R
t
I
2014 -2015

Minerva Elementary is a student-centered school that promotes communication, cooperation, and respect. We provide a safe and caring environment that empowers students to meet personal goals and achieve excellence.
Goal1: Use data to guide and alter instruction: Pre-assessment, Formative
Assessment, Common Assessments
*Pacing Guides/Common Assessments
*Implementation of new standards
*OTES/OPES overview and pilot
Goal 2: Bell to bell instruction: Students are engaged in meaningful work in all classes, “no down time or free time”.
High- Yield Instructional Strategies
*Monitor implementation of literacy & math strategies
*Marzano’s “Classroom Instruction That Works”
Goal 3: Track and monitor student progress for intervention and enrichment.
(Differentiation)
*Building level intervention programs
*RTI
*PLCs

Students will demonstrate reading competency by the end of grade 3.
1.
Student Lexile Levels
2.
DIBELS Data
3.
Super Kids Data
All students will create and monitor personal reading & math goals.
1.
Common assessments
2.
SRI
3.
SMI
4.
DIBELs
5.
Super Kids Data
PLCs will monitor student achievement every 4 weeks.
1.
Monitor students’ learning of key concepts.
2.
Use pacing charts and common assessments to guide instruction.
3.
Analyze student data and reflect as a team
4.
Display grade level data chart at weekly TBT meetings
5.
Share best practice.

Every Child, Every Minute, Every Day
Lesson Implementation Learning Environment
***Rigor-Relevance-Relationships*** ***Rigor-Relevance-Relationships***

Bell to Bell instruction- students are engaged in meaningful work all class; no
“down time or “free time”

Material should be presented in chunks
(small amounts of content followed with processing time/activity)

Use data to guide and alter instruction o Pre-assessments o Formative assessments o Common assessments

Flexible grouping is used with lessons

Students are called on randomly

Provide appropriate wait time

Frequently utilize reading and writing in all courses

Incorporate available technology where appropriate

Track and monitor student progress

Use rigor in all learning and for all students

Use real-world scenarios or application

Goals are posted

Expectations are posted

Teacher moves through the room during lesson; not sitting at desk

Classroom is free of clutter and unnecessary distractions

Materials are prepared prior to lesson

Student seating is arranged to maximize learning

Questioning is high level and occurs student to student, student to teacher, and teacher to student

Routines are established for classroom rules and procedures

Rules and consequences are fairly applied

Enthusiasm for content and students is evident

Teacher to student rapport is demonstrated

2010

This handbook introduces you to an important change that has occurred in how schools address the variety of student needs present in all classrooms.
Children who need extra help to learn grade level curriculum will have early intervention to prevent further learning problems. With the implementation of the No Child Left Behind Act of 2001 and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) important changes occurred in how schools help all children. This handbook discusses a legitimate, effective school improvement process called Response to
Intervention (RtI). RtI has the potential to provide highly effective, highly motivating learning experiences for all children.
Response to Intervention is a positive, proactive approach to educating each and every child. RtI is a process based on using high quality, scientific research-based instructional strategies and early interventions that are matched to individual student needs. Teachers use assessment data to monitor student progress and frequently make important decisions about
what and how to teach children. RtI is a collaborative process that includes many members of the school community.
Minerva Elementary is providing tiers of instruction and intervention that focus on success for all learners. The RtI process may be applied to all content areas, but our three-tier model has begun with areas of reading and math because they are essential skills upon which school success lies.
Universal screeners are used in reading and math with all K-5 students to determine which students need closer monitoring and/or additional interventions.
MES Building Team
Diane Ruff
Stephanie Soehnlen
Diane Catlett
Kendra Peterson
Dianne Ferrell
Katrina Timmerman
Lynda Jones
Jaynie Galay
Aimee Davis
Karen Johnson
Beth Rininger
Joni Anderson

1 -5 % of
Students
TIER 3
INTENSIVE
INDIVIDUAL
INSTRUCTION
TIER 2
CORE INSTRUCTION
W/DIFFERENTIATION
AND SMALL GROUP
INSTRUCTION
TIER 1
CORE
INSTRUCTION
This handbook is the official MES handbook for the Implementation of Response to
Intervention (RtI). It is expected that these protocols will be followed in all classrooms without deviation unless given permission by the Principal. All classrooms will have access to the most current set of forms/paperwork found in
grade level binders, district website, or RtI handbook.







