McKinney ISD
Response to Intervention Model
Operating Guidelines
2010-2011
Policies, Procedures, and Practice for
Implementing Rti in MISD
Including Child Find and At-Risk *8/24/2010
Disclaimer: Information is subject to change at any time as determined by
the McKinney ISD Special Population Director.
McKinney ISD
Rti
Section 1: Procedures and Practice for
Implementing Rti on the Campus Level
The RTI Process in McKinney ISD
McKinney ISD has built our RTI Process upon the Response to Intervention model. Some of the key
components of the Rti model include the following:
(From the National Professional Resources, Inc.)
Rti is a process which includes the provision of systematic, research-based instruction and interventions to
struggling learners. Appropriate interventions are matched to student needs and monitored frequently
through progress monitoring.
Key Features of Rti include the following:
 Rti is primarily a general education initiative designed to address the needs of struggling learners
early in their educational experience.
 Rti is based on a problem-solving model that uses data to inform decision-making
 Rti interventions are systematically applied and derived from research-based practices.
 Rti is highly dependent on progress monitoring and data collection.
 Rti intervention plans are designed, implemented, and monitored by a multi-disciplinary team of
professionals called the Rti.
 Rti is a critical component in the collection of data for referrals for learning disabilities.
Rti is a “Value-added” practice that improves the overall instructional process by:
1. Increasing the success rate of students receiving instruction in the general education setting.
2. Providing research-based instruction as an early intervention to students.
3. Providing critical data needed to design, implement, and monitor instructional interventions.
4. Reducing the time that additional instructional supports are delivered to students.
5. Reducing the number of referrals to special education.
Rti and Parents
RTI includes a partnership with parents in which the RTI team ensures that parents have a working
knowledge of Rti and its benefits. Campuses will want to have copies of the McKinney ISD document
“A Parent’s Guide to Response to Intervention” found on the Rti/At-Risk and 504 Shared drive to share
with parents.
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Another Way of Looking at this Model….4-Tiered Model
A typical model for implementation of Rti
*Using elements of R. Sprick Safe and Civil Schools and National Association of State Directors of Special Education Models
Tier 1: Around 80 % of the student population. Universal Problem Solving-Interventions planned and implemented by general education classroom
teachers.
Tier 2: Around 15% of the student population. Collaborative Problem
Solving: Collaborative involvement from the campus-based Rti to discuss
and generate appropriate academic and/or behavior interventions.
Tier 3: Around 5% of the population. Collaborative ProblemSolving: Continued involvement of the campus-based Rti to
problem-solve deeper interventions for students.
Tier 4: Referral to General Education Dyslexia, Section 504, or
Special Education to determine if disability condition may be present.
Summary of RTI the TIER Process in MISD
Tier 1-Univseral Screening: Problem-Solving For Academic and Behavioral Concerns
TIER 1 Expectations: Utilize DRA AND/OR DIBELS Reading Data for Grades K-2 & MAP Reading/Math Data for Grades 2-10 for Universal Screening. Cutrates will be developed by the district to determine suggested Tier placement and level of intervention.
Students
Instructor/Programming
Recommendations, including Frequency
and Duration
Approximately Classroom
80% of the
Teacher w/
student
assistance from
population
Campus RTI
Team, and/or
grade level team,
or campus
interventionist
Assessment/Progress Monitoring Decision Point Rule
High-quality instructional &
Per MISD Best
positive behavior supports based on Practices for DataMISD scope & sequence and PBS Monitoring
Best-practices
Research-supported strategies with
differentiated instruction, including
flexible group setting.
Utilize district best-practices for
Positive Behavior Support such as:
 Classroom Observation
 Effective Instruction
 Positive Behavior Support
 Teach Rules and
Procedures
 Classroom Management
 Teacher Encyclopedia of
Behavior Management
(Sprick)
 Behavioral Intervention
Manual (Hawthorne)
 Class or school-wide
programs such as
Capturing Kids Hearts,
TRIBES, CHAMPS, Love
and Logic
On-going
benchmarking of
academic
competencies &
school-wide behavior
expectations. (MAP
Testing, DIBELS,
DRA, writing
samples, running
records, rubrics,
checklists & behavior
documentation)
Identify students who continue to fall below established
cutoff score and demonstrate a lack of progress based on
district norms for MAP
Identify students who meet one or more of the Texas AtRisk Criteria
Schedule Rti Meeting to discuss a possible move to Tier
2 when:
Universal screener such as MAP indicates one or more
SD below norm in key areas.
“Non responder”: After 8-10 weeks of data following
MISD best practices for C&I delivery and datamonitoring, a Tier 2 deep intervention plan should be
developed in area(s) of specific concern.
Or“Responder” : After 8-10 weeks of data, continue Tier I.
Tier 2-Collaborative Problem-Solving for Academic and Behavioral Concerns
Tier 2 Expectations: Should strategically support individual students in the general education classroom whose behavior or academic performance and rate of
progress lag behind the norm for their grade and educational setting and have not responded to Tier 1 efforts.
Students
Instructor/Programming Recommendations, including
Frequency and Duration
Approx. Classroom
15% of Teacher
student
population Intervention
Teacher, Tutor,
etc.
Campus RTI
Team
Assessment/Progress Monitoring
Tier 1 activities will continue to help support the For all grade levels
student.
of ELAR and
secondary math,
At least 30 minutes of tutoring per week in the taken every two
area(s) of academic concern during the week in weeks by classroom
addition to time spent in core areas.
teacher assigned as
case manager to
 For students in grades 2 +, deep
intervention plan should be developed measure progress.
per competencies established by the
MAP and other related data sources for For elementary
ELAR and Math per MISD Curriculum math, probes taken
guidelines (Elementary Guidelines are after 90 minutes of
instruction per
presented after Tier 3 Summary.)
MISD Curriculum
Parent will be notified in writing of academic or guidelines.
behavioral concerns
AIMSweb Reading,
Writing, and Math probes or
other district-approved
measures of PGM/CBA.
Decision Point Rule
Identify students who continue to fall
below cutoff score and demonstrate a lack
of progress based on district norms for
MAP
Behavioral PGM tailored to “Responder” : After 6-8 data points,
specific student need.
continue Tier II or if deep intervention plan
no longer recommended, exit Tier 2 and go
back to Tier 1 as evidenced by
DIBELS/DRA/MAP or other appropriate
data,
Schedule Rti Meeting to discuss a possible
move to Tier 3 when:
“Non responder”: After 6-8 data points that
reflects little or no progress, with at least
one or more instructional change.
Continued use of research-supported strategies
with differentiated instruction, including flexible
group setting for ELAR and Math per MISD
Curriculum guidelines.
Utilize district best-practices for Positive
Behavior Support such as:
 Classroom Observation
 Gathering Baseline Data
 Identify possible function of Behavior
 Behavior Chart – contract
 Visual Schedule
 Monitor Progress
 Teacher Encyclopedia of Behavior
Management (Sprick)
 Behavioral Intervention Manual
(Hawthorne)
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TIER 3-Collaborative Problem-Solving for Academic and Behavioral Concerns
Tier 3: Should provide more intensive services for individual students in the general education classroom whose behavior or academic performance and rate of
progress lag behind the norm for their grade and educational setting and have not responded to Tier 1 & 2 efforts.
Students Instructor/Programming Recommendations, Assessment/Progress Monitoring
including Frequency and Duration
Decision Point Rule
Approx. Classroom
1-5% of Teacher
School
Population Intervention
Teacher,
Tutor, etc.
“Responder” After 6-8 data points :
Continue Tier III or
if deep intervention plan no longer
recommended, go back to Tier 1 or 2 for as
evidenced by DIBELS/DRA/MAP or other
appropriate data
All of the previous tier activities will
continue to help support the student
School to home activities/strategies
provided
Tutoring (groups of 1-3 only) for 30
w/ assistance minutes in addition to core instruction time
from Campus at least 3 times a week using districtRTI Team
approved evidenced-based interventions
targeting specific area(s) of concern:
 For students in grades 2 +, deep
intervention plan should be
developed per competencies
established by data determined by
MAP and other relevant
benchmarks per ELAR and Math
per MISD Curriculum guidelines
(Elementary Guidelines are
presented after Tier 3 Summary.)
For all grade levels of AIMSweb Reading, Writing, and
ELAR and secondary Math probes or other districtmath, taken one time approved measures of PGM/CBA.
a week by classroom
teacher assigned as Behavioral PGM tailored to
case manager to
specific student need.
measure progress.
For elementary math
and ELAR, probes
taken after 90
minutes of instruction
per MISD
Curriculum
guidelines.
“Non responder”: After 6-8 data points,
with approximately two or more
instructional changes and a series of data
points that suggest non-response or limitedresponse, the campus Rti committee may
recommend student be considered by
District Fidelity Team for an FIE or
appropriate course of action.
Should be aligned
with Tier 3 tutoring.
Utilize district best-practices for Positive
Behavior Support such as:
 Consent for LSSP interventions
 Structured Observation(s)
 ABC Chart
 Academic Skills Levels
 Anecdotal records
 Review of school
records/discipline referrals
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Elementary Mathematics Program
McKinney ISD
General Information
Elementary mathematics is a vital part of our instructional program. Each year, students are expected to
master the mathematics curriculum as given in the Texas Essential Knowledge and Skills, the state
curriculum. Additionally, teachers are expected to monitor student progress, helping all students grow
mathematically each year.
To help monitor that progress, McKinney ISD teachers use a three-tier process. These tiers are designed
to support student learning and to accommodate the individual needs of all learners. These tiers are the
result of a collaborative effort between the General Education Department and the Special Education
Department. Together, these two departments are working to present a clear vision for elementary
mathematics education.
Tier 1
Tier 1 is the general education curriculum. All students receive instruction based on this curriculum. The
component parts include:
 Year At A Glance for each grade level
 Pacing Guides for each quarter at each grade level, which list:
o Enduring Understandings based on First Steps Big Ideas
o TEKS Alignment
o Lessons from our textbooks: enVision and Investigations
o 5-E Model lessons developed by district curriculum writers
o Correlated Exemplars problems
o Correlated Partner Games
o Performance Task assessments for Kinder-Grade 2
o Quick Check assessments for Grades 3-5
o Correlated First Steps Diagnostic Tasks
o Correlated Investigations Assessments
 Quarter At A Glance documents showing core content topics for each quarter
All of these components are housed in SchoolNet, the online curriculum management system.
At Tier 1, teachers are expected to deliver instruction following the sequence outlined in the Pacing
Guide. Teachers may choose from the materials listed for each week. They may also include other lessons
as appropriate, keeping with the sequence of topics listed in the Pacing Guide.
Instruction should be a blend of whole group and small group instruction. The expectation is that all
teachers use flexible small groups to meet the needs of individual students. As students struggle with a
topic, teachers should form an impromptu small group, reteach those students, and help them become
successful with the current assignment. When students are unable to maintain the same pace, additional
time in a tutoring session is appropriate. Strategies such as preteaching topics, reteaching assignments
with manipulatives, or presenting the topic in a different way are all appropriate for these tutoring
sessions.
When a teacher has difficulty determining why a student is not being successful, First Steps Diagnostic
Tasks may be used. These tasks, which focus on number concepts, are listed in the Pacing Guide.
Teachers may also use the flow chart of Diagnostic Tasks to help determine which task would be the most
appropriate. Once the teacher knows where the student has a learning gap, she/he may plan the
intervention needed. If the gap is small, the student may be served at the Tier 1 level. If the gap is large,
i.e. a third grade student working at the Matching phase, the consideration must be given to move the
student to Tier 2.
Tier 2
When a student is not able to be successful with the required mathematics content at Tier 1, then Tier 2
placement must be considered. A student needs to meet certain requirements to be moved to Tier 2:
 The student scored at least one standard deviation below the national mean on MAP;
 The student placed at least one phase below expectations on the First Steps Diagnostic Map;
 The student’s work is consistently scored below a 3 on a grading rubric; and/or
 Tier 1 interventions (flexible small groups within class time; tutoring groups) have not been
sufficient to move the student forward.
Elementary mathematics instruction is based on the teaching of number concepts: place value,
computation, and fractions. In order for students to be successful in mathematics, they need to have a
good foundation in these three big ideas. They form the basis for number patterns, measurement,
probability, and graphing. Since our time with Tier 2 students is limited, the focus of the interventions
will be these number concepts. Teachers will use the evidence from MAP, First Steps, and class work to
determine the order in which the number concepts will be addressed for each Tier 2 student. Once all
number concepts have been addressed, topics from the other strands may become the target for the
interventions.
At Tier 2, students receive at least an additional 30 minutes of instruction in the targeted areas per week.
In the best situation, students are given 15 – 30 minutes of extra instruction 3 – 5 times a week.
At the beginning of the instruction, a pre-test over the selected concept is given. Students are then given
instruction on the selected topic. The resources to be used include First Steps Activities from the Volume
1 and Volume 2 Number books, reteaching activities from enVision, instructional activities from the
enVision Math Diagnosis and Intervention System, and AIM lessons on the Share drive. (Note: the
number for the AIM lesson is one grade level higher than the content. AIM5 contains 4th grade materials,
etc.)
Progress monitoring will be done using TEKSing Towards TAKS materials located on the Share drive.
There are two types of assessments available. The Mini-Assessments include one 10-item multiple-choice
test per student expectation. Students should be given 5 of the items at a time, making the one assessment
into two probes. The Homework folder contains 5-item open response questions. Each Homework should
be scored as one 5-item probe. If an item contains several parts, all parts must be correct for the student to
receive credit for that item. There are at least 2 probes per student expectation.
Students need time to make progress. The amount of time between probes needs to be sufficient for the
student to show growth. Teachers should evaluate student progress by observing how a student responds
to questions, by the quality of the written work produced, and with the probes.
Probes at Tier 2 should be given no more frequently than once every 2 weeks. The student should have
received at least 90 minutes of interventions before a probe is administered. If it takes 3 weeks to
Rti Guidelines 10-11
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accumulate 90 minutes of interventions, then the probe should be given at the end of the third week. The
time required for the probe does not count as part of the intervention time.
Rti Guidelines 10-11
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Elementary ELAR Program
McKinney ISD
General Information
The study of language and literature is complex, requiring students to access multiple facets of language
simultaneously and to apply those facets to the experience at hand – be it reading, writing, listening, or
speaking. This document is intended to offer structure to that instruction and progress monitoring.
To help monitor this progress, McKinney ISD teachers use a three-tier process. These tiers are designed to
support student learning and to accommodate the individual needs of all learners. These tiers are the result
of a collaborative effort between the General Education Department and the Special Education
Department. Together, these two departments are working to present a clear vision for elementary ELAR
education.
Tier 1
Tier 1 is the general education curriculum. All students receive instruction based on this curriculum. The
component parts include:
 Year At A Glance for each grade level
 Pacing Guides for each quarter at each grade level, which list:
o Enduring Understandings & Essential Questions
o TEKS Alignment
o Lessons from our instructional planning guide
o 5-E Model lessons developed by district curriculum writers
o Spalding spelling
o Word work matrix
o Quick Check assessments for Grades 3-5
o DRA- Developmental Reading Assessment K-5
o MISD Screener
 Quarter At A Glance documents showing core content topics for each quarter
All of these components are housed in SchoolNet®, the online curriculum management system.
At Tier 1, teachers are expected to deliver instruction following the sequence outlined in the Pacing Guide
and in the Instructional Planning Guide. Teachers may choose from the materials listed for each week.
They may also include other lessons as appropriate, keeping with the sequence of topics listed in the
Pacing Guide and IPG.
Instruction should be a blend of whole group and small group instruction. The expectation is that all
teachers use flexible small groups to meet the needs of individual students. As students struggle with an
objevtive, teachers should form an impromptu small group, reteach those students, and help them become
successful with the current assignment. When students are unable to maintain the same pace, additional
time in a tutoring session is appropriate. Strategies such as preteaching topics, reteaching assignments, or
presenting the topic in a different way are all appropriate for these tutoring sessions.
When a teacher has difficulty determining why a student is not being successful, these assessments may
be administered as formative assessments:
Rti Guidelines 10-11
11





