Response to Intervention (RTI)
Procedural Manual
Franklin County Public Schools
2013-2014
2011-12 FCPS RTI Manual – Updated 7/30/2013
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Legislative Requirements of Response to Intervention
(adapted from the Kentucky Systems of Interventions – Kentucky Department of Education)
Reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA
2004) and the passage of the No Child Left Behind Act (NCLB 2001) stresses the use of
professionally sound instruction and interventions based on defensible research, as well as the
delivery of effective academic and behavior supports to improve student performance. Research
shows that multi-tiered models are effective educational practices with schools to bring highquality instruction for all students.
Federal Legislation:
The No Child Left Behind Act (NCLB, 2001)
The No Child Left Behind Act of 2001 (NCLB) is the reauthorization of the Elementary
and Secondary Education Act (ESEA, 1965). It is the main federal law affecting education from
kindergarten through high school. NCLB (2001) is built on four principles: accountability for
results, more choices for parents, greater local control and flexibility, and an emphasis on doing
what works based on scientific research.
The Individuals with Disabilities Education Act (IDEA) 2004
The Individuals with Disabilities Education Act of 2004 ensures services to children with
disabilities throughout the nation. IDEA governs how states and public agencies provide early
intervention, special education, and related services to more than 6.5 million eligible infants,
toddlers, children and youth with disabilities.
Early intervening services should make use of supplemental instructional materials,
where appropriate, to support student learning. Children targeted for early intervening services
under IDEA are often the very students most likely to need additional reinforcement to the core
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curriculum used in the regular classroom. These are in fact the additional instructional materials
that have been developed to supplement and therefore strengthen the efficacy of comprehensive
core curriculum.
Kentucky Intervention Legislation
Kentucky has also passed legislation which addressed the need for intervention strategies,
models and programs to assist students not meeting state benchmarks. Below is a list of the
Kentucky Revised Statutes (KRS) which address the need for interventions.
KRS 158.6453 Assessment of achievement goals -- Development of Commonwealth
Accountability Testing System -- Components -- High school and college readiness
assessments -- ACT and WorkKeys -- Accommodations for students with disabilities -Assessment design -- Biennial plan for validation studies -- Local assessment -- School
report card -- Individual student report.
(5)(b) A student whose scores on the WorkKeys assessments indicate that additional assistance is
required in reading for information, locating information, or applied mathematics shall have
intervention strategies for accelerated learning incorporated into his or her learning plan.
(13)(b) An individual student report to parents for each fifth-grade student summarizing the
student's readiness in reading and mathematics based on the student's fourth-grade state
assessment results. The school's fifth-grade staff shall develop a plan for accelerated learning for
any student with identified deficiencies;
(c) An individual report for each student who takes a high school or college readiness
examination administered under subsection (4)(a) of this section that:
1. Provides the student's test scores;
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2. Provides a judgment regarding whether or not a student has met or failed to meet the
expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic
deficiencies prior to high school graduation;
KRS 158.6459 Intervention strategies for accelerated learning
(1) A high school student whose scores on the high school readiness examination administered
in grade eight (8), on the college readiness examination administered in grade ten (10), or on the
WorkKeys indicate that additional assistance is required in English, reading, or mathematics
shall have intervention strategies for accelerated learning incorporated into his or her learning
plan.
(2) A high school student whose score on the ACT examination under KRS 158.6453
(4)(a)3. in English, reading, or mathematics is below the systemwide standard established by the
Council on Postsecondary Education for entry into a creditbearing course at a public
postsecondary institution without placement in a remedial course or an entry-level course with
supplementary academic support shall be provided the opportunity to participate in accelerated
learning designed to address his or her identified academic deficiencies prior to high school
graduation.
(3) A high school, in collaboration with its school district, shall develop and implement
accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs
based on an assessment of test results and consultation among parents, teachers, and the student;
and
(b) May include changes in a student's class schedule.
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(4) The Kentucky Department of Education, the Council on Postsecondary Education and public
postsecondary institutions shall offer support and technical assistance to schools and school
districts in the development of accelerated learning.
(5) A student who participates in accelerated learning under this section shall be permitted to
take the ACT examination a second time prior to high school graduation at the expense of the
Kentucky Department of Education. The cost of any subsequent administrations of the
achievement test shall be the responsibility of the student.
KRS 158.649 Achievement gaps -- Data on student performance -- Policy for reviewing
academic performance -- Biennial targets -- Review and revision of consolidated plan.
(4) By February 1, 2003, and each February 1 in odd-numbered years thereafter, the school-based
decision making council, or the principal if there is not a council, with the involvement of parents,
faculty, and staff shall set the school's biennial targets for eliminating any achievement gap and
submit them to the superintendent for consideration. The superintendent and the school-based
decision making council, or the principal if there is not a council, shall agree on the biennial targets
before they are submitted to the local board of education for adoption. Beginning with the 2012-2013
school year, the reporting requirement in this subsection shall be October 1 of each year.
(5) By April 1, 2003, and each April 1 in odd-numbered years thereafter, the school council, or the
principal if a school council does not exist, with the involvement of parents, faculty, and staff, shall
review the data and revise the consolidated plan to include the biennial targets, strategies, activities,
and a time schedule calculated to eliminate the achievement gap among various groups of students to
the extent it may exist. The plan shall include but not be limited to activities designed to address the
following areas:
(a) Curriculum alignment within the school and with schools that send or receive the school's
students;
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(b) Evaluation and assessment strategies to continuously monitor and modify instruction to meet
student needs and support proficient student work;
(c) Professional development to address the goals of the plan;
(d) Parental communication and involvement;
(e) Attendance improvement and dropout prevention; and
(f) Technical assistance that will be accessed.
Beginning with the 2012-2013 school year, the reporting requirement in this subsection shall be
October 1 of each year.
KRS 158.792 Reading diagnostic and intervention fund -- Grants for reading intervention
programs --Administrative regulations -- Annual reports on use of grant funds and costs of
intervention programs.
(1)(b) "Reading diagnostic assessment" means an assessment that identifies a struggling reader
and measures the reader's skills against established performance levels in the essential
components of reading. The purpose is to screen for areas that require intervention in order for
the student to learn to read proficiently.
(1)(c) "Reading intervention program" means short-term intensive instruction in the essential
skills necessary to read proficiently that is provided to a student by a highly trained teacher. This
instruction may be conducted one-on-one or in small groups; shall be research-based, reliable,
and replicable; and shall be based on the ongoing assessment of individual student needs.
(2) The reading diagnostic and intervention fund is created to help teachers and library media
specialists improve the reading skills of struggling readers in the primary program. The
Department of Education, upon the recommendation of the Reading Diagnostic and Intervention
Grant Steering Committee, shall provide renewable, two (2) year grants to schools to support
teachers in the implementation of reliable, replicable research-based reading intervention
programs that use a balance of diagnostic tools and instructional strategies that emphasize
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phonemic awareness, phonics, fluency, vocabulary, comprehension, and connections between
writing and reading acquisition and motivation to read to address the diverse learning needs of
those students reading at low levels. Any moneys in the fund at the close of the fiscal year shall
not lapse but shall be carried forward to be used for the purposes specified in this section.
(5) The Department of Education shall make available to schools:
(a) Information concerning successful, research-based comprehensive reading programs,
diagnostic tools for pre- and post-assessment, and intervention programs, from the Collaborative
Center for Literacy Development created under KRS 164.0207;
(b) Strategies for successfully implementing early reading programs, including professional
development support and the identification of funding sources; and
(c) A list of professional development providers offering teacher training related to reading that
emphasizes the essential components for successful reading: phonemic awareness, phonics,
fluency, vocabulary, comprehension, and connections between writing and reading acquisition
and motivation to read.
KRS 164.0207 Collaborative Center for Literacy Development: Early Childhood through
Adulthood -- Duties -- Report.
(1) The Collaborative Center for Literacy Development: Early Childhood through Adulthood is
created to make available professional development for educators in reliable, replicable researchbased reading programs, and to promote literacy development, including cooperating with other
entities that provide family literacy services. The center shall be responsible for:
(a) Developing and implementing a clearinghouse for information about programs addressing
reading and literacy from early childhood and the elementary grades (P-5) through adult
education;
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(b) Providing advice to the Kentucky Board of Education regarding the Reading Diagnostic and
Intervention Grant Program established in KRS 158.792 and in other matters relating to reading;
(c) Collaborating with public and private institutions of postsecondary education and adult
education providers to provide for teachers and administrators quality preservice and
professional development relating to reading diagnostic assessments and intervention and to the
essential components of successful reading: phonemic awareness, phonics, fluency, vocabulary,
comprehension, and the connections between writing and reading acquisition and motivation to
read;
KRS 158.844 Mathematics achievement fund -- Creation -- Use and disposition of moneys - Administrative regulations -- Requirements for grant applicants - Department to provide
information to schools and to make annual report to Interim Joint Committee on
Education.
(1) The mathematics achievement fund is hereby created to provide developmentally appropriate
diagnostic assessment and intervention services to students, primary through grade 12, to help
them reach proficiency in mathematics on the state assessments under KRS 158.6453 and in
compliance with the "No Child Left Behind Act of 2001," 20 U.S.C. secs. 6301 et seq., as
required under KRS 158.840.
(2) The grant funds may be used to support the implementation of diagnostic and intervention
services in mathematics. The use of funds may include: pay for extended time for teachers,
released time for teachers to serve as coaches and mentors or to carry out other responsibilities
needed in the implementation of intervention services, payment of substitute teachers needed for
the support of mathematics teachers, purchase of materials needed for modification of
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instruction, and other costs associated with diagnostic and intervention services or to cover other
costs deemed appropriate by the Kentucky Board of Education.
KRS 158.070 School term -- Professional development -- Holidays and days closed -Continuing education for certain students -- Breakfast program – Missed school days due
to emergencies and service credit.
(9) Schools shall provide continuing education for those students who are determined to need
additional time to achieve the outcomes defined in KRS 158.6451, and schools shall not be limited to
the minimum school term in providing this education. Continuing education time may include
extended days, extended weeks, or extended years. A local board of education may adopt a policy
requiring its students to participate in continuing education. The local policy shall set out the
conditions under which attendance will be required and any exceptions which are provided. The
Kentucky Board of Education shall promulgate administrative regulations establishing criteria for the
allotment of grants to local school districts and shall include criteria by which the commissioner of
education may approve a district's request for a waiver to use an alternative service delivery option,
including providing services during the school day on a limited basis. These grants shall be allotted
to school districts to provide instructional programs for pupils who are identified as needing
additional time to achieve the outcomes defined in KRS 158.6451. A school district that has a school
operating a model early reading program under KRS 158.792 may use a portion of its grant money as
part of the matching funds to provide individualized or small group reading instruction to qualified
students outside of the regular classroom during the school day.
Background and Overview of Response to Intervention
With the implementation of NCLB in 2001, schools and districts were held accountable
for the performance of all students with the focus to improve student achievement for all. This
included students of ethnic minority, those classified as special education, economically
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disadvantaged, as well as English language learners. The premise of NCLB is with appropriate
instruction and support, the gap among subpopulations of students will be reduced, if not
eliminated. Response to Intervention (RTI) is an educational initiative designed to address the
educational deficit for students. This intervention model gained prominence with the
reauthorization of IDEA of 2004. With the reauthorization of IDEA 2004, the federal
government permitted schools and districts to use the RTI model as an alternative way to identify
students for special education in the area of specific learning disability (Yell, Shriner, &
Katsiyannis, 2006).
Early studies of RTI occurred in the late 1970’s and focused exclusively on students with
reading problems or behavioral issues. This early research, which continued irregularly through
the 1990’s, became the foundation for recommendations of the influential government groups
during 2001 and 2002. The Commission on Excellence in Special Education recommended early
interventions with curriculum-based assessments and suggested changing the specific learning
disability (SLD) eligibility to a response model. Similarly, the National Summit on Learning
Disabilities, National Research Council Panel on Minority Overrepresentation, and the National
Research Council on Learning Disabilities all suggested
…RTI as the most promising method for learning disability eligibility
determination…benefits…included…efficacy of early intervention to
prevent or reduce academic difficulties, the ability to rule out poor
instruction as a cause of low achievement, more objective means of
evaluation to reduce overrepresentation of minority students in special
education, and the assurance of quality instruction resulting from the use
of scientifically research-based strategies. (Shores & Chester, 2009, p. 5)
The purpose of RTI is two-fold: to provide early interventions for students who
experience difficulties at school and ultimately may become at risk of failure, and to provide
supporting data for the identification of specific learning disabilities (Gersten & Dimino, 2006).
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Ultimately, RTI is a regular education initiative and is the responsibility of all educators. As
noted by the 2005 National Joint Committee on Learning Disabilities, “An RTI approach
promotes collaboration and shared responsibility among general educators, special educators,
teachers of English language learners, related service personnel, administrators, and parents” (p.
5).
Another underlying assumption of NCLB is the utilization of multiple sources of
data to make informed decisions to meet the individual needs of students to ensure their
success (Datnow, Park, & Wohlstetter, 2007). With the focus on accountability for all
