Response to Intervention Flow Chart
Step 1: (80% of Students meet
Step 2:
benchmark)
Determine if student concern is related to core
Provide Tier 1 Instruction:
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Step 3:
Common Core Standards
Whole class instruction
Differentiated instruction
Accommodations
Research-based core curriculum
BEST practices
District required assessments
FAIR
Curriculum-based assessments
Formative assessments
Analyze data to form ongoing,
fluid groups
Teacher Data Teams meet
monthly to determine Tier 1
effectiveness and monitor changes
across assessment windows
Monitor Steps to Success data to
determine intervention
effectiveness, student progress,
and fidelity
Poor
Response
Positive
Response
If not due to core instruction, complete
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RtI Student Referral Form
Turner Elementary Tier 1 Integrity Log
IPST Forms 1 Cum Review
IPST Form 2 Parent Contact
IPST Form 3 Tier 1 Observation
Notify parent of concerns
Administer diagnostic assessments to
determine specific skill deficits
Begin ICEL
Monitor cycles of
interventions on RtI
data wall –Is student
closing the gap?
STS instruction and
problem solving
continue until Tier 1
data is sufficient
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At Teacher Data Team, discuss data and decide one of the
following: Continue, Stop/Select New, or Intensify
Update A3/Steps to Success logs each time intervention is
changed
Another Observation may be completed at this time
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-Tier 1
Benchmarks
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-Tier 2 Steps to
Success
Continue with Step 1 and monitor students’ progress
Continue to monitor and discuss Tier 1 and Tier 2 data
with Teacher Data Team
Step 6: (Decision Point)
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Review…
Step 2:
Step 5:
Implement and monitor
interventions with
ongoing problem
solving at Teacher Data
Team meetings
Problem solve
student data with
Teacher Data
Team…
curriculum or is a learner-based issue
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Step 4:
-Classroom
observations
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-Peer group &
grade level
comparisons
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Poor
Step 7:
Response
If Team selects
“Continue,
Select New,
Intensify, or
Stop” repeat
steps 4, 5, & 6
Positive
Response
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Note: A student should not be referred to IPST if it
is known that the problem is instructional,
curricular, or environmental in nature and can be
handled within the Teacher Data Team problemsolving process
Step 8: (Decision Point)
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NOTE: Criteria for referring a student to IPST must show a
significant discrepancy between student & benchmarks, student
and peers, and insufficient learning growth to close the gap in
Tier 1 and Tier 2 data
Determine focus and setting
of intervention (See
attached for suggested STS
tools for interventions)
Determine if intervention
will be progress monitored
weekly, bi-weekly or triweekly
Document intervention plan
and monitor intervention
attendance on Group
Intervention Form
Begin A3 documentation
Begin Progress Monitoring
Cycles (JFT OPM-Tier 2)
Progress Monitoring should
occur consistently every 2/3
weeks as specified by
Teacher Data Team
Schedule follow-up date to
determine student progress
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Step 8:
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Student reaches success
at grade level; return to
Step 1
R
Student does not show success after
adjusting Intervention
Refer student to IPST for further
problem solving
Notify Guidance Counselor
Forward RtI folder to Guidance
Move to Step 9 – IPST process
Challenger 7 Elementary IPST Flow Chart
Step 9:
Step 10:
The Teacher will gather
appropriate paperwork
including but not limited to:
The Guidance Counselor will:
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A3 data
Intervention logs
Progress monitoring
data
Report cards
Formative
assessments
Curriculum based
assessments
IPST Form 5 is
completed
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Step 11:
Schedule a meeting
with Teacher to review
Forms 1-5 and advise of
any additional required
forms that need to be
completed
Schedule IPST meeting
Notify team via email of
IPST meeting date
Update parent that
student is moving onto
IPST process and will be
notified of future
teacher-parent
conference date to
discuss IPST
recommendation
Arrange classroom
coverage for teacher
attending meeting
IPST meeting occurs and Team reviews:
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IPST Forms 1 through 5
RtI data
ICEL – Form 6
IPST Problem Solving Team confirms and
concludes:
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Gap in Tier 1 data from student to
peers
Gap in learning rate in Tier 2 data
Collects behavior data if necessary
Gathers more data if necessary
Determines if Tier 3 interventions
are warranted or student is ready
for eligibility
ICEL – Form 6
Team generates:
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Hypothesis and Goal Statement
Bases Tier 3 intervention design
from goal statement
IPST Form 7 OPM Data Collection
Form
Team determines follow-up date to
review Tier 3 progress
Teacher notifies parent to set up
conference to discuss results of IPST
recommendations
Step 12: (Decision Point)
At IPST follow-up meeting, Team
assesses:
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Tier 3 intervention fidelity
and progress
Decides to:
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Move student to Tier 2 or
Tier 1
o (Repeat Steps 38)
Continue Tier 3
o (Repeat Step 12)
Determines outcome
Complete IPST Form 8