MISD Screener
QPS – Quick Phonics Screener
DIBELS
DRA
Quick Checks (3-5)
Tier 2
When a student is not successful with the required ELAR content at Tier 1, then Tier 2 placement must be
considered. A student needs to meet certain requirements to be moved to Tier 2:
 The student scored at least one standard deviation below the national mean on MAP;
 The student is a “2” or “1” on the DRA rubric.
 The student’s work is consistently scored below a 3 on a grading rubric; and/or
 Tier 1 interventions (flexible small groups within class time; tutoring groups) have not been
sufficient to move the student forward.
At Tier 2, students receive at least an additional 30 minutes of instruction in the targeted areas per week.
In the best situation, students are given 15 – 30 minutes of extra instruction 3 – 5 times a week.
At the beginning of the instruction, a pre-test is given. There are pretests & lessons available on the shared
folder for RtI along the five pillars of literacy. These five pillars are as follows:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Students need time to make progress. The amount of time between probes needs to be sufficient for the
student to show growth. Teachers should evaluate student progress by observing how a student responds
to questions, by the quality of the written work produced, and with the probes.
Probes at Tier 2 should be given no more frequently than once every 2 weeks. The student should have
received at least 90 minutes of interventions before a probe is administered. If it takes 3 weeks to
accumulate 90 minutes of interventions, then the probe should be given at the end of the third week. The
time required for the probe does not count as part of the intervention time.
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Universal Screening Considerations for Rti in McKinney ISD
The following students should be considered for a referral to the RTI Process if:
 Student meets one or more of the Texas At-Risk criteria
 Student has had access to the general education core curriculum, but continues to struggle in reading, writing, or math as
evidenced by DIBELS, DRA, and/or MAP data.
o MAP scores of 1 standard deviation or more as established by the 2008 Comparative Data to Inform
Instructional Decisions chart found on the NWEA Website at nwea.org
 Student has exhibiting behavioral concerns in the school setting.
Other examples of behaviors that may result in a referral to the Campus RTI include below:
Academic Issues:
 Dramatic changes in school performance
 Failing grades
 Difficulty w/ articulation, voice, or language




Failing TAKS or State Mandated Test
Failure to complete assignments
Poor study habits
Lack of motivation





Oppositional and/or defiant behavior
Poor peer relationships
Peer relationship problems
School avoidance
Student is placed in ISS and/or OSS more that
one time
SocialHealth Issues
 Students who have received medical and psychiatric
intervention for mental illness (e.g. depression) and/or
substance abuse


Student with extended or chronic illness
Students suspected of being abused
Family/Home Issues
 Economic stress
 Family crisis
 Grief issues – death, divorce/separation



McKinney Vento (homeless)
Recent moves/transitions
Runaway
Emotional issues
 Anxiety
 Bizarre behavior or through process
 Depression/Suicidal ideations
 Isolation/social withdrawal




Mood swings
Poor self-esteem
Sexually acting out
Social skill deficit
Delinquent Behaviors
 Animal cruelty
 Deviant peer group involvement
 Firesetting
 Gang involvement
 Physical or verbal assault





On or off-campus arrest
Trespassing
Theft, breaking and entering, shoplifting
Vandalism
Violence
Social/Emotional Issues:
Behavioral Issues
 Attendance problems (tardy/truancy)
 Anger control/violence
 Disruptive classroom behavior
 Hyperactivity/impulsively/distractibility
 Student who has high absence/tardy rates (three or
more unexcused absences, six or more tardies)
 Student who has excessive discipline referrals (2 or
more in a month/ 4 or more in semester)
Substance Abuse Issues
 Alcohol or drug use
 Alcohol or drug delivery
Rti Guidelines 10-11


Drug or paraphernalia possession
Tobacco use and/or possession
13
Utilizing MAP as a Universal Screener
In McKinney ISD, MAP testing is administered to students beginning in grades 2-8 for reading
and math. An additional language arts assessment can be administered to those students who may
be in need of this level of assessment.
This data should be utilized as a Universal screener to help determine if the student may need
further intervention. Students obtaining overall content MAP scores of 1 standard deviation or
more as established by the 2008 Comparative Data to Inform Instructional Decisions chart (next
page) should be moved to Tier 2 to ensure the appropriate level of support. Additionally, teachers
should look closely at subcategories that are part of each assessment:
Reading:
Overall Reading Score
Print/Phonological and Word Identification
Word Identification and Vocabulary Development
Comprehension
Literary Concepts
Language Usage:
Overall Language Score
Capitalization, Punctuation, Spelling
Writing Purposes
Writing Processes
Grammar and Usuage
Math:
Overall Math Score
Math <6
Number, Operation, and Quantitative Reasoning
Patterns, Relationships. And Algebraic Thinking
Geometry and Spatial Reasoning
Measurement
Probability and Statistics
Underlying Processes and Mathematical Tools
Math >6
Number, Operation, and Quantitative Reasoning
Patterns, Relationships, and Algebraic Thinking
Geometry and Spatial Reasoning
Measurement
Probability and Statistics
Underlying Processes and Mathematical Tools
Rti Guidelines 10-11
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Comparative Data to Inform Instructional Decisions
MAP Scores
Mathematics
Higher Achievement
NWEAMedian
½ standard deviation
1 standard deviation
Lower Achievement
2
3 4 5 6
7 8 9
10 11
198 210 223 234 241 249 255 258 262 265
190 204 216 226 233 240 246 249 253 256
185 198 209 219 226 232 238 240 244 247
179 192 203 212 219 225 230 233 237 239
174 186 197 205 211 216 221 223 226 228
169 181 191 198 203 208 212 214 217 218
164 175 184 191 196 200 204 205 208 209
A student score at or above the following scores on a 6+ Mathematics Survey with Goals test suggests student readiness for:
230 Introduction to Algebra
235 Algebra
245 Geometry
Reading
Higher Achievement
NWEAMedian
½ standard deviation
1 standard deviation
Lower Achievement
2
3 4 5 6
7 8 9
10 11
201 212 220 227 232 236 239 241 244 245
193 205 214 220 225 230 233 235 238 240
186 198 207 213 219 222 226 228 231 233
179 192 201 208 213 217 220 222 226 227
173 185 193 200 205 208 212 214 217 218
167 178 187 193 198 201 205 206 209 210
160 172 180 186 191 194 198 199 202 203
Language Usage
2
3 4 5 6
7 8 9
10 11
202 212 220 226 230 233 236 238 240 242
Higher Achievement 193 205 214 220 224 228 231 233 235 237
187 199 207 214 218 221 225 226 228 230
NWEAMedian
180 193 202 208 213 217 220 221 223 225
½ Standard Deviation 175 186 195 201 205 209 212 213 215 217
1 standard deviation 169 180 188 195 199 202 206 206 208 210
Lower Achievement 163 174 182 188 193 196 199 200 202 204
General science
Rti Guidelines 10-11
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Utilizing MAP as Part of the Universal Screener—Mock Scenerios
The following scenarios are outlined to give some guidance on when to place students on at least Tier 2
for additional academic and/or behavioral support:
Scenario # 1: A 3rd grade classroom teacher has a significant concerns about one of her student’s
recent MAP scores in math. Reading scores were at grade level, but the student scored a 160 on the
math MAP. Areas of concern included number sense and operations. 1st grade teacher reports that
this student struggled with 1st grade Math TEKS in these same areas. Student is currently not
identified on the Tiers.
Looking at the MAP comparative data for Math, a score of 160 is one or more standard deviations from
the norm score of 179 for a second grader:
Mathematics
Higher Achievement
NWEAMedian
½ standard deviation
1 standard deviation
Lower Achievement
2
3 4 5 6
7 8 9
10 11
198 210 223 234 241 249 255 258 262 265
190 204 216 226 233 240 246 249 253 256
185 198 209 219 226 232 238 240 244 247
179 192 203 212 219 225 230 233 237 239
174 186 197 205 211 216 221 223 226 228
169 181 191 198 203 208 212 214 217 218
164 175 184 191 196 200 204 205 208 209
This student should be identified as a Tier 2 student per MISD guidelines. A Tier 2 deep intervention
plan should focus on the particular areas in which the student scored significantly lower than the norm as
evidenced by the MAP math test.
Scenario # 2: A 6th grade classroom teacher has a significant concern about a student in her math
class who scored a 200 on the math MAP. Student had been identified as a student with a learning
disability in math calculation in grade 2. He received math resource in math from grade 2-5, at
which time he was dismissed from special education. He was placed on Tier 3 per recommendation
of the FIE with a deep intervention plan in math application. This particular student took the
SDAA II in math off grade level in both third grade and 4th, and passed, and in 5th grade took the
TAKS-M and passed. He is now slated to take a grade level math TAKS in the spring of his sixth
grade year.
Looking at the MAP comparative data for Math for this student, a score of
Mathematics
Higher Achievement
NWEAMedian
½ standard deviation
1 standard deviation
Lower Achievement
Rti Guidelines 10-11
2
3 4 5 6
7 8 9
10 11
198 210 223 234 241 249 255 258 262 265
190 204 216 226 233 240 246 249 253 256
185 198 209 219 226 232 238 240 244 247
179 192 203 212 219 225 230 233 237 239
174 186 197 205 211 216 221 223 226 228
169 181 191 198 203 208 212 214 217 218
164 175 184 191 196 200 204 205 208 209
16
The campus Rti committee would want to look closely at his current deep intervention plan that was
drafted in 5th grade for math application. Other benchmark data such as released SDAA II and TAKS-M
would be reviewed to ensure that this plan is still appropriate for the student’s areas of concern.
Scenario # 3: A 2nd grade teacher is concerned about the MAP reading scores for one of her
students who repeated 1st grade. Reading MAP score was a 170, which is less than one standard
deviation from the norm.
Although this student’s scores are less than a standard deviation, we do have to keep in mind that this
student is one year older, and if this student were in grade 3, the score would be 1.5 standard deviations
below, which would be significantly below level. The teacher would want to look at other types of data to
see if this student might need to be considered for Tier 2 support. Otherwise, the teacher would want to
monitor closely this student at Tier 1.
Reading
Higher Achievement
NWEAMedian
½ standard deviation
1 standard deviation
Lower Achievement
2
3 4 5 6
7 8 9
10 11
201 212 220 227 232 236 239 241 244 245
193 205 214 220 225 230 233 235 238 240
186 198 207 213 219 222 226 228 231 233
179 192 201 208 213 217 220 222 226 227
173 185 193 200 205 208 212 214 217 218
167 178 187 193 198 201 205 206 209 210
160 172 180 186 191 194 198 199 202 203
Scenario #4: A team of core teachers for a student in grade 10 are concerned about recent MAP
reading and math scores. The student is significantly behind the norm in both reading and math.
This student just came to us from out of state, and did not appear to be receiving any type of
academic supports.
Scores for this student are underlined below:
Reading
Higher Achievement
NWEAMedian
½ standard deviation
1 standard deviation
Lower Achievement
Rti Guidelines 10-11
2
3 4 5 6
7 8 9
10 11
201 212 220 227 232 236 239 241 244 245
193 205 214 220 225 230 233 235 238 240
186 198 207 213 219 222 226 228 231 233
179 192 201 208 213 217 220 222 226 227
173 185 193 200 205 208 212 214 217 218
167 178 187 193 198 201 205 206 209 210
160 172 180 186 191 194 198 199 202 203
17
Mathematics
Higher Achievement
NWEAMedian
½ standard deviation
1 standard deviation
Lower Achievement
2
3 4 5 6
7 8 9
10 11
198 210 223 234 241 249 255 258 262 265
190 204 216 226 233 240 246 249 253 256
185 198 209 219 226 232 238 240 244 247
179 192 203 212 219 225 230 233 237 239
174 186 197 205 211 216 221 223 226 228
169 181 191 198 203 208 212 214 217 218
164 175 184 191 196 200 204 205 208 209
The campus Rti would want to choose the appropriate level of Tier support that would most math this
student’s needs. In light of the TAKS expectations for this student, it is possible that this student might
need to move to a Tier 2 plan to address both math and reading needs.
Rti Guidelines 10-11
18
McKinney ISD
Rti
Section 2: The Campus Problem-Solving Team
Including Deep Intervention Planning and
Progress Monitoring
as Part of the Rti Process
Rti Guidelines 10-11
19
RTI Campus Coordinator’s Responsibilities and Organizational Suggestions
The RTI Campus Coordinator will be responsible for coordinating RTI activities on the campus level.
Typical responsibilities include the following:









