RTI Process Roles and Responsibilities At-a-Glance
Classroom Teacher
 Use research-based
instructional
strategies to teach
WVCSOs
 Differentiate
classroom
instruction to meet
diverse learning
needs of students
 Use intervention
strategies to correct
student deficiencies
in reading, language
arts, & mathematics
(Policy 2510, 5.3.2)
 Use Classroom
Assessment for and
of Learning to inform
instruction and
monitor student
progress
 Maintain data to
substantiate
provision of
appropriate
instruction
 Communicate with
parents about
student
achievement
 Participate in
Instruction &
Intervention Team
(IIT) meetings
Interventionist
 Communicate with
classroom teachers
by participating
grade-level IITs
 Analyze student
achievement data to
select interventions
matched to student
need
 Select and use
research-based
strategies and
materials to provide
intervention beyond
the core curriculum
 Collect and analyze
progress monitoring
data to make
intervention
adjustments
 Maintain
documentation
regarding provision
of intervention (i.e.,
intervention lesson
plans/logs including
frequency and
duration of
interventions,
progress monitoring
data)
West Virginia Department of Education
Principal
 Oversee
dissemination of
Understanding the
Response to
Intervention Process:
A Parent’s Guide to
all parents
 Monitor core
classroom
instruction to ensure
delivery of CSOs
through researchbased instructional
strategies
 Monitor provision of
differentiated
instruction in the
general classroom
 Monitor provision of
intervention to atrisk students
 Monitor
documentation of
intervention
instruction
 Complete the RTI
Fidelity Checklist
prior to making
referral for special
education evaluation
IIT
 Use benchmark
assessment and
other performance
data to identify
students who are
performing below
mastery
 Identify instructional
strategies and/or
research-based
materials that could
improve student
performance in the
general classroom
 Use data to group
students for
instruction according
to specific skill needs
 Identify students for
Tier II and Tier III
intervention
 Develop or select
targeted
interventions
SAT
 Review and analyze
classroom and
intervention data
and other relevant
information
 Use a Problem
Solving Model to
determine action
plans for students
who continue to
struggle even though
research-based
intervention
matched to student
needs was provided
with integrity
 Validate or refute
documentation
collected during
students’ tiered
instruction and
intervention process
 If intervention
documentation
substantiates,
initiate a
multidisciplinary
evaluation
 Monitor student
progress and
intervention
effectiveness
March 2009
MDET/EC
MDET
 Discuss SAT
recommendation for
referral and review
accompanying RTI
documentation
 Design a
multidisciplinary
evaluation based on
individual needs
 Obtain parental
consent to evaluate
EC
 Review and discuss
documentation
collected during the
RTI process and the
results of formal
evaluations
 Use the WV SLD
Guidelines to
determine whether
the student meets
Policy 2419 criteria
for SLD
 Complete the SLD
Team Report
 Complete the
Eligibility Committee
Report