students, school and district personnel have a plethora of data to use in making decisions
to improve teaching and learning for all students (Hamilton et al., 2009). Ikemoto and
Marsh (2007) identified data-driven decision making (DDDM) as a process in an
educational setting that involved “… teachers, principals, and administrators
systematically collecting and analyzing data to guide a range of decisions to help improve
the success of students and schools” (p. 108). The DDDM process involves the
interpretation, analysis, summarization, and evaluation of various types of data in
conjunction with the individuals’ expertise and knowledge to turn the data into actionable
knowledge (Ikemoto & Marsh 2007; Mandinach, Honey, & Light, 2006).
Throughout the RTI model a school team typically composed of students’
teachers, principal, interventionists, and other personnel equipped with knowledge of
students and effective interventions continuously make data-driven decisions. Team
members must know what assessments and interventions to apply, how to effectively
measure the interventions, and how to adjust and modify the plan for each child (Fuchs et
al., 2003; Fuchs & Fuchs, 2006).
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Response to Intervention (RTI) is a multi-tiered intervention model designed to promote
school success for all learners, including students with disabilities (Fuchs & Fuchs, 2006;
Hollenbeck, 2007; Whitten, Esteves, & Woodrow, 2009). Though there are many RTI models
implemented in schools and districts throughout the United States, a prevalent model that
emerged since IDEA 2004 consists of six core components:
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common core curriculum
high quality classroom instruction
scientific-based interventions
universal screener
continual progress monitoring
fidelity of research-based programs (Berkeley, Bender, Peaster, &
Saunders, 2009).
Response to Intervention is not a set of procedures, but instead refers to specific criterion
for decision-making process to identify and address learning difficulties in children
(VerDerHeyden, Witt, & Gilbertson, 2007). Response to Intervention is designed to provide all
students, especially those who are at risk of failure, the appropriate academic instruction and
early research-based scientific interventions needed for these students to succeed in the
classroom. When properly implemented, RTI is an intervention model used to determine when
struggling students have specific learning disabilities (LRP, 2009). Fuchs et al. (2003) described
a general RTI model as:
1. Students are provided with “generally effective” instruction by their
classroom teacher;
2. Their progress is monitored;
3. Those who do not respond get something else, or something more, from their
teacher or someone else;
4. Again, their progress is monitored; and
5. Those who still do not respond qualify for special education or for a special
education evaluation (p. 159).
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The majority of models utilized for RTI are similar in that all incorporate the use of scientifically
based interventions offered on an increased intensity basis and targeted to the individual needs of
the student.
Response to Intervention defined as a student assessment model, uses problem-solving
and research-based methods to identify and address learning and behavioral issues in children
(Berkeley et al., 2009). This three-tier model of service delivery was conceptualized in the form
of a triangle and depicts the increased intensity of support provided to address the needs of
students. The base of the triangle, referred to as tier I, typically represents 80% to 85% of
students, whose needs should be met in the regular classroom by the core curriculum with
differentiated instruction as needed. Within tier I, students who demonstrate (through on-going
formative and summative assessments) they are failing to master the common core curriculum
content and skills, interventions are provided within the regular classroom. At tier II a smaller
proportion of students, approximately 10% to 15%, is identified for some type of supplementary
small-group research-based interventions and is involved in progress monitoring on a weekly or
bi-weekly basis. The top of the pyramid consists of the remaining three to five percent of
students and is referred to as tier III. Instruction in this tier may be provided in a small group or
in a one-on-one situation and includes research-based interventions with weekly progress
monitoring. With some models this tier is special education placement, whereas other models,
this is not (Batsche et al., 2006; Berkeley et al., 2009; Fletcher & Vaughn, 2009; Fuchs &
Deschler, 2007; McCook, 2006). With tier II and tier III, students receive core instruction in
conjunction with supplementary research-based interventions.
Benefits of RTI
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Initiates research-based interventions early in a student’s program when that help is most
beneficial
Establishes individualized student goals
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Provides for individualized adjustments in the research-based interventions based on the
on-going, frequent monitoring of student data
Supplies a picture of a student’s performance compared to others in the school system
Improves education for all students
Increased number of students reaching proficiency and beyond
Problem Solving Approach to RTI
Problem solving is a data-based decision making process used to identify needed
interventions for students in Tiers I, II, and III. Decisions are made by the Student Success Team
(SST) composed of school-based individuals qualified to make educational decisions for
students. The composition of the SST is fluid and changes based on the needs of the students.
The SST will always include the principal/assistant principal, guidance counselor, school
psychologist, content or behavior specialist, and the student’s regular education teacher(s). Other
SST participants might include: an instructional coach, speech/language pathologist, behavior
specialist, school nurse, social worker, special education teacher, and paraprofessionals.
In making decisions, the SST will use the following approach:
• Define the problem - When a concern is raised, the first step is to review the data and attempt
to identify the problem. The SST should first review existing student data to determine specific
problems. For example, a student should not be identified as simply having an academic or a
behavior problem. The SST should try to narrow the problem (based upon available data) to
identify the deficit skill area(s) (e.g., phonemic awareness, problem solving skills, math
calculations, vocabulary, reading comprehension, sentence structure, peer interactions, etc.).
• Analyze the cause - Once the problem is defined, the SST needs to develop a hypothesis as to
why the problem is occurring and continuing. This involves analyzing those variables that can be
altered through instruction in order to find an instructional solution. This includes questions of
fidelity, missing skills, motivational factors, or lack of exposure to the general curriculum and/or
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instruction. The SST should focus on explanations of the problem which can be addressed
through instruction. In addition to the cause of the problem, the SST needs to consider the
student’s rate of learning. In doing this, the SST reviews the student’s learning trend (e.g.,
progress) in the areas identified by the team. The SST should also compare the student’s progress
to peers over time.
• Develop a plan - Once the problem has been analyzed, the SST identifies research-based
interventions that will meet the student’s identified needs. The SST does this by developing a
plan that includes: an implementation time frame (e.g., 5 weeks, 8 weeks, 12 weeks); the
frequency of the interventions (how often the intervention will be provided and for how many
minutes per week); who will provide the intervention (e.g. general education teacher, counselor,
etc); and a time frame to evaluate the effectiveness of the intervention. The FCPS Student RTI
Intervention Plan can be found in the Appendices. The student’s plan should outline the goal for
progress. The SST plots a “target line” (graphic representation) depicting the desired rate of
progress a student needs to reach the goal from the current baseline.
• Implement the plan - Interventions must be implemented with fidelity. To ensure fidelity,
qualified staff must deliver the interventions according to the prescribed process and prescribed
timeframe. The SST should document their delivery of the intervention(s) using multiple sources
(e.g. observation notes, lesson plans, etc. and student work should reflect instructional elements
and graphs of student progress, etc.).
• Evaluate the plan - In order to determine if the intervention is working for a student, the team
must collect data through progress monitoring. The frequency of progress monitoring depends
on the tier and research-based intervention, but in all cases the process is similar. A student’s
current performance and progress (trend line) is compared to their projected “target line.” If
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performance falls significantly below the “target line” over four consecutive monitoring periods,
the SST must revisit the Intervention Plan to make appropriate modifications or revisions.
FCPS/RTI and Behavior
There are varieties of reasons why students misbehave. Some students will misbehave
because they “won’t do it,” or because they try and “can’t do it.” Many students struggle
academically and exhibit problem behaviors. Behavior and academic success are closely linked
and need to be addressed simultaneously.
In Franklin County, systematically collected behavioral data (e.g., observations, office
referral patterns, ratings, etc.) can be used as a basis for making decisions on behavior supports.
Based on the data, the SST must use research-based practices to support the student in reducing
challenging behaviors and developing positive attitudes toward academic and social life. Many
research-based behavioral interventions will be considered such as: methods based on applied
behavior analysis (e.g., reinforcement); Positive Behavior Supports and Interventions (PBIS)
(e.g. CHAMPs); social learning (e.g., teaching expected behaviors through modeling and role
playing); and cognitive behavioral methods to teach “thinking skills,” (e.g. problem solving,
impulse control, or anger management, etc.). Kentucky Center for Instructional Discipline
(KYCID) is an example of a partner in guiding the process of data collection and the
development of school and classroom interventions.
Universal Screener
The first step of RTI is to conduct a universal screening in the core subject areas of
reading and mathematics to help identify students who may be at-risk. Franklin County Public
Schools administers the universal screener three times each year to all students and currently
utilizes Measured Academic Progress (MAP) as the universal screener for students in
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kindergarten through grade 10 in the core curricular areas of reading, mathematics, and language
skills. If a school or the district has less than 80% of the students who fail to meet the expected
level of performance, an examination of the core academic and curricular program should occur.
For students who score at least two or more grade levels below expectation and/or any
student scoring below the 20th percentile, should be benchmarked with the identified district
curriculum-based measured (CBM) progress monitoring tool before the SST determines if the
students’ require RTI placements. For any student at the middle school or high school whose
data show a severe deficit, the data and notes must be shared with the district RTI coordinator
for approval of initial placement beyond Tier I. Any student who performs two or more grade
levels below the expected grade level would initially be placed in a tier I or II intervention as
determined by the data reviewed by the SST and district RTI coordinator when appropriate.
Student Success Teams (SST)
Each principal is responsible for the facilitation of the SST, which is a school-wide team
responsible for the oversight of implementation and refinement of RTI in each school. Team
functions and membership may vary dependent upon the needs of the students, however, the
team processes are the same — planning, organizing, use of procedural guidelines, continuous
evaluation of effectiveness of academic/behavior instruction and interventions, and adjusting to
meet the learning needs of students. Team members are identified below and must be
knowledgeable of research-based interventions in reading, mathematics, writing, and/or
behavior. Additionally, members should be fluent in the use of data and data driven decisionmaking. The SST will complete the summary forms for all students in tier I, tier II, and tier III.
Additionally, the SST is responsible for the development of the student intervention plan, which
includes analysis of student learning and/or behavioral problems and identification of appropriate
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and effective research-based programs/interventions to address the identified learning and/or
behavioral issues of individual students or groups of students. The SST will also monitor and
review on-going student progress-monitoring data, as well as school-wide data to determine the
appropriate placement of students. Each SST will meet at a minimum on a monthly basis to
review universal school-wide assessment data, on-going student RTI data, summative data to
analyze trends, and to develop and modify student interventions and the core curriculum as
needed.
Required Team Members of the SST:
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Principal or Assistant Principal
Guidance Counselor
School Psychologist (When Applicable)
Content Area Specialist (Middle and High School)
Interventionist – where applicable
Additional staff member as designated by principal
Additional SST members to be used where appropriate:
Speech/language personnel
Behavior consultant
OT/PT
School nurse
School social worker
Other assessment specialists
ESL teacher
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Special education teacher
Intervention mentor
Instructional Coach
Literacy personnel
Hearing personnel
Vision personnel
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Roles and Responsibilities of School Personnel in the RTI
Process
Principal/ School-Based RTI Coordinator/Guidance Counselor*
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Provide administrative leadership and facilitation to ensure assignment, allocation,
and distribution of intervention resources, scheduling, and services as needed
Supervise organization and administration of universal screening process and provide
data to all stakeholders in a timely manner
Collaborate with school psychologist to determine cut scores from universal
screening assessments to be used by classroom teachers to identify tier 1 students
Provide applicable and effective training to all stakeholders in benchmarking, scoring,
and the recording, utilization and analysis of data
Communicate regularly with intervention staff to organize and evaluate RTI data
Ensure fidelity of the implementation of instruction and interventions at all tiers
Oversee the organization, and transfer of student RTI data for all student
promotions/transfers
Schedule and facilitate regular SST meetings and ensure fidelity of RTI guidelines
Oversee ongoing documentation of student RTI records and data
**Guidance Counselor’s duties will be assigned by the Principal, School RTI
Coordinator
Prior to SST meetings the Principal/School-Based RTI Coordinator should:
 Provide all team members with an outline of meeting agenda, including meeting
expectations, time schedules, names of intervention students to be discussed, and all
applicable data 48 hours prior to meeting
 Provide team members with minutes/summary of previous SST meeting
 Ensure follow-up; all tasks are completed from previous SST meeting and that
applicable interventions are implemented
During SST meetings the Principal/RTI Coordinator should:
 Keep SST meetings on track by publically setting time schedule
 Monitor staff climate
 Ensure integrity of process
 Support effective communication and encourage participation from all team members
 Clarify and summarize information as needed
 Elicit appropriate level of agreement among team
 Document meeting minutes and update student RTI records and data
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School Psychologist
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Support team members and classroom teachers throughout referral process
Collaborate with school principal/RTI coordinator to determine cut scores from
CBMs to be used by classroom teachers to identify tier 1 students
Determine goals for tier II and III students in conjunction with other SST members
Assist with and review student data and monitor student progress
Interpret and clarify evaluation and behavioral data as needed
Attend SST meetings (When Applicable)
Provide cognitive screenings for students who are making limited progress as
determined by SST in a timely manner
Obtain parental permission for screenings and administer additional assessments as
needed
Prior to SST meetings the school psychologist should:
 Provide team members with any applicable data as determined in previous SST
meetings
 Complete classroom/student observations
During SST meetings the school psychologist should:
 Clarify and summarize information as needed
Interventionists
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