Ensure that every identified RTI student will have an intervention plan (including a behavior
intervention plan if needed.
Ensure that the students’ intervention plans will be evaluated and updated at least once during the
school year.
Maintain a database of all identified students will be kept and updated regularly.
Maintain an RTI folder for every student and all intervention plans and information concerning a
student will be kept in this folder.
Review steps in the process and desired outcomes with individual teachers and teams.
Facilitate consensus-building with the campus RTI team.
Establish and follows-though with a schedule of RTI meetings throughout the school year.
Enhance communication among staff members in regard to individual statements in the RTI
process.
Ensure parental involvement and informed consent.
Rti Guidelines 10-11
20
Organization of the Campus RTI Team
The Rti is a school based problem-solving group created to provide cooperative assistance to students,
teachers, support personnel, and administrators on an individual and group basis. This team provides
teacher-to-teacher support to assist in identifying concerns, determining a solution, and providing
strategies for working with all students in support of the Rti Model of Response-to-Intervention.
The team is designed to:
o Help regular education teachers individualize instruction to meet the needs of all students
using the framework of the Response to Intervention model.
o Develop intervention strategies that are true interventions to be used by the classroom
teacher.
o Monitor and evaluate the effectiveness of those strategies and methodologies.
o Facilitate communication among teachers within a building and with parents of student in
the RTI process.
o Generate a constructive, problem-solving attitude among teachers.
o Increase teachers’ skills in working with all students.
o Identify (according to state guidelines) and develop intervention strategies for at-risk
students.
o Work collaboratively with Other Special Programs such as Special Education and 504.
Membership of the Early Intervening Team
The campus administrator determines the membership of the Early Intervening Team, although
recommended participants are mentioned below:
Suggested Team Membership:
 School Administrator
 Reading Teacher
 Instructional Specialist
 General Education Teachers to represent each grade level
Additional Team Members When Appropriate:
 Special Education Teacher
 Campus Evaluation Team Member
 School Psychologist
 Speech Therapist
Participation in the RTI Meeting Process:

All established members of the Campus RTI are present for the respective
student(s) and provide input into the discussion.

Meetings should be help at regular intervals such as every week, every four weeks,
etc.

The Campus RTI should use a problem-solving approach to reviewing each student
in the RTI Process. A summary of this process is summarized on the following
pages. RTI is a continual process in which some students will remain in the RTI
process as long as the need exists.
What is the problem?
Did it work?
Why is it
happening?
What should be done about it?
Rti Guidelines 10-11
22
Problem-Solving as Part of the RTI Process
The key components to the RTI problem-solving process are as follows:
Identify the Problem
 Screen students and collect data
 Review school-wide academic and behavioral data
 Identify students with problems
 Define the problems
Determine why the problem exists
 Analyze and interpret data
 Identify specific skill area deficits
 Formulate hypothesis
Create an Action Plan
 Develop a goal oriented intervention plan
 Establish measurable expectations
 Match interventions to student needs
 Assign responsibility for implementation
 Determine frequency, group size and start date for intervention
 Specify performance measurements such as PGM/CBM based on goals
established
Establish an Implementation Plan
 Apply intervention strategies
 Monitor and document student progress following time and frequency
guidelines
 Maintain data documentation
 Modify and revise as needed
Evaluate and Re-target
 Review progress through documented data
 Determine success of interventions
 Establish new action plan or revise current plan
 Make placement recommendations
Special Notes about Deep Intervention Planning and Progress Monitoring: To document the RTI
student’s response or non-response (or limited response) to this level of instruction, repeated assessments
(Progress Monitoring-PGM) on those skills of interest should be completed at regular intervals in time.
Steps for PGM/CBM are as follows:

Step 1: Formulating Deep Intervention Plan--select appropriate goals for students related to a
specific area(s) of concern such as academic and/or behavior. Academic areas include: Basic
Reading, Reading Fluency, Reading Fluency, Written Language, Math Calculation, and Math
Reasoning/Application. Utilize test data from DIBELS, DRA, and MAP that corresponds to the
specific area(s) of concern to determine the instructional level for student.

Step 2: Select appropriate tests (called probes) for the student's grade and skill level. Each probe
contains different but equivalent items and assesses skills taught from the beginning of the year to
those taught at the end of the year. As the year progresses, students should get more items correct on
each subsequent probe. The key to charting data is to ensure that probes are given over a period of
time, and that intervention phases or other changes in the curriculum are noted in the results.
The district preferred method of PGM/CBM for Tier 3 students is AIMSweb. Currently MISD has
a subscription to AIMSweb to monitor reading, writing, and math that all teachers have access to.

Step 3: Administer and score probes at intervals established in the MISD Rti protocol for Tiers 2-3.
Probes are administered and scored the same way every time to ensure that the scores are reliable
(that is, suggest that a student will achieve a similar score if the test was re-administered) and valid
(that is, that the targeted skills are the ones being tested).

Step 4: Graph the scores. Graphing is an integral part of using PGM. By watching their progress in
such an easily understood format, students can see the relationship between their effort and their
increased academic proficiency. Teachers are also able to make quicker instructional decisions by
looking at a student's graph rather than relying on a list of scores.
 Anytime that information can be provided such as the typical performance of the same age/grade
peers in relation to the RTI student’s performance, include this information in the chart and/or
graph.

Step 5: Make instructional decisions based on PGM data. Teachers can determine whether an
educational intervention is working or needs to be changed. Data should be analyzed to determine the
effectiveness (or lack of response) to the current Individual Intervention Plan. Many times it will be
necessary to adjust the deep intervention to better address the deficit skill area(s).
After a reasonable period of time, should students not appear to be responding to intervention, it may
be appropriate to refer the student for Tier 4 special education through an FIE (including speech and
language testing) or general education dyslexia testing through 504.

Step 6: Communicate progress. Provide students, parents, and other educational professionals with
information about student progress throughout the school year using PGM/ CBM data and graphs.
24
Guiding Questions During The Problem-Solving Process
Questions asked during the review of a student should include the following:
For Student new to the RTI Process:
1. What is the presenting problem? How does this student compare to others in
his/her class?
2. Was the concern described in specific, measurable terms meaningful for
intervention?
3. Were the Goal(s) established for the student outlined in specific, measurable
terms meaningful for intervention?
4. Was a method for measuring progress toward the goal (desired level of
performance) included in the RTI plan?
5. Is at least one person assigned to support the teacher in implementing the
Individual Intervention Plan?
6. What is the frequency (of often) in which the progress of that student is
measured?
7. Have the parents of the student receiving intervention been made aware and had
the opportunity to be involved in the intervention process?
8. Has a date for review of the Individual Intervention Plan including progress
monitoring gathered as part of the IIP been specified?
For Students With Social Skill/Behavior Concerns:
1. What are some positive behavioral supports that have already tried with this
student? What was the outcome of these supports?
2. What have you thought about trying? Is there a formal student behavior plan
already in place?
3. During what period of time would we get the best picture of the target problem?
4. What does this student do well? Is there a time of the day in which the target
problem is not as severe?
5. How much of the target behavior are you seeing now?
6. What time frame and location will be used for baseline determination?
7. Will the measure be the number of incidents, duration of incidents, other?
8. How will data be collected, and by whom?
For Students already in the RTI Process:
1. What interventions have been tried?
2. How long have these interventions been tried?
3. What was the result of the interventions?
4. What additional interventions could be attempted?
5. Why (or why not) will these additional interventions be tried and for how long?
6. What is the RTI Campus Committee’s recommendation for the next step?
For Students who has not responded to attempted interventions (From Jim Wright’s RTI
Toolkit)
1. Was the problem stated in clear, measurable, observable terms?
2. Were interventions with the student research-based?
3. Was the intervention(s) carried out as designed with a high level of quality
(fidelity)?
25
4. What was the number of intervention plans tried, and what type of time lines
were associated with these plans?
5. Was the plan implemented for a long enough period of time to demonstrate
whether it was effective?
6. Was the student’s progress monitored regularly in each of the problem areas
identified? If so, what type of progress monitoring data was collected?
Special Note: For Students Who are Being Considered for Accommodations Through RTI
(Such as Non-504 or Special Education dyslexia students who are receiving Bundled
Accommodations, etc.)
1.
2.
3.
4.
5.
6.
What accommodations are used by the student during instruction and assessments?
What are the results of classroom assignments and assessments when accommodations are used
versus when accommodations are not used? If a student did not meet the expected level of
performance, is it because he or she did not have access to necessary instruction, did not receive
appropriate accommodations, or received accommodations that were ineffective?
What is the student’s perception of how well the accommodations worked?
What combinations of accommodations seemed to be most effective?
What are the difficulties encountered in the use of accommodations?
Has the RTI documented these accommodations needs within the RTI documents?
For non-504 or special education dyslexia student, please complete the following:
 MISD Elementary/Middle School/High School RTI Accommodation Plan (available on the RTI
shared drive)
 Documentation of Oral Administration (District Initiated Form)
Note: Refer to Section on “Additional Referral Considerations” for detailed
information for Tier 4 referral considerations, including discussion of “Prior Written
Notice.
26
McKinney ISD
Rti
Section 3: Tier 3 Intervention,
Tutoring, and Progress
Monitoring Protocol Guidelines
27
Tier 3 Intervention, Tutoring, and Progress Monitoring Protocol Guidelines
For the 2010-2011 school year, Tier 3 tutoring will no longer be funded by the special population
department. Campuses are asked to maintain documentation as done in previous years. Below is a
summary:

Use highly trained professionals, including para-educators, to deliver instruction and provide
intervention, based on the McKinney ISD Rti Tier 3 Protocol.
RTI Tier 3 Tutors Will Agree to:
 Provide at least 30 minutes, 3 times a week during or outside of the school day systematic and
explicit instruction per the McKinney ISD recommended Rti Tier 3 resources and progress
monitoring guide.
 Small group instruction with no more than 3 students.
 Instruction should be in addition to core curriculum, not in place of.
 Administer district-approved probes during each tutoring session starting with administration of
survey-level assessments when appropriate.
 Maintain a detailed Tier 3 log regarding interventions provided and progress monitoring probes
administered.
28
McKinney ISD
Recommended RTI Tier 3 Interventions and Progress Monitoring Protocol
Code:
RB=Resource Book
WB=Work Book
RB=Resource Book
FC=Flipchart
CAI=Computer Assisted Instruction
CAR=Computer Assisted Resource (Typically in CD format)
Kit-Program Kit
http address listed=Internet Resource
Note: Please check with your Campus RTI Coordinator or the District RTI Coordinator if you have any questions or concerns regarding what
resources are available on your particular campus.
Area of Concern
Basic Reading
Phonemic Awareness
Intervention Resource






