A user-friendly step-by-step guide to RTI2 implementation
Step 1 - Benchmark
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All students take benchmark assessment (Path Driver – Reading and Math)
Step 2 – Tier I
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All teachers are monitored for fidelity at Tier I at least once per marking period (for Tier I,
marking period is a 9 weeks. This check is typically a component of TEAM eval and/or lesson
plan checks, which can be documented easily by simply asking administrator to provide
documentation of when lesson plans are reviewed – e.g., reviewed every week on Fridays,
and/or providing a copy of observation schedules – not scores, just the observation schedule).
Step 3 – Data Chat / Review Screening Data
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Students whose benchmark assessment places them at the 10th-25th percentile qualify for Tier II
intervention.
Students whose benchmark assessment places them below the 10th percentile qualify for Tier III
intervention [SKIP TO STEP SIX]
*Keep in mind universal screening data is one piece of the puzzle and is not the sole determining
factor for tier placement.
Step 4 – Tier II Procedures
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Students identified as needing Tier II intervention will have Student Intervention Plans (CMCSS
RTI Record) completed by the RTI team.
The Exclusionary Factors Worksheet will be completed by the RTI team to rule out other factors
contributing to the academic deficit(s).
Parent letters will be sent to explain the extra support. Progress will be monitored in the area of
deficit* using Path Driver (or other normative-based system) every week/two weeks (and sent
home every 4 weeks), until at least 10/8 data points are obtained (10/16 weeks).
The interventionist will keep a log of services provided on the CMCSS RTI Record and/or within
the Path Driver management system (Classes Tab, Manage Case History).
Two fidelity checklists will be completed by an administrator or their designee (could be AP,
academic coach) during direct observation of the intervention class. The fidelity checklists have
been provided to administrators in electronic (google doc through intervention database log-in;
*see attached table for list and examples of areas of deficit
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address can be copied and sent to others needing to perform observations. All data goes into a
spreadsheet, containing information for all students in tiers at the school) and hard copy (on RTI
wiki) forms. Each data chat, school psychologist should check to see that administrator has
transferred rubric score/date information onto the CMCSS RTI Record/Fidelity Record. It is the
administrator’s responsibility to provide this information and initial the form.
One fidelity check will be completed by the school psychologist (or designee if psychologist did
not participate) during progress monitoring review portion of the data chat. This information is
to be recorded on the CMCSS RTI Record/Fidelity Record. We are looking to ensure PM occurred
at designated schedule, parent letters were sent on schedule, and ROI data has been calculated.
The RTI team will meet every 4-4.5 weeks to discuss progress and review/complete the CMCSS
RTI Record.
If progress is poor, the intervention must be changed prior to advancement to Tier III. If
progress is questionable, intervention should be continued at the current level with a possible
change in intervention, as determined by the RTI team. If progress is good, and substantiated
by classroom progress, the student may be exited from Tier II intervention.
Step 5 – Referral to Tier III
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If after 10/16 weeks of Tier II intervention, implemented with fidelity at 80% or higher, and after
at least one change in intervention, the student continues to be making inadequate progress as
determined by a gap analysis, the student may be referred for Tier III intervention.
The documentation obtained in Tier II should be forwarded to the Tier III interventionist.
Step 6 – Tier III Procedures
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Students identified as needing Tier III intervention will have Student Intervention Plans/CMCSS
RTI Record completed by the RTI team.
Parent letters will be sent to explain the extra support.
Progress will be monitored in the area of deficit* using Path Driver every week (and sent home
every four weeks), until at least 10 additional data points are obtained (10 weeks).
The interventionist will keep a log of services provided on the CMCSS RTI Record and/or within
the Path Driver management system (Classes Tab, Manage Case History).
Three fidelity checklists will be completed by an administrator or their designee (could be AP,
academic coach), during direct observation of the intervention class. (Refer to Step 4 for further
description).
Two fidelity checks will be completed by the school psychologist (or designee if psychologist did
not participate) during progress monitoring review portion of the data chat. (Refer to details in
Step 4 for further description).
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The RTI team will meet every 4-4.5 weeks to discuss progress and complete an Intervention Plan
Evaluation form/CMCSS RTI Record.
If progress is poor, the intervention must be changed prior to a referral for a special education
evaluation. If progress is questionable, intervention should be continued at the current level
with a possible change in intervention, as determined by the RTI team. If progress is good, and
substantiated by classroom progress, the student may be exited from Tier III intervention and
return to Tier II.
Students who do not receive Tier II intervention for the required time (10/16 weeks) must receive
a comparable number of weeks of Tier III intervention prior to SPED referral (total of 20/26
weeks, regardless of Tier).
Step 7 – Referral for SPED Services
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If after 20/26 weeks of intervention (typically 10 in Tier II, 10 in Tier III; but could be 16 in Tier II,
10 in Tier III), implemented with fidelity at 80% or higher, the student continues to be making
inadequate progress as determined by a gap analysis, the student may be referred for a special
education evaluation.
The documentation obtained at Tier II and III should be forwarded to the school psychologist.
Step 8 – SPED Evaluation
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The Student Support and Interventions Team referral packet is completed by the RTI team
Consent for an initial evaluation is obtained by the IEP team
The Parent Input form or Social History is completed by the parent
The General Education Input form is completed by the teacher
The short teacher checklist is completed by the teacher, if warranted
One systematic observation is conducted by the school psychologist at Tier III/during
intervention, and another by the special education teacher at Tier I/during instruction in deficit
area
An individual achievement test in the area(s) of deficit* is administered by the school
psychologist
If the evaluation concludes that the student exhibits underachievement and did not respond to
intervention, the student can qualify for additional support from SPED
If the evaluation concludes that the student does not qualify for additional support from SPED,
the student should remain in Tier III