Design and deliver small group targeted instruction for tier II and III students
Collect weekly progress monitor data for intervention students as determined at
individual schools
Administer additional assessments as deemed appropriate
Maintain appropriate documentation for tier II and III students and document growth
and/or lack of progress
Determine appropriate interventions based on student needs
Collaborate with and support classroom teachers with tier I intervention students by
providing resources and strategies for differentiated instruction
Meet regularly with classroom teachers to discuss tier II and III student progress
Scheduling of interventions outside of SST meeting
Provide parents with regular progress reports
Prior to SST meetings the interventionist should:
 Prepare progress reports on tier II and III students currently receiving intervention
services
 Prepare end-of-tier reports for SST as needed
During SST meetings the interventionist should:
 Present current student data to all team members
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 20
Classroom Teacher:







Collect data as needed and refer possible targeted-tier I students who are not making
adequate progress commensurate with peers
Implement tier I interventions
Maintain appropriate documentation for tier I students
Administer progress monitoring CBMs for targeted-tier I students
Collaborate with intervention teachers and SST to discuss student needs and progress,
tier I interventions, and to monitor tier II and III student progress
Participate as an active member of SST as requested
Provide parents with regular progress reports
Prior to SST meetings the classroom teacher should:
 Prepare referrals for tier I students who are not making adequate progress adequate
progress commensurate with peer
 Administer, organize, and prepare progress monitoring data for tier I students
During SST meetings the classroom teacher should:
 Present current tier I and tier I student data to all SST members
RTI Tiers - Academics
As previously noted, RTI is a multi-tier approach to meet the needs of varied learners.
With this approach, each tier of learning becomes more intense to meet the unique and increasing
needs of the learner. Franklin County Public Schools chose to implement a three-tiered approach
to meet the needs of the struggling learners. As students may move through each tier the
intensity, grouping, and duration increases to meet the individual needs of the students.
Tier I - Minimum of 5 to 8 weeks
The base of the triangle, referred to as tier I, typically represents 80% to 85% of students,
whose needs should be met in the regular classroom by the core curriculum with differentiated
instruction as needed. Within tier I, students who initially demonstrate through on-going
formative and summative assessments they are failing to master the content and skills,
interventions are provided within the regular classroom (Batsche et al., 2006; Berkeley et al.,
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 21
2009; Fletcher & Vaughn, 2009; Fuchs & Deschler, 2007; McCook, 2006). These students,
identified as targeted-tier I students, are referred to the SST by the classroom teacher who shall
gather student work samples and data, such as formative and summative data, to support
identified areas of weakness along with attempted additional instructional and/or behavioral
strategies/modifications used with a student who has not shown progress. Targeted-tier I
students are to be progressed monitored with CBMs for a minimum of five to eight weeks.
Critical Components of Tier I:

The curriculum must be aligned with Core Academic Standards.

Three times per year, all students are assessed using the district-wide universal screener.

Effective core academic curriculum exists with 80% or more of student
population successful.

School-wide and/or district-wide problem-solving/analysis must take place if less
than 80% of students are meeting benchmark, based on the universal screener.

Teachers are responsible for execution of the core academic program and
differentiated instructional practices.

Teachers should be supported by grade-level and school-based teams that discuss
and analyze data and brainstorm strategies which address the needs of all learners.

Research-based programs are implemented with fidelity and rigor to address core
instruction program.

Interventions occur within the classroom and are provided by classroom teachers
for students who do not master the content and skills of the grade-level
curriculum.

Franklin County SST Tier I Summary and Student RTI Tier I Intervention Plan
completed for each targeted tier I student who receives an intervention.

Tier I Progress Monitoring data attached to SST Tier I Summary.

Teachers gather all relevant pieces of diagnostic and classroom data to reference
during the RTI meeting.
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 22

On-going weekly (recommended) or bi-weekly progress is monitored for a
minimum of five to eight weeks for students who do not master the content and
skills of the grade-level curriculum.

Teachers and families communicate about student’s progress.
Tier II - Minimum of 8 to 12 weeks
At tier II a smaller proportion of students, approximately 10% to 15%, is identified for some type
of supplementary small-group research-based interventions and is involved in progress
monitoring on a weekly (recommended) or bi-weekly basis for a minimum of eight to twelve
weeks. At tier II, progress monitoring is completed with CBMs, and is only completed on a biweekly basis to fulfill the fidelity of the research-based intervention being implemented. In tier
II if the first intervention does not result in the student making progress, another intervention
should be implemented. The interventions must address the area or areas of student’s needs.
Critical Components of Tier II:

Core instruction continues for all students.

Research-based interventions for a targeted group of at-risk students who receive
supplementary instruction.

Interventions are typically provided to small groups of three to five students as
determined by the identified research-based program.

Researched-based interventions implemented with fidelity and rigor.

Frequency of interventions three to four days per week for 30 to 60 minutes per
day.

Interventions are administered by intervention/content specialist.

On-going weekly (recommended) is monitored for a minimum of eight to twelve
weeks. If implemented on a bi-weekly basis, minimum of sixteen to twenty-four
weeks and this would only be to fulfill the fidelity of research-based intervention
being implemented.

Franklin County SST Tier II Summary and Student RTI Tier II Intervention Plan
completed for each student who receives an intervention.
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 23

Tier II Progress Monitoring data attached to SST Tier II Summary.

Teachers and families communicate about student’s progress.
***Before a student can be placed in Tier III, the district RTI coordinator must review
the Tier II data and SST notes.
Tier III - Minimum of 8 to 12 weeks
Tier III consists of 3-5% students and includes either supplementary small-group
research-based intervention or an individualized research-based intervention, with the inclusion
of progress monitoring on a weekly or more frequent basis.
Critical Components of Tier III:

Core instruction continues for all students.

Research-based intervention for targeted students (at-risk), supplementary
instruction

Researched-based interventions implemented with fidelity and rigor.

Interventions typically provided to small groups of one to five students, as
determined by the identified research-based program.

Frequency of interventions five days per week a minimum of 60 minutes per day.

Interventions are administered by intervention/content specialist.

On-going weekly, or more frequent progress, is monitored for a minimum of eight
to twelve weeks.

Franklin County SST Tier III Summary and Student RTI Tier III Intervention
Plan completed for each student who receives an intervention.

Tier III Progress Monitoring data attached to SST Tier III Summary.

Teachers and families communicate about student’s progress.
***Before a student who has been through the RTI process is referred for a special
education evaluation, the district’s Director of Special Education and district RTI
coordinator must review the Tier III data and SST notes.
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 24
****It should be noted that some students may always require Tier II or Tier III interventions to
be successful in the core program and meet expected benchmarks. These students are not
otherwise identified as receiving special education services, given that special education is
reserved for those who have disabilities. ****
RTI Tiers – Behavior
Tier I - Core
Definition: School-wide foundational interventions are provided to all students in the
general education core curriculum. Tier I also is used to designate students who are making
expected grade level progress (benchmark students) in the standards-aligned system and who
demonstrate social competence.
As with RtI for academics, Tier I includes the curriculum, the core program, and the
instruction that goes on in the regular classes; universal screening; and any other supplemental
materials used with the core program or to support the curriculum. Instruction should be taking
place at Tier 1 in such a way that it helps most of the student population to meet grade-level
standards. In other words, if the SST reviews the data sources and determine there are more than
20% of students who appear to need Tier II or Tier III interventions, then changes need to be
made to Tier 1.
Tier I – Behavior:

All students receive instruction in an empirically supported core curriculum (ex.
CHAMPs or PBiS)

Progress of all students is monitored at three points during the school year:
“Benchmarks” or “Universal Screenings” are administered during the fall, winter,
and spring. Elementary Universal Screening example: Systematic Screening for
Behavior Disorders (Walker-McConnell Scales) and Universal Screening: Middle
and High School.
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 25
Stage 1: Teacher Nomination
Nominate 5-10 students with externalizing behavior patterns and 5-10
students with internalizing behavior patterns, regular review of Office
Discipline Referral patterns will find “externalizing” students
Stage 2: Screeners
Middle and High School: Behavioral and Emotional Rating Scale (Epstein
and Sharma– Proedinc.com). Behavior Assessment System for Children
BASC or the Behavior Emotional Screening System BESS.
Stage 3: School Record Review
Office Discipline Referrals (ODR’s), attendance, grades
Stage 4: Referral to Supports
Tier I Supplements
•
•
•
•
•
•
School-wide discipline (CHAMPs or PBiS)
Academic supports
Classroom management plans
Direct instruction of expectations
Bull Prevention
Consistent responses to behavior
Tier II- Supplemental or Strategic Level
Tier II includes the core curriculum along with supplemental, small group instruction, which
may include specialized materials. (Tier II is provided in addition to Tier I.) The interventions
that are selected are provided in addition to the regular class. The student should now be
monitored in the AIMSWEB Behavior Tab.