EARobics Computer Program Step 1 (CAI, Ages 47), Step 2 (CAI, Ages 7-10)
My Reading Coach Computer Program (CAI, Grades
1-12)
Lexia by Lexia Learning Systems (CAI, Grades K12)
Stepping Stones to Literacy by Sopris West (Kit,
Grades Grades PreK-1, Including ELL)
Reading Recovery Best Practices for Phonemic
Awareness
Read Well by Sopris West (Kit Grades K-2).
Progress Monitoring Resource
AIMSweb TEL (Test of Early
Literacy) by Pearson (CAR)
o Letter Naming fluency
(LNF)
o Letter Sound Fluency
(LSF)
o Phonemic Segmentation
Fluency (PSF)
o Nonsense Word Fluency
(NWF)
AIMSweb Spanish Early Literacy
measures
o Lettter Naming fluency
o Letter Sound Fluency
o Syllable Segmentation
Fluency
o Syllable Reading Fluency
o Syllable and Word
Spelling
o Oral Reading fluency
Phonics














Reading Fluency
Reading Fluency


Phonics Lessons by Fountas and Ppinnell
(Workbook, Graades K-3)
EARobics Computer Program Step 1 (CAI, Ages 47), Step 2 (CAI, Ages 7-10)
My Reading Coach Computer Program (CAI, Grades
1-12)
Lexia by Lexia Learning Systems (CAI, Grades K12)
The Six-Minute Solution Primary Edition by Sopris
West (Kit, Grades 1-3)
The Six-Minute Solution Intermediate Edition by
Sopris West (Kit, Grades 3-8)
The Six-Minute Solution Secondary Level by Sopris
West (Kit, Grades 6-12)
Stepping Stones to Literacy by Sopris West (Kit,
Grades Grades PreK-1, Including ELL)
Sound Partners by Sopris West (Kit, Grades 1-3)
Reading A-Z Reading Phonics found
http://www.readinga-z.com (Requires a subscription)
Phonics and Spelling Through Phoneme-Grapheme
Mapping by Sopris West (Workbook, Grades K-3)
Read Naturally Phonics by Read Naturally (Kit or
CAI, Grades .8-2.7)
Reading Recovery Best Practices for Phonics
Read Well by Sopris West (Kit Grades K-2).
My Reading Coach Computer Program (CAI; Grades
1-12)
Read Naturally/English by Read Naturally (Kit or
AIMSweb Test of Early Literacy
(TEL)
o Letter Naming fluency
(LNF)
o Letter Sound Fluency
(LSF)
o Phonemic Segmentation
Fluency (PSF)
o Nonsense Word Fluency
(NWF)
AIMSweb Spanish Early Literacy
measures
o Lettter Naming fluency
o Letter Sound Fluency
o Syllable Segmentation
Fluency
o Syllable Reading Fluency
o Syllable and Word
Spelling
o Oral Reading fluency
Quick Phonics Screener Best Practices
AIMSweb Oral Reading Fluency (RCBM)
30
CAI, Grades 1-8)
DRA:
 Read Naturally/Spanish by Read Naturally (Kit or
o Reading Accuracy
CAI, Grades 1-4.5)
o Reading Fluency
 Practicing Basic Kills in Reading by Sopris West
(RB, Grades K-12)
 Quickreads by Pearson Learning (Kit,Grades 2-4)
 Lexia by Lexia Learning Systems (CAI, Grades K12)
 Practicing Basic Skills in Reading by Sopris West
(RB, Grades K-12)
 The Six-Minute Solution Primary Edition by Sopris
West (Kit, Grades 1-3)
 The Six-Minute Solution Intermediate Edition by
Sopris West (Kit, Grades 3-8)
 The Six-Minute Solution Secondary Level by Sopris
West (Kit, Grades 6-12)
 Reading A-Z Reading Fluency http://www.readingaz.com (Requires a subscription)
 Great Leaps Reading by Great Leaps (Kit K-12)
 Reading Recovery Best Practices for Reading
Fluency
 Readers Theater Best Practices
 Texas Adolescent Literacy Academies Best Practice
Instructional Routines (Workbook, , Grades 6-8)
 Reading Advantage by Great Source (Kit, ,Grades 612)
 Read Well by Sopris West (Kit Grades K-2).
Oral Language/Listening Comprehension
 Lexia by Lexia Learning Systems (Grades K-12)
Vocabulary
 Vocabulary Through Morphemes by Sopris West
DRA:
(Kit w/ CAR, Grades 6-8)
o Reading Accuracy
 The Multiple-Meaning Vocabulary Program by
Sopris West (Kit Grades 7-12)
MAP:
 Daily Oral Vocabulary Exercises by Sopris West
o Word Analysis and
(Kit, Grades 6-12)
AIMSweb Oral Reading Fluency (RCBM)
31
Vocabulary






Reading Comprehension
Reading Comprehension
DRA:
o Reading
Comprehension
MAP:
o Literal Comprehension
o Interpretive
Comprehension
o Literary Response and
Analysis












Early Vocabulary Connections, Level 1 by Sopris
West (Kit, Grades K, Including ELL)
Early Vocabulary Connections, Level 2 by Sopris
West (Kit, ELL Grade 1-2)
Take AIM! Vocabulary by Read Naturally (Kit,
Grades 4/5)
Reading A-Z Reading Phonics http://www.readingaz.com (Requires a subscription)
Reading Recovery Best Practices for Oral Language
Reading Advantage by Great Source (Kit, ,Grades 612)
QuickReads by Pearson Learning (Kit, Grades 2-4)
Comprehension Upgrade by Learning Upgrade (CAI,
Grades 5-12)
Read Naturally/English by Read Naturally (Kit or
CAI, Grades 1-8)
Read Naturally/Spanish by Read Naturally (Kit or
CAI, Grades 1-4.5)
Read 180 (CAI, Grades 6-12)
Reading A-Z by Verticy Learning found
http://www.readinga-z.com (Requires a subscription).
Spanish and French versions also available.
Study Island Reading by Study Island (CAI Grades
2-11), Includes Spanish Grades 3-6).
Reading A-Z Reading Phonics found
http://www.readinga-z.com (Requires a subscription)
Guided Reading Best Practices from Fountas and
Pinnell’s Guided Reading: Good First Teaching for
All Students.
Reading Recovery Best Practices for Reading
Comprehension
Reading Advantage by Great Source (Kit, ,Grades 612)
The Comprehension Took Kit by Harvey & Goudvis
AIMSweb Reading Comprehension
(R-MAZE)
32

Written Expression
Writing Content
MAP
 Writing Strategies
 Writing Application
and Style




Mechanics, including
Spelling


MAP
 Writing Mechanics
 Writing Grammar




Math Computation
Math Computation
MAP
 Number Sense and
Operations



(Kit, Grades K-2 or 3-6)
Read Well by Sopris West (Kit Grades K-2).
Handwriting without Tears (Kit, Grades K-4)
Step up to Writing by Sopris West (Kit/CAI, Primary
and Intermediate, Grades K-12)
Teaching Basic Writing Skills by Sopris est
(Workbook, Grades K-12).
Basic Writing Skills by PCI (Workbook Grades K12)
MTA by MTS Edmar (Kit, Grades 2-12)
Spelling SMART! A Ready-to-Use Activities
Program for Students with Spelling Difficulties by
Cynthia M. Stowe (WB, Grades
Spell Link/Spell 2 by Learning by Design (Kit &
CAI, Grades 2-Adult)
Phonics and Spelling Through Phoneme-Grapheme
Mapping by Sopris West (RB, Grades 4-6)
Letter Tiles for Phonics and Spelling by Sopris West
(Kit, Grades 4-12)
Spellography by Sopris West (Kit, Grades 5-7)
First Step in Mathematics by STEPS Professional
Development—Edith Cowan University (Kit, Grades
K-5)
Envision Intervention System by Pearson (CAR,
Grades K-5)
Other Tier 3 products previously approved by MISD
will need to be revisited on a case-by-case basis with
the District Rti Coordinator and the District Math
Content Coordinators.
AIMSweb Written Expression
(WE)
AIMSweb Spelling (Spelling CBM)
TEKSING Toward TAKS --Mini
Assessments or Homework Assessments
by Deborde and Thompson Software
(Student should be accessed at
Instructional TEKS level versus Grade
Level).
AIMSweb Test of Early Numeracy
(TEN-CBM) when appropriate
 Oral Counting
 Missing Number
 Number Identification
 Quantity Discrimination
33
Math Reasoning
Math Application
MAP
 Patterns, Functions,
and Algebra
 Measurement
 Geometry and Spatial
Sense
 Data Analysis
statistics, and
Probability
 Problem Solving




First Step in Mathematics by STEPS Professional
Development—Edith Cowan University (Kit, Grades
K-5)
Envision Intervention System by Pearson (CAR,
Grades K-5)
Larson Math (CAI, Grades 6-12)
Other Tier 3 products previously approved by MISD
will need to be revisited on a case-by-case basis with
the District Rti Coordinator and the District Math
Content Coordinators.
TEKSING Toward TAKS --Mini
Assessments or Homework Assessments
by Deborde and Thompson Software
(Student should be accessed at
Instructional TEKS level versus Grade
Level).
34
McKinney ISD
Rti
Section 4: Documentation for the RTI Process (Workflow)
McKinney ISD Rti/At-Risk Documents
Required Rti/ At-Risk Forms (Found on the RTI
Shared Drive)
 RTI Checklist (Rti Shared Drive)
 Tier 2-3 Documentation including Rti
Committee Deliberations and Deep
Intervention Plans (Rti Shared Drive)
 Health Information (eSped)
 Information from Parent English/Spanish
(RTI Shared Drive)
 Appropriate Informal Teacher Checklist
(RTI Shared Drive)
 Existing Evaluation Data-Observation
Data
 Notice and Receipt of Procedural
Safeguards (Rti Shared Drive)
 ARD Guide and Receipt of ARD Guide
(Rti Shared Drive)
 Teacher receipt of Rti plan (Rti Shared
Drive)
As-Needed (AllFound on the RTI Shared
Drive)
 Release of Confidential Information
 Prior Written Notice
 Positive Behavior Support Plan (Tier 2
and/or Tier 3)
 Speech & Language Referral Forms
 Culturally & Linguistically Diverse
Forms-Parent and Teacher
 RTI Transfer of Folders
 Notice and Consent for Screening
English/Spanish
 General Education Homebound Forms:
State of Texas Eye Report
Required Documentation For Students who meet
criteria for “At-Risk” (Found on the RTI Shared
Drive)
 Rti/At Risk Plan (Formerly AR-110)
If a student has not responded to Tiers 1-3 efforts per current Rti plan, then a
referral to one of the following areas might be considered. Additionally,
students in 504 or special education may also be part of Tiers 1-3 for new areas
of concern not otherwise previously addressed in their IEP or IAP (for 504).
Dyslexia Referral
*Obtain these forms from
the RTI Shared Drive
once the Rti committee
has recommended a
dyslexia referral.
504 Referral
*Required Forms Found on
e 504 and the RTI Shared
Drive
Special Education Referral
*Obtain these forms from your campus
assessment team member once checklist
is reviewed by the district Rti committee