 All students receive high quality, research-based instruction guided by the Common Core Standards.
 Universal screening for all students are conducted in reading and math.
 DIBELs, SRI & SMI benchmarks will be given in August, Dec/Jan, May.
 These screening measures and other assessments provide important information about which students are on target and which students are in need of additional support.
 Teachers then utilize this data to differentiate instruction.
 Students not making adequate progress in the core curriculum are considered at risk.
 Students who do not reach the benchmarks on the universal screeners may also be at risk.
 Students will receive supplemental, research-based interventions in addition to core curriculum
 These students’ progress will be monitored frequently. DIBELs every 2 weeks. SRI & SMI every 4 weeks.
 After students in Tier 2 make sufficient progress with supplemental instruction, they will be monitored at Tier 1.
 If students are not making sufficient progress based on data collected, the RtI Grade Level Team
(classroom teacher, teacher providing intervention & coach) should consider changing the intensity, frequency and/or change the intervention.
 Students who do not respond adequately to core instruction and Tier 2 intervention receive more intensive instruction.
 Progress is monitored every 1-2 weeks.
 Instruction in Tier 3 may be given individually or in small groups.
 Students who make sufficient progress with intensive interventions will be monitored at Tier 2.
 Students who do not adequately respond to this level of intensive intervention may be considered for special education.
 RtI Teams meet regularly on Wednesdays from 3:25-3:50
 Location to be determined by Grade Level Coach. Teacher providing the instruction alerts the coach and extends invitations to all those involved with student.
 Appropriate forms should be completed and letters sent. Notify Dianne F.
 Graphs, charts, anecdotal records, work samples, reports or other evidence of student performance will be used to assist the RtI Team.

Progress Monitoring is a system of ongoing data collection in which short samples of student performances are collected on a regular basis. Information gained can be used to:
 Aid teachers in instructional planning
 Estimate student rates of improvement
 Identify students who are not demonstrating adequate progress
One of the most important aspects of the RtI process is the use of regular progress monitoring. Research has determined that when teachers use progress monitoring for instructional decision-making purposes; students achieve more, teacher decision-making improves, and students tend to be more aware of their performances.
(Fuchs & Fuchs, 1997)
 Progress monitoring goes beyond assessment used to grade daily or weekly tasks. The primary goal of progress monitoring is to aid teachers in designing instruction for struggling learners.
 Progress monitoring helps teachers change and improve teaching. Ongoing assessment data helps identify how instructional methods, size of group and other aspects of instruction can be changed to meet a child’s individual needs.
 Progress monitoring helps teachers chart student progress over time and make comparisons to the child’s goal.

RtI - RtI is not a program. It is a way of organizing effective instruction for the benefit of all children. It encourages schools to provide early intervention services to help prevent academic difficulties. For a small number of children, it may also be used to identify specific disabilities. Most importantly, it is a positive, proactive approach to education for each and every child.
(Tier 1)
Core
Common Core Standards
Common Assessments
Best Practice
Marzano ’s Nine
Instructional Strategies
Class Problem
Progress Monitoring -
At Risk (monthly)
Make corrections in classroom instruction.
PLCs
Analyze Data &
Instructional Strategies
Core Problem
Pride Time
Progress Monitor - at risk
Make corrections to the core .
Student Problem
Complete Green Form
Progress Monitor
Mail Parent Letter
Student not making progress
Move to Tier 2
Meet with RtI Coach
Green Form
* Can be completed anytime in the school year on the following students:
1)
Student not meeting adequate
progress in the core curriculum.
2 ) Student did not meet the bench-
marks on the universal screeners.
(KRA-L (K),DIBELs( K-5) SRI( 2-5)
SMI (2-5)
3.
Implement specific intervention.*20 exposures
4. 4 weeks analyze data.