Students who do not respond adequately to the core curriculum
Smaller group of students considered “at-risk”
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 26


Provided supplemental instruction/intervention (in addition to the core curriculum),
which takes place about 2-3 times per week and often in small group formats
Student progress monitored more frequently: at least once weekly
Tier II Options
• Small group Social Skills
• Academic supports? RtI intervention
• Small group social skills
• Behavior Contracts
• Check-in/Check-out procedure
• Mentoring
• Home School communication
Tier III- Intensive Level
Tier III is also in addition to Tier 1 and includes students who do not respond adequately to core
curriculum and Tier II level interventions







Approximately 5% of the students in a school
Considered in need of intensive intervention
Provided high-quality, research-based interventions; individually or in small groups (1:11:3 teacher to student ratio)
May use an individualized problem-solving model to derive instruction
Student progress monitored more frequently: 1 to 2 times per week
Changes are made to the student’s intervention based upon his/her data and progress
toward a specified goal
Students who make adequate progress at this level are returned to Tier II or Tier I level
Tier III Options
 Academic Supports
 Behavior Intervention Plan
 Individual Counseling
 Social Skills Training
 PASS program (If student is already special education)
 Wraparound (school + community)
Primary Students – Possible Developmentally Delayed (DD)
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 27
Primary students who are being considered for a possible referral for DD need to progress
through the tiers as well. The modification for these students is each tier with progress
monitoring must be for a minimum of four (4) weeks.
2011-12 FCPS RTI Manual – Updated 7/30/2013
Page 28
Three-Tier Model of Interventions
Academic Systems
Description/Purpose: Intensive Interventions
Size: (1-5 students)
Frequency: 5 days per week
Duration: 60 minutes
Progress Monitoring: Twice weekly
Administered by: Highly Qualified Intervention
Specialist
3-5%
III
3-5%
II
Description/Purpose: Strategic Intervention for
targeted students (at-risk), supplementary
instruction
Size: Small group (3-5 students)
Frequency: 3-4 days per week
Duration: 30- 60 minutes
Progress Monitoring: Weekly
Administered by: Intervention Specialist
Description/Purpose: Classroom Intervention,
differentiated instruction of core curriculum,
preventative and proactive interventions
Size: All students
Frequency: Daily, as needed
Duration: As needed
Progress Monitoring: Benchmark assessments –
3 times/year, weekly (MAP, CBMs)
Administered by: Classroom teacher
**Duration, frequency, and size may vary. These will be determined as
outlined by intervention and to ensure fidelity of program selected.
10-15%
10-15%
Three-Tier
Model of
Interventions
(Elementary/
Middle)
I
80-85%
2011-12 FCPS RTI Manual – Updated 7/30/2013
Behavioral Systems
Description/Purpose: Intensive Interventions
Size: TBD
Frequency: 5 days per week
Duration: TBD
Progress Monitoring: TBD
Administered by: School Staff
Description/Purpose: Strategic Intervention for
targeted students (at-risk), supplementary
instruction
Size: Small groups TBD
Frequency: TBD
Duration: TBD
Progress Monitoring: Weekly
Administered by: School Staff
Description/Purpose: Classroom Intervention,
preventative and proactive
Size: All students
Frequency: Daily, as needed
Duration: As needed
Progress Monitoring: Benchmark
assessments.TBD
80-85%
Administered by: Classroom teacher
At Tier II and III: the frequency, duration, and size will be
determined based on individual needs of students and to
ensure fidelity of program selected.
Page 29
Three-Tier Model of Interventions Secondary Level
Academic Systems
Description/Purpose: Highly Intensive
Interventions
Size: (1-5 students)
Frequency: 5 days per week
Duration: 50 minutes
Progress Monitoring: Twice weekly
Administered by: Specially Trained Literacy
Teachers/Highly Qualified Interventionist
3-5%
3-5%
II
Description/Purpose: Strategic Intervention for
targeted students (at-risk), supplementary
instruction
Size: Small group (3-6 students)
Frequency: 3-4 days per week
Duration: 30 minutes
Progress Monitoring: Weekly
Administered by: Certified Content Area
Teachers/Specially Trained Literacy Teachers
Description/Purpose: Classroom Intervention,
differentiated instruction of core curriculum,
preventative and proactive interventions
Size: All students
Frequency: Daily, as needed
Duration: As needed
Progress Monitoring: Benchmark assessments –
3 times/year, weekly (MAP, CBMs)
Administered by: Classroom teacher
III
10-15%
10-15%
I
80-85%
2011-12
RTI
Manual
Updated
7/30/2013
**Duration, frequency,
andFCPS
size may
vary.
These–will
be determined
as
outlined by intervention and to ensure fidelity of program selected.
Behavioral Systems
Description/Purpose: Intensive Interventions
Size: Individual students
Frequency: 5 days per week
Duration: TBD
Progress Monitoring: TBD
Administered by: School Staff
Description/Purpose: Strategic Intervention for
targeted students (at-risk), supplementary
instruction
Size: TBD
Frequency: TBD
Duration: TBD
Progress Monitoring: TBD
Administered by: School Staff
Description/Purpose: Classroom Intervention,
preventative and proactive
Size: All students
Frequency: Daily, as needed
Duration: As needed
Progress Monitoring: Benchmark
80-85%
assessments,TBD
Administered by: School Staff
At Tier II and III: the frequency, duration,
and
Page
30size will be
determined based on individual needs of students and to
ensure fidelity of program selected.
Progress Monitoring/Benchmarking
Core Concepts At a Glance
1. Assessment/Progress Monitoring: Using reliable and on-going data to drive the decision making
process, at the individual student, classroom, and school levels, is a major component of any RTI
system. There are two types of assessment:
a. Benchmarks: Benchmarks are measures of overall ability and critical skills known to be strong
indicators that predict student performance. Benchmarks are administered to all students, three
times per year (fall, winter and spring). These assessments break down individual student
strengths and weaknesses in a particular content area.
b. Progress Monitoring: Progress monitoring (PM) are brief (1-5 minutes) measures used to
determine whether students are making adequate progress. Progress monitoring provides
information on the effectiveness of instruction and whether to modify the intervention. Progress
monitoring is typically administered on weekly basis.
Benchmarks
Benchmarks (also referred to as Universal Screening) are measures of skills in core academic areas and
behavior that are known to be strong indicators that predict student performance. Benchmarks are administered
to all students, three times per year (fall, winter and spring). Note benchmarks should be completed as early in
the respective assessment “windows” as possible. Relatively lengthy and requiring more administration time,
benchmarks are diagnostic assessments that break down individual student strengths and weaknesses in a
particular skill area. The district RTI committee shall determine the benchmark instruments/measures to be
used by August of each academic year.
Benchmark data on all students provide an indication of an individual student’s performance and
progress compared to the peer group’s performance and progress. These data form the basis for an initial
examination of individual and group patterns on specific academic skills (e.g., identifying letters of the alphabet
or reading a list of high frequency words) as well as behavior skills (e.g., attendance, cooperation, tardiness,
truancy, suspensions, and/or disciplinary actions). Benchmark data help educators and parents identify students
early who might be “at-risk”. Since benchmark data are only one source of information, it is important to use
multiple sources of evidence in reaching inferences regarding students “at-risk.” Once a student is determined
to be “at risk”, or to meet criteria for intervention, he or she will engage in more frequent Progress Monitoring
(if in an intervention) or Strategic Monitoring (if at-risk in Tier 1). For example, FCPS currently uses the MAP
assessment three times per year to obtain benchmark data for academics in reading and mathematics, while
behavior benchmark data will be obtained using other measures.
Progress Monitoring
Progress monitoring is a systematic method for tracking and comparing an individual’s or group’s
performance through data collection. A consistent monitoring plan is essential to determine the effectiveness
of instructional programs and interventions. Progress toward meeting the student’s goals is measured by
comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed.
Thus, the student’s progression of achievement is monitored and instructional techniques are adjusted to meet
the individual students learning needs.
The most effective assessment available for monitoring student progress on specific academic skills is
Curriculum Based Measurement (CBM). CBM is designed to measure skill fluency in early reading literacy,
oral reading, early numeracy, and math computation skills. These brief probes (typically administered in 1 to 3
minutes) are used to monitor both the student’s level of performance and his or her rate of performance growth
related to age or grade-level expectations. Progress monitoring of behavior utilizes other measures, but still
allows weekly progress monitoring and tracks progress over time. The district RTI committee shall determine
the progress monitoring tool(s) to be used by August of each academic year.
To better understand progress monitoring, it is important to understand key terminology:

Aim lines: Also referred to as the goal line, the aim line depicts the anticipated growth and offers a
comparison for the trend line. The aim line is typically shown as the expected rate of progress toward
either the district goal or a goal developed by the problem-solving team.

Trend line: Indicates the actual rate of improvement; provides insight into future performance (will
he/she meet the goal?).
Data-Based Decisions
The most important part of progress monitoring is using the data to make sound instructional
decisions. Schools must look at the data regularly, implement decision making rules, and use the data
continuously to inform instruction.
Within the tiered continuum of service delivery, decision rules are necessary for moving students back and
forth across tiers as educators address their needs for intervention delivery and eligibility decisions. These
decision rules must rely on relevant student assessment data. At each step of the process, good decision rules
ensure effective, equitable, and fair treatment across students. Franklin County Public Schools have developed
these specific guidelines for data-based decisions:

Cut scores for determining risk status: To identify students who are at risk, FCPS will use data from
student performance on the benchmarks from each grade level. The district RTI committee shall
determine the cut score to be used. At this time, the RTI committee has determined this cut score to be
those scoring two or more grade levels below expectation or scoring at or below the 20th percentile of
the benchmark.