Notice of FIE
 Consent for FIE
 RTI Informed Consent Services
by the LSSP
36
Rti Folder Organization and Labels Designation
An Rti folder should be maintained containing hard copies of all RTI documentation, including recent
data available. It is recommended that campuses consider using a binder or multi-layer folder for students
in Tier 3, especially those referred for Tier 4 testing.
1. Student Name and Id Number-On outside of folder
• Always use legal name for all documents and folders.
2. TIER Documentation from oldest info on bottom to most recent tier info on top.
3. General Ed. Homebound folders, DNQ, Dismissed, and Student Moved to 504 Folders can be sent to
the Special Populations Records Clerk at Greer Annex for storage.
4. Transfer of folders
 Rti/At-Risk Folders for all students moving to other campuses for the upcoming school year
should be placed in the cum file prior to the district-assigned “folder swap” (typically mid
June). All other folders should have the form found on the following page affixed to the
folder. These folders will be transmitted personally to the incoming campus.
 If a student is moving outside of the district, it is most preferable to include all Rti/At-Risk
information in the cum file to ensure that the incoming school district receives this
information.
5. RTI Labels
• Please attach the blue RTI label on cum folder for each RTI student.
• Additional labels can be obtained by emailing Helen Marshall @Greer. Some of these
stickers may have RTI versus Rti on them.
• Example:
EIT/RTI
Date(s) staffed at RTI
_______________
___________ ___________
_______________
___________ ___________
37
Special Note for students who meet Texas At-Risk eligibility:
Please attach the green At-Risk label on cum folder for each RTI student.
• Example:
At-Risk
Indicator #_______________
Date Entered: __________
Date Exited:__________
38
McKinney Independent School District
Transfer of RTI Folders
From: _____________________
Campus: _______________
To: _____________________
Campus: _______________
Date of Transfer:
__________________________________________________________
Students:
*Attach RTI/At-Risk Spreadsheet Data
Special Notes:
Received By: ________________________________________ Date: _________
39
McKinney ISD
Rti Process
Section 5: Additional Referral Considerations Part I-At-Risk, Dyslexia, and Special Education
40
Referral Procedures for Students that Currently Meet Criteria for At-Risk:
McKinney ISD expects that each student who enters school will graduate from High School and be
academically and vocationally prepared to compete in the real world. When a student is struggling
academically or participates in behaviors that might keep him/her from graduating, we become concerned.
All students who meet criteria for At-Risk will be part of the RTI process. Once identified, interventions
and supplementary services are designed to give the student the extra support he/she may need at the Tier
level that is appropriate. Student success is monitored and adjustments are made as needed.
Responsibilities of the campus Rti team in regard to students who meet criteria for At-Risk are as follows:
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Led by the campus administrator, the campus Rti team will establish procedures for identification
of students who are at-risk as determined by state criteria as part of the district Rti process
Every identified at-risk student will have an intervention plan developed at the beginning of each
school year on the Tier level that is most appropriate for each student’s individual need. This plan
will be maintained in the student’s Rti folder. For many At-Risk students who would not
otherwise be considered part of the Tier system, then campuses will use the Rti/At-Risk Plan
found on the Rti shared drive for documentation.
The Rti Campus Coordinator or an appointed Rti team member with the support of the campus
administrator will be responsible for the implementation of the campus plan.
This plan will be reviewed at least once annually.
Existing plan can roll forward for students when appropriate.
A database of all identified students will be kept and updated regularly via RTI Spreadsheet This list will
be provided to the campus attendance clerk in October for PEIMS reporting.
The State has developed criteria (Senate Bill 702) for helping us identify these students who are at-risk of
dropping out of school. A student at risk of dropping out of school includes each student who is under 21
years of age and who:
1. Is in pre-kindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness
test or assessment instrument administered during the current school year.
2. Is in grade 7, 8, 9, 10, 11 or 12 and did not maintain an average equivalent to 70 on a scale of 100 on
two or more subjects in the foundation curriculum during a semester in the preceding or current school
year or is not maintaining .such an average in two or more subjects in the foundation curriculum in the
current semester.
3. Was not advanced from one grade level to the next for one or more school years.
4. Did not perform satisfactorily on an assessment instrument administered to the student under
Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed
on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of
satisfactory performance on
that instrument.
5. Is pregnant or is a parent.
41
6. Has been placed in an alternative education program in accordance with Section 37.006 during the
preceding or current school year.
7. Has been expelled in accordance with Section 37.007 during the preceding or current school year.
8. Is currently on parole, probation, deferred prosecution, or other conditional release.
9. Was previously reported through the Public Education Information Management System (PEIMS) to
have dropped out of school.
10. Is a student of limited English proficiency, as defined by Section 29.052.
11. Is in the custody or care of the Department of Protective and Regulatory Services or has, during the
current school year, been referred to the department by a school official, officer of the juvenile court, or
law enforcement official.
12. Is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments.
13. Resided in the preceding school year or resides in the current school year in a residential placement
facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter,
psychiatric hospital, halfway house, or foster group home.
42
Referral Procedures for Students with a Suspected of Dyslexia:
Prior to the campus RTI committee recommending a dyslexia referral, the campus RTI coordinator should
review existing documentation with the campus dyslexia teacher. See Section 8 in this manual as well as
the RTI shared drive for specific handbook and form information.
Referral Procedures for Students with a Suspected 504 Eligibility:
For students with a documented disability that appears to substantially limit one or more of life functions
such as walking, breathing, learning, etc., a referral for 504 eligibility is made prior to discussing 504
services and accommodations. The Section 504 program in MISD is explained in detail later in this
handbook. Should a student not meet criteria for 504, then student would be considered for assistance
through the Rti.
Referral Procedures for Students with Suspected Disability Condition or an
Additional Disability Condition:
Timelines for Referral
A written report of a Full and Individual Evaluation for the purposes of Special Education services shall
be completed not later than the 60th calendar day following the date on which the MISD receives written
consent for the evaluation by the student’s parent or legal guardian.
Special Note: For summer referrals, All Tier documentation should be completed to May 1st 2009 in
order to appropriately complete assessment.
General Education Responsibilities for Referrals
1. The general education teacher will consider, prior to referral, all support services available
including but not limited to tutorial, remedial, compensatory, and other services.
2. The general education teacher will discuss, consider, and document student educational concerns,
alternatives available and options considered.
3. If the options tried were not successful, the general education teacher should complete a referral
packet. All required information will be completed by the local campus staff with appropriate
signatures and dates. Required information includes “ A Guide to the Admission, Review and
Dismissal Process” given to parents. The student’s referral data shall be maintained for
documentation purposes within the student’s Special Education eligibility folder.
Special Education Responsibilities for Referrals
1. When the completed packet is received from general education, the date of
receipt is documented.
2. The evaluation person determines the appropriate evaluation instruments and
contacts appropriate Special Education personnel to assist and/or conduct the
evaluation.
3. The evaluation person conducts the evaluation and completes the Full and
Individual Evaluation written report. The appropriate campus personnel are notified when the
report is completed.
Disability Criteria
The term “student with a disability’ means a student has been evaluated and determined
to have a disability of mental retardation, a hearing impairment including deafness, a speech or language
impairment, a visual impairment including blindness, an emotional disturbance, an orthopedic
impairment, autism, a traumatic brain injury, a specific health impairment, a specific learning disability,
deaf-blindness, or a multiple disability, and who, because of that impairment, needs Special Education
and related services. If it is determined through an appropriate evaluation, that a child has one of the
disabilities, but only needs a related service and not Special Education, the child is not considered a
student with a disability.
Age Ranges for Student Eligibility
Services will be available to all eligible students ages 3-21. Services will be made available to eligible
students on their third birthday. A free appropriate public education will be available to students with
visual or auditory impairments from birth in accordance with the Texas Education Code. Graduation with
a regular high school diploma pursuant to TAC §89.1070 terminates a student's eligibility to receive
services. An eligible student receiving Special Education services who is 21 years of age on September 1
of a school year shall be eligible for services through the end of that school year or until graduation with a
regular high school diploma, whichever comes first.
Referral Procedures for Students suspected of meeting criteria for Autism:
"Autism" means a developmental disability significantly affecting verbal and nonverbal communication
and social interaction, generally evident before age 3, which adversely affects a student's educational
performance. Other characteristics often associated with autism are engagement in repetitive activities and
stereotyped movements, resistance to environmental change or change in daily routines, and unusual
responses to sensory experiences. The term does not apply if a child's educational performance is
adversely affected primarily because the child has a serious emotional disturbance. Students with
pervasive developmental disorders are included under this category.
There are primarily three types of assessments completed for students with a suspected ASD depending
upon the need of the student.: Observation, Screening, and Evaluation Possible Scenarios that may be
encountered and appropriate course of action—
1. Outside Report with evaluation and an ASD Diagnosis or Outside Report Suggests Possible ASD
or Need for Additional ASD Testing
Campus:
We just received an outside report saying that Johnny has autism. What should we do?
Answer:
1. Send outside report to Dianne Bitter, AU Assessment Diagnostician
2. Dianne will assign the case to an AU member
3. The AU staff will get back to the campus RTI coordinator and/or teacher within
3 school days with an action plan on “how” to gather data
a. The action plan may include, but not limited to: classroom observation, campus
consultation, parent consultation, and screener. If after gathering this data, it does not
appear that a special education referral is appropriate, a Prior Written Notice (Refusal To
Provide Services) form will be completed.
b. If additional information is needed, this information will be outlined in a written
response back to the campus RTI. This may necessitate putting the student on the TIER
process or going straight to the referral process.
2. Campus Expresses Some Concerns about a Possible ASD
Campus
We have behavioral, social and academic concerns about Johnny. He appears to demonstrate some of the
characteristics of autism. What should we do?
Answer:
1. email Dianne Bitter and appraise her of your concerns and request her input
2. after some dialogue, she may recommend that you initiate the TIER process
3. since “behaviors” may be the primary concern, contact your campus LSSP for a consultation and/or
assistance in writing a BIP
Campus:
What if we’re ready to go straight to the referral process or if a student has already been through the TIER
process and we’re now ready to refer?
Answer:
1. email or call Dianne Bitter ~ An Autism team member will need to attend that planning meeting
with the parent
3. Parent Expresses Some Concerns about a Possible ASD
Campus:
Johnny’s parents called me today and said they were concerned he might have autism? What should we
do?
Answer:
1. If the school does not have similar concerns, meaning they believe Johnny is working and
functioning well within his grade level (all diagnostic testing results indicate on level), then the
campus would follow the same process they would for any parent request. If a referral for an FIE
is not appropriate because there is no need for specially designed instruction, a Prior Written
Notice (Refusal to Provide Services) form should be completed.
2. If the school does concur with parent concerns, start the RTI process
a. for AU – contact Dianne Bitter
Deaf-Blindness – (DB)
Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such
severe communication and other developmental and education problems that they cannot be
accommodated in Special Education programs solely for students with deafness or students with
blindness.
A student who is deaf-blind is one who based on evaluations:
1. meets the eligibility criteria for auditory impairment and visual impairment above,
2. meets the eligibility criteria specified for Auditory Impairment and Visual Impairment.
If the auditory impairment cannot be demonstrated conclusively, and if a Speech/
Language Pathologist, indicates there is no speech at an age when speech would
normally be expected, or has documented hearing and visual losses that, if
considered individually, may not meet the requirements for auditory impairment, but
the combination of such losses adversely affect the student’s educational
performance; or
3. has a documented medical diagnosis of a progressive medical condition that will
result in concomitant hearing and visual losses that without Special Education
intervention, will adversely affect the student’s educational performance.
Referral Considerations for a Suspected Auditory Impairment:
Deafness means a hearing impairment that is so severe that the child is impaired in
processing
linguistic information through hearing, with or without amplification, which adversely affects a
student's educational performance.
Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely
affects a student's educational performance but that is not included under the definition of deafness in
this section.
A student with an auditory impairment is one who has been determined to have a serious hearing loss
even after corrective medical treatment or use of amplification. The evaluation data reviewed by the
multidisciplinary team in connection with the determination of a student's eligibility based on an
auditory impairment must include:
 an otological examination performed by an otologist or a licensed medical doctor
with documentation that an otologist is not reasonably available.
 an audio logical evaluation by a licensed audiologist shall also be conducted.
 This evaluation shall include a description of the implications of the hearing loss for
the student's hearing in a variety of circumstances with or without recommended
amplification.
When considering students who have auditory impairments, a professional certified in the education of
students with auditory impairments will be assigned to assist in determining appropriate areas of
evaluation, developing appropriate evaluation techniques, conducting evaluations when appropriate and
interpreting data to insure consideration and understanding of the educational, psychological, and social
disability.
Referral Procedures for Significant Cognitive and Adaptive Behavior Concerns, Including
Considerations for Eligibility for Mental Retardation:
The Campus RTI Coordinator should contact the campus-assigned Assessment Team member if there is a
concern regarding significant cognitive and adaptive behavior deficits for a student. The informal teacher
checklist should be used as part of the data collection regarding academic concerns and adaptive behavior.
The assessment team member will assist the Campus RTI Coordinator with securing informed consent to
ensure that the parents and guardians are aware that a request for an FIE may lead to a possible eligibility
of mental retardation.
Mental retardation means significantly sub-average general intellectual functioning
Existing concurrently with deficits in adaptive behavior and manifested during
the developmental period that adversely affects a child's educational performance.
A student who has mental retardation is one who is functioning two or more standard
deviations below the mean on individually administered scales of verbal ability and other
performance or nonverbal ability, and who concurrently exhibits deficits in adaptive
behavior.
Referral Procedures for Student Suspected of Multiple Disabilities
Multiple Disability means concomitant impairments (such as mental retardation-blindness,
mental retardation-orthopedic impairments, etc.) the combination of which causes such
severe educational problems that the problems cannot be accommodated in Special
Education programs solely for one of the impairments. This does not include deafblindness.
A student with multiple disabilities is one whom has a combination of disabilities included
in this section and who meets all of the following conditions:
1. The student’s disability is expected to continue indefinitely, and
2. The disabilities severely impair performance in two or more of the following
areas:
 psychomotor skills
 self-care skills
 communication
 social and emotional skills
 cognition
Students who have more than one of the disabilities but who do not meet the criteria for
multiple disabilities shall not be classified or reported as having multiple disabilities.
Referral Procedures for Students Suspected of an Orthopedic Impairment
Orthopedic Impairment means a severe orthopedic impairment that adversely affects a
student’s educational performance. The term includes impairments caused by congenital
anomaly (e.g. clubfoot, absence of some member, etc.), impairments caused by disease
(e.g. poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g.
cerebral palsy amputations, and fractures or burns that cause contractures, etc.).
The multidisciplinary team of a student’s eligibility based on an orthopedic impairment must
include a licensed physician.
Additionally, when OI is suspected, it is critical to have both academic and behavioral intervention data to
document this type of referral. Documentation from the student’s physician alone may ne be sufficient
to assist with determining an eligibility condition.
Referral Procedures for Students Suspected of a Learning Disability:
Specific Learning Disability means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may manifest itself in an
imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term
includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
Students who are suspected of a specific LD should go through the Tier Process as described in this
manual.
Referral Procedures for Students with a Suspected Speech and Language Impairment:
Speech or language Impairment means a communication disorder, such as stuttering, impaired
articulation, a language impairment, or a voice impairment, that adversely affects a student's educational
performance.
The multidisciplinary team that collects or reviews evaluation data in connection with the determination
of a student's eligibility based on a speech impairment must include a certified speech/ language therapist,
or a licensed speech/language pathologist. Please see additional information listed on the Rti shared drive
regarding the referral process
Referral Procedures for Students with a Suspected Traumatic Brain Injury:
Traumatic Brain Injury means an acquired injury to the brain caused by an external physical force
resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects
the student's educational performance.
The term does apply to open or closed head injuries resulting in impairments in one or more areas, such
as: cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving;
sensory, perceptual and motor abilities; psychosocial behavior; physical functions; information
processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or
brain injuries induced by birth trauma.
The multidisciplinary team that collects or reviews evaluation data in connection with the determination
of a student's eligibility based on a traumatic brain injury must include a licensed physician, in addition to
the licensed or certified practitioners specified below:
a Licensed Specialist in School Psychology (LSSP), an Educational Diagnostician, or other appropriately
certified or licensed practitioner with experience and training in the area of the disability.
Referral Procedures for Students Suspected of a Visual Impairment:
Visual Impairment including blindness means impairment in vision that, even with
correction, adversely affect a student's educational performance. The term includes both
partial sight and blindness.
VI referrals are intended to assist students maximize their vision. Often, the primary referral source
for VI referral is the school nurse who identifies concerns during the vision screening for all students
at the beginning of the school year. Areas of concern include but are not limited to:
 Early problems with reading
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Student holds reading material closer than 12-14 inches in order to read
20/60 – 20/80 on the vision screening conducted by the nurse
Student has multiple impairments
Report from an outside source including the parent or a physician
A. The visual loss should be stated in exact measures of visual field and corrected
visual acuity at distance and at close range in each eye in a report by a licensed
ophthalmologist or optometrist. The report should also include prognosis whenever
possible. If exact measures cannot be obtained, the eye specialist must so state and
give best estimates. In meeting criteria in §300.7, a student with a visual impairment
is one who:
1. has been determined by a licensed ophthalmologist or optometrist:
a. to have no vision or to have a serious visual loss after correction, or
b. has a progressive medical condition that will result in no vision or a serious
visual loss after correction.
2. has been determined by the following evaluations to have a need for special
services:
a. functional vision evaluation by a professional certified in the education of
students with visual impairments or a certified orientation and mobility
instructor. The evaluation must include the performance of tasks in a variety of
environments requiring the use of both near and distance vision, and
recommendations concerning the need for a clinical low vision evaluation and
an orientation and mobility evaluation, and
b. a learning media evaluation by a professional certified in the education of
students with visual impairments. The evaluation must include
recommendations concerning which specific visual tactual, and/or auditory
learning media are appropriate for the student, and whether or not there is a
need for ongoing evaluation in this area.
B. A student who has a visual impairment is functionally blind if, based on the preceding
evaluations, the student will use tactual media (which includes Braille) as a primary
tool for learning to be able to communicate in both reading and writing at the same
level of proficiency as other students of comparable ability.
Referral Procedures for Students with Suspected OHI Eligibility, including Attention Issues:
Other Health Impairment means having limited strength, vitality, or alertness including a
heightened alertness to environmental stimuli, that results in limited alertness with respect
to the educational environment that is due to chronic or acute health problems including but
not limited to: asthma, attention deficit disorder, attention deficit hyperactivity disorder,
diabetes, epilepsy, a heart condition, rheumatic fever, nephritis, sickle cell anemia,
hemophilia, lead poisoning, or leukemia, and adversely affects the student’s educational
performance.
The multidisciplinary team that collects or reviews evaluation data in connection with the
determination of a student’s eligibility based on Other Health Impairment must include a
licensed physician. Additionally, when OHI is suspected, it is critical to have both academic and
behavioral intervention data to document this type of referral. Documentation from the student’s
physician alone may ne be sufficient to assist with determining an eligibility condition.
Referral Procedures for Students with a Suspected Emotional Disturbance:
The student with an emotional disturbance is one who exhibits one or more of the
following characteristics over a long period of time and to a marked degree that
adversely affected a student’s educational performance:
1. an inability to learn that cannot be explained by intellectual, sensory, or health
factors;
2. an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
3. inappropriate types of behavior or feelings under normal circumstances;
4. a general pervasive mood of unhappiness or depression; or
5. a tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. It does not apply to students who are socially maladjusted, unless it is
determined that they also have a serious emotional disturbance. Additionally, when ED is suspected, it
is critical to have both academic and behavioral intervention data to document this type of referral.
Documentation from the student’s physician alone may ne be sufficient to assist with determining an
eligibility condition.
Special Note: The Role of MISD LSSP in the RTI Process:
How To Access the LSSP:
1. Elementary and Middle School Evaluation staff (Diagnostician or LSSP) will be the first contact
by the Campus RTI Coordinator if there is a concern on his/her campuses
2. The campus diagnostician will email the assigned LSSP within one working day to notify the
LSSP of a need.
3. LSSP will contact campus personnel and copy the campus evaluation staff member within two
working days with some possible times/dates she will be able to come out to the campus.
4. The LSSP will prioritize 911-type situations (such as students who are physically aggressive to
self and others). Based on the concerns of the campus, if she is unable to meet the campus needs
within 5 school days due to current timeline evaluation issues, then she will send out an SOS to
the other LSSPs to see if someone could swap out cases.
5. The campus RTI coordinator will supply to the campus diagnostician and campus-assigned LSSP
copies of RTI intervention efforts. This documentation may include Tier 1-3 worksheets, parent
data, teacher checklist, teacher observation data, behavior checklists, a Tier 2 Positive Behavior
Support Plan, a Tier 3 Positive Behavior Support Plan, or any of the strategies discussed in the
2008-2009 RTI/Rti Behavior Support Workshop compiled and presented by Ganel Caldwell
(7/28/2008, 10/13/2008, 11/10/2008).
The campus-assigned LSSP may recommend various course of action with a specific time period
for implementation such as additional intervention strategies, data collection, and/or a classroom
observation. It is the responsibility of the campus RTI to collect this data and forward on to the
campus-assigned LSSP in the time frame recommended by the LSSP. If the campus RTI
coordinator is unsure about the type of documentation needed, he or she will refer to the District
RTI Coordinator prior to the LSSP being contacted by the campus diagnostician.
6. Should the LSSP or campus RTI recommend a classroom observation, then the campus RTI will
secure the McKinney ISD LSSP Informed Consent form prior to the observation.
7. A written summary of the LSSP’s findings will be presented to the RTI campus coordinator to be
discussed as part of the student’s RTI plan.
McKinney ISD
Rti Process
Section 6: Additional Referral Considerations Part II-Private School, Home School, Homeless, Culturally/Linguistically
Diverse, Retention/Promotion, and General Education
Homebound
Additional Concerns
Referral Procedures for Students in Private School, Home School, and/or Proportionate Share:
The term “proportionate share services” refers to special education services provided for parentally-placed
private school children with disabilities enrolled by their parents in private, including religious, schools or
facilities that meet the definition of elementary school under federal regulations. The determination of the
proportionate share of Federal funds available to serve parentally-placed private school children with
disabilities under 34 CFR 300.133(b), including the determination of how the proportionate share of those
funds is calculated by the McKinney ISD based on a funding formula provided by the Texas Education
Agency.
School districts are responsible for Child Find for students enrolled in private schools or who are home
schooled within the district’s attendance zone. Students who reside outside the district’s attendance zone
but attend a private school with the zone are eligible for special education services from the district. In
McKinney ISD, all requests for evaluation for private/home school students will come from the Special
Populations Coordinator to the Campus RTI Committee.
The Campus RTI Coordinator should work with parent to consider if a request for an FIE is appropriate.
If a student is having academic difficulties due to a suspected language disability, it is necessary to have
intervention data in order to determine if a student has a disability condition and a need for specially
designed instruction. Therefore, it is necessary for the campus RTI to gather as much information about
the child’s current levels of performance, grades, attendance, etc. as part of this data collection.
Should the RTI not recommend an FIE, Prior Written Notice should be given to parent.
Following a Full, Individual Evaluation, the campus ARD Committee meets to determine eligibility, the
need for specially designed instruction, and offer FAPE if the student qualifies for services.
Private/home school students who are ages 5-21 may receive special education services through a service
plan (rather than an ARD/IEP) based on the current McKinney ISD Proportionate Share Services Plan.
Typically, eligibility for these services is based on eligibility from the previous school year. Students
who become eligible during the current school year are eligible during the upcoming school year.
Referral Procedures for Head Start and Pre-K Children:
1. Head Start has a referral procedure in place for children placed in that program.
• Initial screening should be done within 45 days (not necessary for children who are already
being served through Special Education).
• Those who pass screener are done; no further action is required.
• Those who failed will need to be re-screened within another 45 days.
• Those who pass the re-screen are done. Those who failed will be referred to RTI via their
teacher.
• After referral through RTI, the campus speech pathologist will complete the speech/language
evaluation for all Head Start children. The campus assessment person will complete any
cognitive/achievement tested needed for children age 4 and older. The Preschool Evaluation
Team will complete play-based assessments for 3-year olds needing more than
speech/language testing.
2. Pre-K children should be referred to the campus RTI via their teacher. After referral through RTI, the
campus speech pathologist will complete the speech/language evaluation and the campus assessment
person will complete any cognitive/achievement tested needed.
3. Contact the campus assessment staff and/or speech pathologist for children with unique needs.
Referral Procedures for Culturally/Linguistically Different (CLD) Students:
The following forms must be completed for students who meet the following criteria-• Home language is other than English
• History of second language use
• Previous placement in a Bilingual or ESL classroom or being monitored by ESL staff.
These forms include:
• Parent Questionnaire
• Teacher Questionnaire
• Checklist of Language Skills for Use With Limited English Proficiency Students (BICS and
CALPS)
The information obtained from these forms yields important information regarding the student’s language
environments as well as exposure to social and academic language. Should the campus RTI committee
refer this student for special education evaluation, the information from the above forms will be
incorporated into the evaluation process.
The information gathered through use of the BICS/CALP checklist is utilized to compare Basic
Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency Skills
(CALPS). When assessing a student’s communication skills, experts such as Jim Cummins differentiate
between social and academic language acquisition. The concept of BICS and CALP is important to
consider. The BICS and CALP checklists are utilized to make observational judgments regarding
language usage and should be taken into account along with the results of more formal assessment.
Referral Procedures for Students With Suspected or Know At-Risk Eligibilities -Referral Procedures for Students that meet McKinney-Vento criteria for Homeless
The Campus RTI Coordinator should work with the campus homeless coordinator to ensure that all
appropriate avenues have been considered for that student.
Retention/Promotion Considerations in the Rti Process:
As part of the RTI process, the campus RTI committee will also discuss issues such as retention, At-Risk,
and other related topics related to student progress. MISD Promotion and Retention Philosophy
Statement:
 We believe in helping all MISD students reach their greatest potential and succeed at learning and
life.
 We believe in early interventions to maximize the opportunity for student success.
 We believe retention decisions should be based on multiple forms of data and analysis as well as
the child’s developmental level and self-concept. This includes collaboration with parents and
other contributing members of the child’s educational experience.
 Grade retention should be considered in conjunction with an individual student plan only after
documented intervention efforts have proven ineffective.
Promotion/Retention Committee