(Tier 2)
Student Problem
Probe
Analyze Data
Progress
Monitoring Tools
DIBELs
SRI SMI LEXIA
Everyday Math checklist
Probe and change
Intervention if necessary.
Not Making Progress
Provide Specific
Targeted Research Based
Intervention for 8 weeks.
Progress monitor every other week. *20 exposures
Analyze Data
6 to 8 weeks
Making Progress
Student does not make adequate progress toward their line of aim after 16 weeks. Or, significantly below level.
Conference
Title Teacher, Classroom
Teacher and RtI COACH
Complete red form.
Student benches
3 consecutive times
-move back to Tier
1
Probe and continue
Targeted Intervention.
Yellow Form
1) Teacher providing Tier 2
Intervention completes
the form.
* When doing yellow form,
send parent letter.

(Tier 3)
Student Problem
Parent Meeting with
Intervention Team
Multi-factored
Evaluation
Meeting
Not Making
Progress
Instruction:
Smaller Group
(Less than 3)
Increase Time
(150 min. +)
Probe and new intervention
Progress
Monitor every
2 weeks.
Analyze data
Making
Progress
Continue with
Interventions.
Repeat Tier 3 or 2.
Red Form
Complete Tier 3 Entry
Form

(Date)
Dear Family,
You may remember that you received a Response to Intervention brochure in the
MES Welcome Packet. This brochure describes our intervention team approach to helping students that may be struggling with specific grade level concepts. I have included another brochure for your convenience.
At this time, your child’s teacher is beginning Tier 1 Interventions. This means that different strategies and/or materials will be used to help your child be successful with grade level material. In addition, data will be collected to see if this approach provides more success for your child. If you would like more information on these interventions, you are more than welcome to call the school and speak with ( ) your child’s teacher.
Sincerely,
Diane Ruff
Assistant Principal
Tier 1 Letter

MES Tier 1 Green Form
Student Name_______________________________________ Date_____________________
Completed by the classroom teacher.
This form can be completed anytime in the school year for students not meeting adequate progress in the core curriculum.
1) Student did not meet the benchmarks on the universal screeners.
Teacher_________________________________________ Grade______ Dat e_________________
St udent Birt hday______________________ Vision Check _____
Ret ent ion - Yes___ No___ (Grade____) Hearing Check ___
Num ber of Schools At t ended_____
At t endance: sat isf act ory/ unsat isf act ory Num ber of Days absent _________
Medical Diagnosis/ Inf orm at ion
_____________________________________________________________ _______________________
Relat ed Services (OT/ PT/ Speech/ Counseling)
_____________________________________________________________ _______________________
Standardized Test Results Baseline Data
KRA-L DIBELS
Terra Nova/CSI SRI SMI
OAA Everyday Math
Student ’s Strengths and Interests
______________________________________________________________________
Relationship to Peers
______________________________________________________________________
Behaviors of Concern
______________________________________________________________________
Student ’s Academic Weaknesses (Link to Content Standards)
______________________________________________________________________

(Date)
Dear Family,
As you know, your child has been involved in our Tier 1 Response to Intervention (RtI) program. In Tier 1, your child
’ s teacher used different strategies and/or materials to help your child master grade level material. Data was collected to see if this approach was successful. After analyzing the data, it has been determined that your child will need additional interventions. At Tier II, we will provide an additional 30 minutes of focused instruction at least four times per week for a minimum of 6-8 weeks. I have included our
RtI MES Brochure that describes our Response to Intervention process.
If you have any questions about the RtI process, please contact (teacher name) at 330-
868-4011.
Sincerely,
Diane Ruff
Assistant Principal

RIMP
Student Name __________________Intervention Teacher _________________________
Classroom Teacher ________________________________________________________
Completed by Intervention Teacher
Targeted Area
Reading
___ Basic Skills
___ Fluency
___ Comprehension
Targeted Area
Math
___ Number Sense
___ Computation
___ Reasoning
Targeted Area
Behavior
___ Oppositional
___ Aggressive
___ Work Ethic
Step 1 - Action Plan
Specific Skill from Target Area (1 skill)
Intervention
Frequency (Num ber of Days/ Length of Tim e)
Group Size :
Beginning Dat e Data
Ending Date Data
Out com e (6- 8 Weeks or 3 Dat a Point s or Dem onst rat es Mast ery in t he Core)
__ Cont inue Int ervent ion ___Change Int ervent ion ___Ret urn t o Previous Tier
Classroom Teacher Notification Date ______________
Parent Notification ___Letter ___Phone call ____Meeting Date_______
Notes_______________________________________________________________________