The frequency and duration of progress monitoring: During Tiers I, II, and III service delivery, the
frequency and duration of progress monitoring will have an impact on whether sufficient data have been
collected to determine a student’s responsiveness to intervention.
o First, data must be collected with sufficient frequency to detect changes in performance
following instruction/intervention. It should be no less frequent than one time per week, unless
the research-based intervention notes to collect on a bi-weekly basis.
o Second, the length of the data collection period during intervention must be established. This
may be determined by the specific intervention being used (as outlined in the intervention
manual). A minimum of eight weeks of intervention should be delivered at tiers II and III. The
length of time should allow for no fewer than eight data points during an intervention phase. The
more data gathered, the more reliable the decision will be about whether a student is responding
to an intervention.

Criteria for determining a student’s responsiveness to intervention: Determination of whether
students are responding to interventions requires specifying decision rules based on students’ level and
rate of progress, both prior to and after the initiation of intervention delivery. This is established
through trend line comparisons (or gap analysis), which will be explained later.
Setting Realistic Goals
Setting goals that are realistic yet challenging is crucial to making good on-going decisions within a
problem-solving model.
When students are identified through an RTI process as at-risk, it is critical that goals be established for
the individual student so the outcomes of his or her progress can be measured against appropriate expectations.
By setting goals and monitoring a student’s progress toward those goals, the impact of instruction can be
assessed in an ongoing manner, and adjustments in instruction and goals can be made as the instruction is
proceeding. Keep in mind that the ultimate goal is to close the achievement gap and meet the academic
expectations established by FCPS.
A key element of effective goal setting at the individual level is the establishment of benchmarks
specifying the minimal expected performance across students. The rate of improvement (ROI), or slope, is a
key indicator that sets the criterion against which student performance will be compared. Closing the gap for
those students whose starting point is below benchmark is a critical goal for teams to consider.
Steps for Setting Goals
1. Identify starting point (or baseline)
2. Identify goal or benchmark (target)
3. Subtract current (baseline) level from target
4. Divide by number of weeks left until target
5. This will be your rate of improvement (ROI) to meet goal
6. Compare student’s ROI with a typical, or average, ROI for that student’s grade level.
7. Ask: Is this goal realistic? (With interventions, is this a goal that’s possible to attain?)
8. Ask: Is this goal ambitious? (With interventions, will this goal allow for the gap to close or will the
student simply not fall any further behind?)
9. Adjust goal if necessary
Goals should be monitored and should be adjusted based on student’s progress.
Research-Based Interventions
What is research-based? Within the NCLB 2001 law, there are 79 references to research-based. As defined in
NCLB 2001, research-based is:
(A)
research that involves the application of rigorous, systematic, and objective
obtain reliable and valid knowledge relevant to education
(B)
procedures to
activities and programs; and
includes research that
(i) employs systematic, empirical methods that draw on observation or
experiment;
(ii) involves rigorous data analyses that are adequate to test the stated hypotheses
and
justify the general conclusions drawn;
(iii) relies on measurements or observational methods that provide reliable and
valid data
across evaluators and observers, across multiple measurements and
observations, and across
studies by the same or different investigators;
(iv) is evaluated using experimental or quasi-experimental designs in which individuals, entities,
programs, or activities are assigned to different conditions
and with appropriate controls to
evaluate the effects of the condition of interest, with a preference for random-assignment
experiments, or other designs to the
extent that those designs contain within-condition or
across-condition controls;
(v) ensures that experimental studies are presented in sufficient detail and clarity to allow for
replication or, at a minimum, offer the opportunity to build
systematically on their findings; and
(vi) has been accepted by a peer-reviewed journal or approved by a panel of
experts through a comparably rigorous, objective, and scientific
independent
review. (20 U. S. C. §
7801(37))
What a research-based intervention is NOT:

moving a student to another seat/location

referring a student to special education

conferring with the parent

continuing to teach with no change

reducing the number of questions, problems, examples provided to the student

observing the student in the classroom

suspending the student

placing the student in an alternate setting to give the teacher, administrators, others a break

choosing an existing program at the school just because it is available and it is in the content area
of need

providing the student extended time

developing “less difficult” items for the student

accepting the research produced by the company as the evidence the program is researchbased!!!!
What does an SST do with research-based interventions?

Interventions are chosen based on the student’s instructional need (and not merely based on
availability or convenience of a program). This guideline means that there are individual student
data to justify the choice of intervention.

Scientific evidence for the effectiveness of the interventions must exist.

There should be a pre-specified, structured, and organized plan for each RTI session.

Interventions should increase in intensity (i.e., frequency, length of intervention sessions, and
change in intervention strategies) in the event that a student does not make adequate progress as
determined by the goal level established through the progress monitoring process (according to
the criteria described in the previous section on data-based decision making).

There should be an established timeline for the implementation for research-based interventions
at each tier, along with the number of data points collected before a determination of
effectiveness is made, unless the guidelines of the intervention specify otherwise.

Intervention sessions must be carried out as prescribed and there must be documented evidence
as such. Evidence will include students’ SST forms, intervention plans, SST notes, etc.

A minimum of two phases of interventions are to be implemented before moving a student to
Tier III and all criteria must be followed.
Fidelity
Fidelity encompasses not only the fidelity of the school-based implementation of RTI at all tiers, but
also the assurance the core curriculum is implemented in all classrooms, and all students have high quality
instruction within each classroom. Mellerd, Fuchs, & McKnight (2006) identified the following RTI key
components for general education fidelity:






Core curriculum
Effective instruction
Direct instruction
Specified instructional materials
Checklist of key instructional materials
CBM assessments