Students should not be referred to the Promotion/Retention Committee until after March 1.
Once a student is referred to the Promotion/Retention Committee, the Retention/Promotion
Checklist is given to the teacher. The teacher schedules a meeting with the parent to fill out the
checklist. The checklist should be filled out with the teacher and parent working together.

The teacher gathers additional documentation about student:
o Promotion/Retention Checklist (filled out by teacher and parent together)
o Copy of the report card
o Copy of DIBELS, DRA, TAKS, Nine-Week Assessments or any other pertinent
assessment
o Light’s Retention Scale, if needed for additional documentation
o Samples of student’s work
o RTI Interventions and screening information
o Attendance Report
o Any other documentation needed

Parent referrals for retention will be directed to the assistant principal. All documentation will be
gathered and reviewed before a decision for or against retention is made. The assistant principal
will schedule the Retention Conference inviting the parent and the teacher.

The principal schedules a meeting with the teacher to review documentation, develop a proposed
recommendation for promotion or retention, and begin a list of pros and cons surrounding the
recommendation.

The teacher schedules a meeting with parents, administrator, teachers, and any other professionals
who have pertinent information about the child being discussed. This meeting should be
scheduled no later than the third week in May. The teacher will attempt three times to get the
parent to attend the meeting with the third attempt by certified letter. If the parent will not attend
the meeting after the third attempt of notification, the meeting will go on as scheduled.

