005
Page 145 of 145