Videos and/or observations of classroom instructions
Results graphed against goals
Data results graphed against goals
Student progress monitored monthly
Decisions regarding curriculum and instruction based on data
80-85% of students meeting or exceeding benchmark
Improved results over time
High percentage of students improving
Although evidence supporting an intervention’s effectiveness is critical, the intervention itself is only as
good as the accuracy and consistency (fidelity) with which it is implemented. Fidelity refers to the degree to
which interventions are implemented as planned. It is essential safeguards be put into place to determine if
research-based interventions are being carried out as they were intended. Since a student’s responsiveness to
interventions are used to determine his or her responsiveness or failure to respond to the core curriculum and
academic program, and may eventually be used in special education eligibility decision making, school
personnel must be confident the interventions were performed with the utmost fidelity. Regular monitoring of
intervention delivery through observations and checklists is integral to ensuring that the interventions continue
to be implemented correctly and accurately (i.e., with “fidelity”) and the interventions continue to benefit the
students whom they are intended to serve. Fidelity must be directly monitored by an independent observer,
other than the interventionist.
Instruction and Intervention Factors to Consider at all Tiers
•
Were the programs/interventions used supported by research?
•
Were standard protocols followed for the interventions with students? [fidelity checks]
•
Were the interventionists/content specialists trained in delivering the intervention with fidelity?
•
Were the interventions delivered for a sufficient amount of time?
•
Was the SST used to select, review, and determine the interventions?
Referral to Special Education
Students who fail to respond to Tier III interventions are suspected to have a disability and are then
referred to an Admission and Release Committee. A referral is completed by the SST. All interventions and
progress monitoring is to continue during the referral process.
Parent Involvement
Parental involvement at all phases is a key for a successful RTI program. Parents/guardians provide
critical information about students thus, increasing the likelihood of the success of interventions. As a result, a
school staff member who has a relationship with the child is to involve parents/guardians as soon as possible.
Parents/guardians may be invited to participate on a SST if their child is not making adequate progress based on
progress monitoring data.
Schools will provide parents/guardians written information about their RTI program and be prepared to
answer questions about the processes. The written information will explain how the system is different from a
traditional classroom system. The more parents/guardians are involved, the greater the opportunity for
successful student outcomes. .
Parents/guardians are notified throughout the RTI process particularly when there is a change in a
child’s tier status and/or intervention. Notes explaining the purpose and meaning of accompanying RTI data
should be shared or explained to parents/guardians. All parent/guardian contacts are recorded within individual
RTI folders.
Since RTI is a method of delivering the core curriculum to all students, written consent is not required
before administering universal screenings and CBMs within the multi-tiered system. However, when a student
fails to respond to interventions and a decision is made to evaluate a student for special education, written
consent must be obtained in accordance with special education procedures.
End of School Year – Transition Students
By March 1, the principal of each middle school and high school is to receive a list of current fifth grade
and eighth grade RTI students. The list should include the student’s name, tier, and current intervention. This
will assist the schools in planning in regards to staffing and allocation of resources for the upcoming school
year.
At the end of the school year, each elementary school is to update the list of fifth grade RTI students and
forward to the middle school principal within 10 days of the last student day, along with the students’ RTI
folders. Likewise, each middle school is to update the list of eighth grade RTI students and forward to the high
school principal within 10 days of the last student day, along with the students’ RTI folders.
During School Year – School to District RTI Coordinator
Each school principal or designee shall maintain an up-to-date spreadsheet of all RTI students for his/her
respective school. The list must include the student’s name, grade, area of concern, tier, intervention (where
applicable), and final result of intervention where applicable. The list is to be updated at least monthly and
shared with the District RTI Coordinator via the secure RTI server. An end-of-year spreadsheet is to be
completed and sent to the District Coordinator by June 30th.
Web Resources
Discipline Help: You Can Handle Them All: http://www.disciplinehelp.com/
Do What’s Right: http://dww.ed.gov
Pikes Peak Literacy Strategies Project: www.pplsp.org
Recognition and Response: http://www.recognitionandresponse.org/
The Center for Data Driven Reform in Education http://www.cddre.org/
Office of Special Education Programs (OSEP) - Responsiveness to Intervention in the SLD
Determination Model: http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp
National Center on Response to Intervention
http://www.rti4success.org/
Advances in Progress Monitoring – University of Minnesota
http://cehd.umn.edu/EdPsych/SpecialEd/CBMConference/handouts.html
Response to Intervention and Positive Behavior Supports - OSEP
http://www.pbis.org/
Florida Center for Reading Research
The Florida Center for Reading Research provides extensive information on the science of reading and
reviews of curriculum materials.
http://www.fcrr.org/
IRIS Center
The IRIS Center is a national center provides free, online, interactive training about the RTI process as
well as the education of students with disabilities.
http://iris.peabody.vanderbilt.edu/index.html
Oregon Reading First
Oregon Reading First provides extensive information on reading instruction and reviews of curriculum
materials.
http://oregonreadingfirst.uoregon.edu/
The Vaughn Gross Center for Reading and Language Arts
The Vaughn Gross Center for Reading and Language Arts (University of Texas) provides information
on improving reading instruction for all students, but especially struggling readers, English language
learners, and special education students.
http://www.texasreading.org/
Web Resources (cont.)
What Works Clearinghouse
The What Works Clearinghouse was established in 2002 by the U.S. Department of Education's Institute
of Education Sciences to provide educators, policymakers, researchers, and the public with a central and
trusted source of scientific evidence of what works in education.
http://ies.ed.gov/ncee/wwc/
Center on Instruction
The Center on Instruction is a gateway to a collection of scientifically based research and information on
K-12 instruction in reading, math, science, special education, and English language learning.
http://centeroninstruction.org
National Center on Response to Intervention
The Center is led by a team of nationally recognized Principal Investigators. This website contains
Knowledge production activities that include a rigorous technical review to determine which tools,
practices, and implementation strategies are deemed scientifically valid and appropriate for TA&D;
Expert trainings and follow-up activities (both face-to-face and at a distance) to drive implementation
supports for RTI/EIS on a broad scale; Information dissemination activities that will involve forming
partnerships and reaching out to target stakeholders via ongoing communication, including web-based
telecommunication; and Center evaluation, with formative assessments to help improve the delivery of
our services in states and districts across the country.
www.rti4success.org
Intervention Central
Intervention Central is committed to the goal of making quality Response-to-Intervention resources
available to educators at no cost--especially in these times of tight school budgets.
www.interventioncentral.org
RTI Wire
RTI_WIRE is a 'one-stop' directory of free, high-quality 'Response-to-Intervention' resources available
on the Internet!
www.jimwrightonline.com
Kentucky Center for Mathematics
The Kentucky Center for Mathematics includes interventions appropriate for all grade levels in math.
http://www.kentuckymathematics.org/
http://apd.myflorida.com/behavioral/
My Florida behavior resources
www.fldoe.org/schools/rti.asp
FL RtI Manual
www.floridarti.usf.edu
FL RtI/ Problem-solving Model Project
http://www.gigglepotz.com/forms.htm
Web Resources (cont.)
Forms for teachers
http://www.gosbr.net/
Chart Dog 2.0
www.nasde.org
Building and District Implementation Blueprints
Current research (evidence-based) supporting use of RtI
www.nrcld.org
National research Center on Learning Disabilities
RtI resources
http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp
Model RtI Policies and Procedures
www.progressmonitoring.org
Technical assistance
Monitoring practices
www.rti4success.org
The National Center on Response to Intervention
RtI topics and research
www.rtinetwork.org
Implementation blueprints
RtI talks (monthly)
Progress monitoring tools for implementation
http://www.usu.edu/teachall/text/behavior/LRBI.htm
Utah State Office of Education
Least Restrictive Behavioral Interventions
http://www.nasponline.org/advocacy/pbs_resources.aspx
National Association for School Psychologists
Articles, books, and fact-sheets and handouts on PBS
http://www.usu.edu/teachall/text/behavior/LRBI.htm
The Utah State Office of Education: LRBI Resources
Video resources on preliminary and positive behavioral strategies
http://www.interventioncentral.org/
Intervention Central
Free tools and resources to help promote positive classroom behaviors
Web Resources (cont.)
http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf
The Classroom Behavior Report Card Resource Book
Ready‐made forms to rate the behaviors of students
Preformatted teacher and student behavior report cards
Customized graphs
http://challengingbehavior.fmhi.usf.edu/tools.html
The Teaching Tools for Young Children with Challenging Behavior
http://www.redandgreenchoices.com/
The Red and Green Choices
Resources and strategies for students with Autism
http://www.ldonline.org/indepth/behavior
The Learning Disabilities Online
“Dos and don'ts” for fostering social competence
Helpful articles
http://www.ldonline.org/indepth/classroom
The Learning Disabilities Online
Articles to help teachers arrange furniture to manage behavior issues.
http://www.state.ky.us/agencies/behave/bi/bi.html
The University of Kentucky, DSERC
Intervention resources at each tier of behavioral support
http://www.state.ky.us/agencies/behave/bi/ss.html
The University of Kentucky, DSERC
Social skills instruction at each tier of support
Templates, additional resources, and tools
http://onlineacademy.org/modules/a201/lesson/a201c0_00100.html
The University of Kansas, funded by OSEP
Online academies provide web‐based modules on PBS and related topics.
http://elearndesign.org/resources.html
The ELearning Design Lab
Web based modules including positive behavior to support learning and behavior
Glossary
Academic Expectations---Learning goals that characterize student achievement.
AYP---Adequate Yearly Progress-a cornerstone of the federal No Child Left Behind act. A measure of
year to year student’s achievement on statewide assessments.
Baseline---A record of the frequency, duration, and rate of intensity with which a behavior occurs over a
period of time before the intervention. An initial data record of a target behavior's occurrence. A
baseline is used to compare the initial data to the data collected after an intervention is implemented.
Baseline Data---Information collected to establish a reference point for comparison to the same data
collected at a later time.
Basic Reading Skills---The ability to recognize and use sight vocabulary, phonics, and structural
analysis when reading.
Basic Math---Computational skills and automaticity with basic math facts.
Behavior---Any observable and measurable act of the student (sometimes called response) Behavioral
excesses or deficits that are displayed in the classroom and impede the child’s learning or the learning of
others. Such behaviors include task avoidance, interrupting others, unorganized behaviors, physical or
verbal aggressions, lying, stealing, etc.
Benchmark---Short term or long term assessment goal that indicates that a student is on grade level.
An example of student work that illustrates the qualities of a specific score on a rubric or scoring guide.
Cognitive---The mental process through which knowledge is acquired.
Communication:
Language---A system for communication composed of words with rules for combining these words into
sequences or strings that express thoughts, experiences, or feelings. It is comprised of word formations,
grammar, and word meaning components.
Articulation---The process by which sounds, syllables, and words are formed when your tongue, jaw,
teeth, lips, and palate alter the air stream coming from the vocal folds.
Fluency ---The smoothness with which sounds, syllables, words, and phrases are joined together during
oral language (stuttering).
Voice---Sound production by the vibration of the vocal folds and modified by the
resonators (example: breathiness, harshness, hoarseness, monotone, etc.).
Core Curriculum---A course of study deemed critical and usually made mandatory for all students of a
school or school system. Core curricula are often instituted at the primary and secondary levels by
school boards, Departments of Education, or other administrative agencies charged with overseeing
education. Core curricula must be scientific and research-based.
Core Content for Assessment---The content that has been identified as essential for all students to
know and will be included on the state assessment.
Criteria---A standard on which a judgment or decision may be based.
Criterion-Referenced---Criterion-referenced tests determine what test-takers can do and what they
know, not how they compare to others. Criterion-referenced tests report on how well students are doing
relative to a predetermined performance level on a specified set of educational goals or outcomes
included in the curriculum.
Curriculum---Curriculum refers to what is taught. This domain includes the long range direction,
intent, and stated outcomes of the course of study. It also includes the content arrangement, and pace of
steps leading to the outcomes. Before instruction can be aligned with student needs, an appropriate
curriculum that has been carefully selected should be in place. To assure curriculum alignment you need
to: Make sure that the curriculum is aligned and matches appropriate state and district standards and
benchmarks. Be certain that core components are introduced and reinforced at appropriate levels within
the curriculum. See that the curriculum is taught consistently in all of the classrooms.
Curriculum-Based Measurement (CBM)---Tools for measuring student competency and progress in
the basic skill areas of reading fluency, spelling, mathematics, and written language.
Data Points---Points on a graph that represent student achievement or behavior relative to a specific
assessment at a specific time.
Data-Based/Data-Driven Decision Making---Process of collecting, analyzing, and summarizing
information to answer a question and to guide development, implementation, and evaluation of an
action. Data-based decision making is continuous and regular, and most importantly linked to
educational/socially important questions.
Differentiated Instruction---Process of designing lesson plans that meet the needs of the range of
learners; such planning includes learning objectives, grouping practices, teaching methods, varied
assignments, and varied materials chosen based on student skill levels, interest levels, and learning
preferences; differentiated instruction focuses on instructional strategies, instructional groupings, and an
array of materials.
Direct Instruction---An instructional approach to academic subjects that emphasizes the use of
carefully sequenced steps that include demonstration, modeling, guided practice, and independent
application.
Direct Observation---Focuses on recording patterns of behavior and events in the environment as they
are actually occurring. Data should be collected at various times and in different settings, continuing
until discernible patterns emerge.
Direct Teaching---The traditional way to provide instruction. The goal of this method is the students’
mastery of skills. Direct teaching demands that the instructor has a solid understanding of the subject
material and present the material in a clear, logical, and sequential way.
Discrepancy---a) Difference between two outcome measures; b) IQ-achievement discrepancy –
difference between scores on a norm-referenced achievement test; c) Difference between pre-test and
post-test on a criterion-referenced test.
Evidence Based Practice---Educational practices/instructional strategies supported by relevant
scientific research studies.
Explicit Instruction---Systematic instructional approach that includes a set of delivery and design
procedures derived from effective schools' research merged with behavior analysis; essential
components of well-designed explicit instruction include a) visible delivery features of group instruction
with a high level of teacher and student interactions and b) the less observable, instructional design
principles and assumptions that make up the content and strategies to be taught.
Fidelity---Refers to the degree to which components are implemented as designed, intended, and
planned. Fidelity is achieved through sufficient time allocation, adequate intervention intensity, qualified
and trained staff, and sufficient materials and resources. Fidelity is vital in universal screening,
instructional delivery and progress monitoring.
Formative Assessment---Helps teachers to monitor their students’ progress and to modify the
instruction accordingly. It also helps students to monitor their own progress as they get feedback from
their peers and the teacher. Students also find opportunity to revise and refine their thinking by means of
formative assessment.
Homogeneous Grouping---The grouping of students in classrooms based on the basis of similar
abilities and/or characteristics (i.e., chronological age, reading ability, test scores, etc.).
Hypothesis---An end product or summary of the functional assessment. A hypothesis statement provides
information about environmental events that may increase the likelihood of problem behavior, the
environmental events that precede problem behavior, and the probable function of the problem behavior.
Individuals with Disabilities Education Act (IDEA)---A law reauthorized in 2004 stressing the use of
professionally sound instruction and interventions and the delivery of effective academic programs to
improve student performance.
Instruction---Instruction is how curriculum is taught. This domain includes instructional decision
making regarding materials and curriculum level. Progress monitoring and the ability to control success
rate are also included. Examples of other instructional variables include giving clear directions,
communicating expectations and criteria for success, direct instruction with explanations and cues,
sequencing lesson designs to promote success and offering a variety of activities and experiences for
practice and application. Once an appropriate curriculum is implemented, instruction should be
examined for effectiveness starting with the whole group. This can be determined by asking the
following questions:
Have the research-based practices been shown to increase student performance?
Have effective practices have been implemented with fidelity in ways that students will benefit?
Do materials have documented efficacy?
Has a sufficient amount of instructional time been allotted for curriculum implementation? Is
instruction tailored to meet students’ current levels of knowledge?
Is instruction organized so that pre-requisite skills are taught sequentially?
Instructional Level---A child is considered at instructional level for a passage when they are able to
read between 90%-97% of the words correctly.
Integration of Technology---Incorporating the use of computers or other technical equipment into the
curriculum.
Interventions---Specific strategies, techniques, and programs provided in addition to instruction in the
core curriculum to improve student performance.
Intervention Services---Any preventive, developmental, corrective, supportive services or treatment
provided to a student who is at risk of school failure.
Item Analysis---Item analysis is a process of examining class-wide performance on individual test
items.
Kentucky System of Interventions (KSI)---As defined by the Kentucky Department of Education, is
the practice of providing high-quality instruction and interventions matched to the student need;
monitoring progress frequently to make decisions about changes in instruction or goals and, applying
child response data to important educational decisions.
Learning Rate---Average progress over a period of time, e.g., one year’s growth in one year’s time.
No Child Left Behind (NCLB)---A law re-designed in 2001 to focus on the goal of giving each child
the opportunity to achieve in school, preparing teachers adequately, and the importance of evidencebased practices and accountability.
Norm---A norm is a standard of test performance derived by administering the test to a large
representative sample of students. Individual student results are compared to the established norms.
Positive Behavior Support---A tiered intervention system which is based on school-wide practices
which encourage and reward positive student and adult behavior. Evidence-based practices embedded in
the school curriculum/culture/expectations have a prevention focus; teaching, practice, and
demonstration of pro-social behaviors.
Problem Solving Approach---Assumes that no given intervention will be effective for all students;
generally has four stages (problem identification, problem analysis, plan implementation, and plan
evaluation); is sensitive to individual student differences, and depends on the integrity of implementing
interventions.
Problem Solving Team---Group of education professionals coming together to consider studentspecific data, brainstorm possible strategies/interventions, and develop a plan of action to address a
student-specific needs.
Proficient---Work that reflects high level understanding of standards, both content and performance
Progress Monitoring---A scientifically based practice used to frequently assess students’ academic
performance and evaluate the effectiveness of instruction. Progress monitoring procedures can be used
with individual students or an entire class.
Rate of Improvement---Rates of improvement specify the slopes of improvement or average weekly
increases, based on a line of best fit through the student’s scores.
Remediation---Instruction intended to remedy a situation; to teach a student something that he or she
should have previously learned or be able to demonstrate; assumes appropriate strategies matched to
student learning have been used previously.
Response to Intervention (RTI)--- Is an array of procedures that can be used to determine if and how
students respond to specific changes in instruction. RTI provides an improved process and structure for
school teams in designing, implementing, and evaluating educational interventions. RTI is an integrated
approach to service delivery that encompasses general, remedial and special education through a multitiered service delivery model. It utilizes a problem-solving framework to identify and address academic
and behavioral difficulties for all students using scientific, research-based instruction. Essentially, RTI is
the practice of: (a) providing high-quality instruction/interventions matched to all students needs and (b)
using learning rate over time and level of performance to (c) make important educational decisions to
guide instruction. RTI practices are proactive, incorporating both prevention and intervention and is
effective at all levels from early childhood through high school. RTI is intended to reduce the incidence
of “instructional casualties” by ensuring that students are provided high quality instruction with fidelity.
Rubric---A set of categories that define and describe the important components of the work being
completed, critiqued or assessed. Each category contains a graduation of levels of completion or
competence with a score assigned to each level and a clear description of what criteria need to be met to
attain the score at each level.
Scientific Research Based Curriculum---Curriculum and educational interventions that have been
proven to be effective for most students based on scientific study.
Small Group Instruction---A group of students (usually 3-6) who read at the same instructional
reading level, demonstrate similar reading behaviors, and share similar instructional needs.
Social-Emotional---The child’s ability to interact appropriately with peers and adults. This includes
maturity, self-esteem, ability to accept criticism, social perceptiveness, self-advocacy, responsibility,
dramatic mood swings, anger, anxiety and/or depression, etc.
Standard(s)---Content standards: A description of what students need to know and be able to do.
Performance standards: A description of how well students need to perform on various skills and
knowledge to be considered proficient.
Standard Protocol---Use of same empirically validated intervention for all students with similar
academic or behavioral needs; facilitates quality control.
Summative Assessment---Assessment that is done at the conclusion of a course or some larger
instructional period (e.g., at the end of the program). The purpose is to determine success or to what
extent the program/project/course met its goals.
Systematic Data Collection---Planning a time frame for and following through with appropriate
assessments to set baselines and monitor student progress.
Target Line----A graphic representation depicting the desired rate of progress a student needs to reach
the goal from the current baseline.
Tiered Model---Common model of three or more tiers that delineate levels of instructional interventions
based on student skill need.
Trend Line---Line on a graph that connects data points; compare against target line to determine
responsiveness to intervention.
Universal Screening---Is a step taken by school personnel early in the school year to determine which
students are “at risk” for not meeting grade level standards. Universal screening can be accomplished by
reviewing recent results of state tests, or by administering an academic screening test to all children in a
given grade level. Those students whose test scores fall below a certain cut-off are identified as needing
more specialized academic interventions. Universal screening is a type of assessment that is
characterized by the administration of quick, low-cost, repeatable testing of age-appropriate skills to all
students. Screening data are organized in a format that allows for the inspection of both group
performance and individual student performance on specific skills.
Validity---Refers to the degree to which a study accurately reflects or assesses the specific concept that
the researcher is attempting to measure. Validity has three components:
Relevance - the option measures your educational objective as directly as possible
Accuracy - the option measures your educational objective as precisely as possible
Utility - the option provides formative and summative results with clear implications for educational
program evaluation and improvement
Written Expression---Ability to express ones thoughts via writing fluently
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