The Promotion/Retention Committee will formulate a recommendation with a list of Pros and
Cons. Summary and Recommendations sheet (pg. 25) is filled out and signed by all parties. If the
parent disagrees with the recommendation, an appeals meeting will be scheduled within one week.
All parties may present additional information regarding the promotion/retention of the student.
The final decision regarding student retention will be made by the principal. There will be no
appeals to this decision.

Student is referred back to RTI. An Individual Retention Plan (IRP) or an Individual Promotion
Plan (IPP) will be developed by RTI for the student.

The teacher shares the IRP or IPP with the parent for additional input prior to the start of the
upcoming school year.
MISD Promotion and Retention Process
Students who demonstrate potential for grade retention should be referred to the RTI (Rti) early in the
school year so that appropriate interventions will be implemented.
Before grade retention can be considered, a student should have completed Tier Two interventions. The
RTI will decide if a student needs to be considered for grade retention. If so, the student will be referred
to the school Promotion/Retention Committee. If not, the student will continue in the Tier process
through RTI. 3rd and 5th grade students who fail TAKS will be addressed through the Grade Placement
Committee.
The campus Promotion/Retention Committee will consist of the teacher, the parent, and the campus
assistant principal. Other educational personnel can be included if needed. Referrals to the
Promotion/Retention Committee may be made after March 1. Once a referral is initiated by the RTI, the
Promotion/Retention Checklist will be given to the teacher, and the teacher will schedule a meeting with
the parent to fill out the survey together (face-to-face). The teacher will gather the following
documentation before the official Promotion/Retention conference:
 Promotion/Retention Checklist (filled out by teacher and parent)
 Copy of the report card (rubric scores should reflect non-mastery of the curriculum)
 Copy of DIBELS, DRA, TAKS, Nine-Week Assessments or any other pertinent assessment
 Light’s Retention Scale, if needed for additional documentation
 Samples of student’s work
 RTI Interventions and screening information
 Attendance Report
 Any other documentation needed
Parent referrals for retention will be directed to the assistant principal. All documentation will be
gathered and reviewed before a decision for or against retention is made. The assistant principal will
schedule the Retention Conference inviting the parent and the teacher.
When documentation is gathered, the administrator will schedule a staff Promotion/Retention meeting so
that the teacher and administrator can discuss documentation and proposed Promotion/Retention decision.
A preliminary list of Pros and Cons will be developed at this time.
The teacher will schedule the Promotion/Retention Committee Meeting with the parent, teachers,
administrator, and any other professionals who have important information about the student no later than
the third week in May. Three attempts will be made to get the parents to attend the meeting with the last
attempt being a certified letter. If the parent does not respond, the committee will proceed with the
conference and the decision.
At the Promotion/Retention Conference, the teachers, parents, administrator, and any other professionals
who have important information about the student will share all documentation and concerns. The
Explanation and Analysis of the Retention/Promotion Checklist (pp.27-48 in The Retention/Promotion
Checklist) will be used to help the committee generate a recommendation of Other promotion or retention
of the student and a list of pros and cons surrounding the committee decision. Any decision will have
pros and cons for the student. These factors are weighed out to make a placement recommendation that is
in the best interest of the individual student.
Once a recommendation is made, the Retention/Promotion Checklist: Summary and Recommendations
(p. 25) will be filled out. Parents have an opportunity to Other agree or disagree with the committee
recommendation. Our goal is to make a recommendation that is mutually agreeable to all parties. If
parents do not agree with the committee recommendation, they may appeal the decision to the campus
principal. If parents appeal, the appeal meeting should be scheduled within a week of the original
meeting. Committee members will be allowed to bring any additional information that will support or
refute the original recommendation. The final decision will be made by the principal. There will be no
further appeals.
Once a decision is made to Other promote or retain a student, the Retention Committee will send the
documentation and recommendation back to the campus Rti coommittee where an Individual Retention
Plan (IRP) or an Individual Promotion Plan (IPP) is included where appropriate. The IRP or IPP is a plan
of action for each student, which includes program interventions and services. The teacher will share the
plan with parents in order to get their input and support prior to the beginning of the upcoming school
year.
MISD Checklist for Promotion/Retention
Teacher refers student to campus Rti Team because of concerns.
Tier 1 interventions are implemented.
Tier 2 is considered if student is still not progressing as expected.
Tier 2 interventions are implemented.
Campus Rti team decides if retention should be considered. If yes, the student is referred to the
Promotion/Retention Committee. If no, the student continues with current interventions or moves
to Tier III.
____________________________________
RTI Coordinator/Date Signed
____________________________________
Campus Administrator/Date
__________________________________
Referring Gen. Ed. Teacher/Date
Referral Procedures for Students With Suspected Homebound Needs:
Purpose of the Program
Any student who is served through the general education homebound program must meet the following
three criteria:
is expected to be confined at home of hospital bedside for a minimum of four consecutive weeks.
for medical reasons only
medical condition is documented by a physician licensed to practice in the United States
Students served through GEH at home/hospital bedside must be served by a certified general education
teacher.
Eligibility for Homebound Services
Information collected at the time of referral needs to be sufficient for the RTI committee (minimum
members would be the parent, administrator, teacher familiar with the student and the RTI Coordinator)
to make a decision regarding the need for homebound services. If the referral information is not sufficient
to make decisions about homebound eligibility and/or educational needs, the RTI committee may ask for
additional information. A physician must provide a statement that indicates the student will be confined
to home Other for four consecutive weeks or a total of four weeks throughout the school year (chronic
homebound services). Example of a student requiring homebound services would be a student who has
been in an automobile accident and is unable to attend school for the entire day due to medical
limitations.
Initiating Homebound Services
An RTI Committee meeting must be held to review the medical information and to recommend
homebound services. If a student is referred for homebound services due to psychological concerns, an
LSSP will be invited to the meeting to offer suggestions that may be needed and to discuss the transition
back to school following homebound services.
Health Considerations
The campus nurse reviews all medical information provided to the RTI Committee prior to the provision of
homebound services. Students are generally provided homebound services when they are no longer
infectious or contagious so as not to compromise the health of staff members or other students in the
program. Students with long term infectious conditions can be served by staff members through the use
of reasonable precautions. Reasonable precautions include methods such as universal precautions,
masks and gowns. In cases where a long term infectious condition exists, detailed medical information
may be required which could include an evaluation by a district contracted physician. The precautions
taken during the provision of homebound services will be determined collaboratively by the following
coordinators: Risk Management/Occupational Health Services, Student Health Services and District
RTI Coordinator.
Educational Program
Curriculum offered during homebound services may or may not be an exact duplication of the student's
current schedule, depending upon the characteristics of the student's illness and the specific course
requirements. The RTI Committee will give first priority to providing instruction in all subject areas. If
a recommendation is made to eliminate any subject area(s) from the student's homebound services, the
minutes of the RTI Committee will describe the rationale for each course dropped. When necessary, a
tutor may be hired to provide homebound services in specific subject areas at the high/senior high level
(i.e., foreign language, science & math classes). The RTI deliberations must include the specific course
recommendations of the committee. If any changes are made during the time that homebound
services are provided, an RTI Committee meeting must be convened to document the changes in
the program.
The student receives instruction in the home until he/she is physically able to return to school. A
graduated re-entry may be considered with reduced homebound services continuing during the
transition.
Homebound teachers will arrange a schedule with the parents and contact the student's campus-based
teacher(s) for assignments. The homebound teacher will return the completed work to school. Tests and
quizzes will be monitored as in a school setting. If a student requires homebound services for longer than
the school year, there is no guarantee that the student will have the same homebound teacher each year.
Assignments, Grading and Attendance
The teacher of record at the home campus will provide assignments, tests/quizzes and grades. The
homebound teacher will consult with the home campus teacher, as requested, to determine grades.
While receiving homebound services, the student will not be marked absent by the home campus. The
homebound teacher will document the student's attendance. Students will accumulate absences when
homebound teaching sessions are missed due to cancellation by the student/parent. The homebound
teacher will make up sessions when it is necessary for her/him to cancel the session. Since students get
credit for 5 days of school attendance with 4 hours of homebound services per week, an unexcused
absence from a homebound session could count as much as 2.5 days absence.
Amount of Time Served per Week Eligible Days Present
Earned per Week:
one hour
one day present
two hours
two days present
three hours
three days present
four or more hours
four days present (4-day week)
five days present (5-day week)
Student and Parent Expectations / Responsibilities
A responsible adult must be in the home during each homebound session and a quiet, smoke-free
environment during the visit is required. Homebound instruction sessions may need to be
rescheduled if the student or other family members become ill with contagious conditions, such as
strep throat, flu, etc., or if an adult cannot be present during the scheduled session. The parent
should contact the homebound teacher to reschedule sessions or to make different arrangements
when sessions are cancelled. If this does not occur, the student will be counted absent. While
receiving homebound services, a student may not hold a job or attend campus functions without
permission from the campus administration. Parents and students may contact the home campus
teachers during the provision of homebound services. Arrangements to complete unfinished work
following homebound services will become the responsibility of the student upon returning to
school.
Returning to School (Homebound)
If a student is not able to return to school at the time indicated by the physician in the initial eligibility
paperwork, verification from the physician of the need for an extension will be required. Gradual
transitions back to the campus may be arranged if recommended by the physician and the RTI Committee.
The homebound teacher will assist the family in arranging a supportive return to the campus. A release
signed by the physician indicating that the student is able to attend school is required prior to the student
returning to the campus.
Documentation for General Education Homebound
Forms can be found on MOSS. A checklist for required documents is on the next page.
Checklist for General Education Homebound
Retain in the Student’s RTI Folder
GE Homebound Referral
GE Homebound Doctor Documentation
RTI-100 RTI Deliberations for General Education Homebound
GE Homebound Placement Form
GE Homebound Assignments
____________________________________
RTI Coordinator/Date Signed
____________________________________
Campus Administrator/Date
__________________________________
Referring Gen. Ed. Teacher/Date
McKinney ISD
Rti Process
Section 7: Additional Referral Considerations Part III-(RtI) Considerations for Students in Special Education and 504
(RtI) Considerations for Students in Special Education and 504
The outcome and intent of RtI is identification, and therefore special education remains its own entity
that "occurs" subsequent to "trying RTI."
From the NASDSE: There are two overarching goals of RtI. The first is to deliver evidence-based
interventions and the second is to use students’ response to those interventions as a basis for determining
instructional needs and intensity. Special education eligibility decisions can be a product of these efforts,
but is not the primary goal. Using RtI as the data base for making that decision, special education services
(i.e., what does this student need?) are determined by the student’s rate of response to intervention and the
size of the gap that exists between the student and the benchmark.
As a result, identification is not about the student’s label, but rather about determining what interventions
are most helpful in closing the gap in a timely manner. Special education services can be a means to
providing effective intervention services for students, but are inherently linked to instructional efforts that
occurred in general education.
Students that have already been identified as eligible for special education students are still theoretically
part of the Tier system as “Tier 4” students. This group of students is similar to Tier 3 students in the
regard that these students have an Individual Education Plan (IEP) that acts as the deep intervention plan
(Individual Intervention Plan).
However, due to additional academic and/or behavioral needs that arise for students that are eligible for
special education, there may be the need for the campus RTI to work with key special education staff such
as the campus evaluation specialist, lead special education teacher, speech therapist, or case manager to
decide the appropriate course of action.
Students that are eligible for Section 504 are also part of the Tier system as “Tier 4” students. This group
of students has a 504 plan that outlines specific accommodations that are afforded to this student as part of
their identification.
However, due to additional academic and/or behavioral needs that arise for students that are eligible for
Section 504, there may be the need for the campus 504 committee in collaboration with the campus RTI
to formulate additional RTI deep intervention plans and schedules of progress monitoring to target these
areas and document response (or lack of response) to deep intervention in these targeted areas.
Additionally, for students in 504 who may receive general education dyslexia programming, a plan should
already be in place, as well as a schedule of progress monitoring to address areas of weakness and to
substantiate student’s response (or lack of response) to the general education dyslexia program.
Figure 1.1: Flowchart for RTI Considerations for Students already identified as 504 eligible:
504 Eligible Student With
Additional Academic/and or
Behavioral Needs is
Identified by the Classroom
Teacher(s)
504 Campus Coordinators Reviews
existing data with appropriate staff
members (RTI Campus
Coordinators, Classroom
Teacher(s), previous
teachers to determine
course of action
Further action is
recommended—504
meeting is scheduled.
Data Supports the need for additional
Tier Intervention for
academic/behavioral
consideration(s).
At this meeting, the 504 Committee
incorporates Tier 1/2/ or 3
Documentation appropriate to the
area of concern into current 504
plan. A schedule
for revisiting plan is
established
as part
If reasonable progress is noted,
then
If noof
progress is noted, or student has
the student would continue with this
a slow rate of response to
plan with revisions made as needed
intervention,, then the 504 may
the 504 meeting.
recommend further
through the 504 process.
assessment such
as an FIE.
No further action
is recommended
and noted in the
504 minutes.
Student
continues
current IEP.
Figure 1.2: Flowchart for RTI Considerations for Students already identified as
Special Education eligible:
Special Education Eligible Student with Additional Academic/Behavioral Needs is Identified by
Classroom Teacher(s) or Special Education Case Manager.
RTI Campus Coordinators Reviews existing data (including previous FIE) with appropriate staff members
including the campus evaluation team member to determine the course of action.
Further action is recommended. An RTI meeting is
scheduled at which time an appropriate Tier 1, 2, or 3
Plan is determined along with a specific timeline for
reviewing. Due to the nature of the data reviewed for a
student, a move to Tier 3 may be the most appropriate.
Data supports a recommendation for an
FIE. Evaluation planning meeting is
scheduled.
No further action is
recommended and is
noted in the RTI
minutes. Student
continues with current
IEP.
Updated RTI plan is uploaded into the student’s eSPED ARD records by an IEP Amendment.
Progress for the Sped eligible student is monitored by the RTI case manager.
If reasonable progress is noted, then the student would continue
with this RTI plan with revisions made as needed through the
RTI team. Additionally, if RTI plan is significantly updated, then
this information would be recorded in the student’s ARD record,
otherwise, this information would be reported at the annual ARD.
If no progress is noted, or student has a slow rate of response to
intervention,, then the RTI case manager may choose to ask the
ARDC to review data to determine if an FIE might be the most
appropriate course of action.
The following scenarios are outlined to give some guidance on students in special education or 504 in
which additional considerations for Rti should be made:
Scenario # 1: A classroom teacher has a significant concern about the reading fluency and/or
dyslexia of her “Speech-only-Articulation” Special Education students.
The campus RTI coordinator should work with the student’s teacher(s), the campus speech therapist, and
the campus evaluation specialist (if a previous FIE exists) to review existing data. Depending upon the
outcome of that review, it would probably be most appropriate for the RTI to meet and determine at what
Tier the student should enter.
Appropriate goals relating to reading fluency should be drafted as part of this RTI plan, along with a
schedule for progress monitoring, along with a definite timeline for review. Next, an IEP amendment
would be completed by the student’s special education case manager to document the outcome of the RTI
meeting.
The RTI case manager would work with the classroom teacher to note the student’s progress on the Tier
intervention plan. If progress is noted, then no changes might be recommended by the RTI regarding the
student’s intervention plan. If slow/no progress is noted within the established timeline, then the RTI case
manager would work with the SPED case manager to schedule an ARD to discuss additional assessment,
specifically an FIE.
Scenario # 2: A classroom teacher has a significant concern about the inappropriate behavior of one
of her “Learning Disabled” Special Education students. This student currently does not have a
Positive Behavior Support Plan.
The campus RTI coordinator should work with the student’s teacher(s), as well as the campus evaluation
specialist to review existing data, especially the student’s previous FIE. Depending upon the outcome of
that review, it would probably be most appropriate for RTI to meet and determine if the student would
benefit from a Tier 1, 2, or 3 positive behavior support plan, or if a special education positive behavior
support plan or BIP would be most appropriate.
If it is determined that the student would benefit from an RTI plan, then appropriate goals relating to the
student’s inappropriate behavior should be drafted as part of this RTI plan, along with a schedule for
progress monitoring with a definite timeline for review. The RTI case manager would be responsible for
this function. Next, an IEP amendment would be completed by the student’s special education case
manager to document the outcome of the RTI meeting, including a timeframe for reviewing progress.
The RTI case manager would work with the classroom teacher to note the student’s progress on the Tier
intervention plan. If progress is noted, then no changes might be recommended by the RTI regarding the
student’s intervention plan. If slow/no progress is noted within the established timeline, then the RTI case
manager would work with the SPED case manager to schedule an ARD to discuss additional assessment,
specifically an FIE.
Scenario # 3: A 504 dyslexia student who is receiving services through the general education dyslexia
program is not making the type of progress that students in that program would typically make…
First of all, as stated earlier, for students in 504 who are receiving general education dyslexia
programming, a plan as well as a schedule of progress monitoring should already be in place for students
that are receiving general education dyslexia services to address areas of weakness and to substantiate
student’s response (or lack of response) to the general education dyslexia program.
Should this NOT be in place, then the campus 504 campus coordinator would review existing data with
the student’s teacher(s) and campus dyslexia teacher to determine the adequacy of the current deep
intervention plan. If a modified or additional deep intervention plan is needed, the 504 campus
coordinator, in partnership with the campus dyslexia teacher will draft this plan for that student that
targets specific areas of concern on the student’s instructional level.
Next, a 504 meeting would be held in which the 504 Committee would decide one of two things: To
move forward with the updated/new deep intervention plan, or to move directly to a request for additional
assessment through an FIE. Should an FIE be recommended, then the campus evaluation team specialist
should be involved with the review of existing data.
Scenario # 4: A 504 dyslexia student who is receiving services through the general education
dyslexia program is making wonderful progress in the MTA program, has scored commended on
TAKS the past two years, and has above-average grades.
If an appropriate deep intervention plan and schedule of progress monitoring has been put into place, then
the 504 committee can utilize this data along with other formal/informal data collected and reviewed for
the student to exit student from the program. However, this student may continue to need considerations
for appropriate accommodations, and therefore remain in 504 or RTI as appropriate.
Scenario # 5: A student in special education who has previously been identified as a student with an
Other Health Impairment is having significant academic difficulties in the general education
setting. Student has a Positive Behavior Support Plan hat primary addresses improving focus in
the school setting, but receives no other academic services, or receives inclusion in the general
education setting, but has no specific academic IEPs.
His special education case manager feels that this student could benefit from additional resource
time to address these deficits, and should be considered for a learning disability. This student is in
the middle of a three year reevaluation. Cross battery assessment indicates that a profile of a
student with a learning disability in reading comprehension. However, there is no current
documentation of an IEP/deep intervention that would target this area of concern.
First of all, the campus evaluation specialist would review previous evaluation data, including FIEs and
previous ARD data to determine if learning issues have been noted in previous testing or programming.
This information may be sufficient for the ARDC to recommend additional programming in resource,
especially if this student had a prior history of academic concerns in reading comprehension.
As part of the conclusions for the FIE, the evaluation specialist may determine that the student would
benefit from an RTI plan instead. In this case, the RTI would determine what Tier would best address the
academic deficits, then draft an appropriate RTI plan along with a schedule for progress monitoring.
Next, an IEP amendment would be completed by the student’s special education case manager to
document the outcome of the RTI meeting, including a timeframe for reviewing progress.
The SPED case manager would work with the classroom teacher to note the student’s progress on the Tier
intervention plan. If progress is noted, then no changes might be recommended by the RTI regarding the
student’s intervention plan. If slow/no progress is noted within the established timeline, then the SPED
case manager would schedule an ARD to revisit the data.
Scenario # 6: A student in special education who has been identified as a student with a Learning
Disability in reading comprehension is having significant academic difficulties in math in the
general education setting. Student is currently receiving resource assistance in reading.
His special education case manager feels that this student could benefit from assistance in math to
address these deficits, and should be considered for a math learning disability.
Similar to Scenario #5, the campus evaluation specialist would review previous evaluation data, including
FIEs and previous ARD data to determine if math issues have been noted in previous testing or
programming. This information may be sufficient for the ARDC to recommend additional programming
in resource, especially if this student had a prior history of academic concerns in math reasoning or math
computation.
Additionally, the evaluation specialist may determine that the student would benefit from an RTI plan
instead. In this case, the RTI would determine what Tier would best address the academic deficits, then
draft an appropriate RTI plan along with a schedule for progress monitoring. Next, an IEP amendment
would be completed by the student’s special education case manager to document the outcome of the RTI
meeting, including a timeframe for reviewing progress.
The RTI case manager would work with the classroom teacher to note the student’s progress on the Tier
intervention plan. If progress is noted, then no changes might be recommended by the RTI regarding the
student’s intervention plan. If slow/no progress is noted within the established timeline, then the RTI case
manager would work with the SPED case manager to schedule an ARD to revisit the data.
Scenario # 7: A student in special education who has been identified initially as a student with a
Learning Disability two years ago in reading comprehension is having significant behavioral
difficulties in the general education setting. Student is currently receiving resource assistance in
reading, and a positive behavioral supports are incorporated into the student’s accommodations.
Additionally, this student does have a significant medical history. Student was diagnosed with
ADHD and bipolar disorder two years ago at the time of the initial FIE, but parents were not
comfortable with pursuing a psychological evaluation or an OHI eligibility at that time, or at
subsequent annual ARDs. As mentioned above, the student does have some positive behavior
support accommodations, although danger to self behaviors in the school setting have increased.
Recently the student was hospitalized at a local psychiatric institution by parents due to some
significant behavioral occurrences that included danger to self and others. Upon the students
return to MISD, the parent has requested that a new FIE be considered, which will include
psychological testing.
The campus evaluation specialist would review previous evaluation data, including FIEs and previous
ARD data with the campus-assigned LSSP to determine the appropriate course of action. It is likely due
to the significance of the student’s behaviors that an FIE, including a psychological evaluation will be
considered, without further involvement from the RTI.
McKinney ISD
Rti
Section 8: Additional Assessment—General Education Dyslexia
Testing and/or a
Full and Individual Evaluation
Additional Assessment—General Education Dyslexia Testing and/or a Full and
Individual Evaluation
A school district has a duty to make a referral for a FIE for special education services anytime it suspects
that a child has a disability and a need for special education services under the Individuals with
Disabilities Education Act (IDEA).
If targeted interventions were tried and the child has not progressed as expected, or the child requires
services beyond what is available in general education, the child may be recommended for an FIE.
District Rti Fidelity Review Committee
Beginning this school year, MISD will initiate a District Rti Fidelity Review Committee to review all
potential initial referrals for LD and OHI prior to gaining consent from parents to move forward with an
FIE. This also applies to students that may already be part of an existing evaluation suchas as an AU
evaluation that was not previously reviewed by the DFR committee. This group will be represented by
the District Rti Coordinator, at least two members of the district evaluation team, and at least two campus
Rti coordinators. Within the committee, the members will utilize a standard review process. The
following areas will be reviewed by the committee:





Evidence of scientifically-based interventions
Fidelity of interventions
Progress Monitoring Data
Data-Based Decision Making
Considerations of Exclusionary Factors and Determinant Factors
Campuses should submit completed referral information to the District Rti Coordinator prior to
scheduling a District Rti Peer Review. Should the District Fidelity Review Committee find that an FIE is
appropriate, then the district Rti coordinator will email the campus Rti coordinator to obtain the notice
and consent from the campus evaluation team member. It is the responsibility of the campus Rti
coordinator to contact the parent to discuss the FIE recommendation. Additionally, it is best practice to
obtain these documents in person to ensure that the parent’s are giving their informed consent.
Prior Written Notice
If a child continues to experience difficulty in the general classroom after the provision of interventions,
school personnel may refer the child for a FIE for special education services. A referral for a FIE for
special education services may be initiated by school personnel, the child’s parents or legal guardian, or
another person involved in the education or care of the child. If a parent makes a referral for a FIE for
special education services, and the school decides an evaluation is not needed, the school must give prior
written notice to the parent of its refusal to evaluate.
A parent may directly ask for a FIE for special education services. A parent may begin this process of
referral by indicating in writing to the teacher or administrator that he or she believes that the child is in
need of special education services.
When to Give Parents the Prior Written Notice (Refusal) Form
Prior written notice involves informing a parent in writing of a proposed action of the school before the
school actually takes the action, or informing a parent in writing of the school’s refusal to take an action
requested by the parent.
The Individuals with Disabilities Education Act (IDEA) requires that prior written notice be given a
reasonable time (at least 5 school days) before the school proposes to initiate or change the identification,
evaluation, or educational placement of the child or the provision of a Free Appropriate Public Education
(FAPE) to the child. Prior written notice is also required when the school refuses to initiate or change the
identification, evaluation, or educational placement of the child or the provision of a FAPE to the child.
Reasons for refusing a FIE may include that the school does not suspect that the child has a disability or a
need for special education services. The school may want to give the interventions within general
An example is presented on the next page of a completed Prior Written Notice. A blank version of
this form can be found on the RTI shared drive.
Date Sent: 10/4/2010
MCKINNEY INDEPENDENT SCHOOL DISTRICT
SPECIAL EDUCATION DEPARTMENT
Prior Written Notice
IN REGARD TO IDENTIFICATION, EVALUATION, PLACEMENT, OR
FREE APPROPRIATE PUBLIC EDUCATION
TO: Parents of Susan Smith
RE: Susan Smith School: XYZ Elementary
Action
proposed or
refused:
identification: _______________________________________________________________________________
evaluation: FIE per parents request.
placement: _________________________________________________________________________________
other elements of FAPE: ______________________________________________________________________
Why action was
proposed or
refused: Campus feels that additional time is needed for implantation for the interventions
developed at the 9/1/2010 RTI meeting.
Before proposing or refusing to take the action(s), the following alternatives were considered:
Options Considered
Why Rejected
General Education
Not rejected.
General Education w/ Tier 1 Interventions
Not rejected.
General Education w/ Tier 1 Interventions & Accommodations.
Not rejected.
Evaluation procedures, tests, records, or reports used as a basis for the
proposed or
refused action:
Review of existing data, including benchmark data from 2006-2007 TAKS administration, 2006-2007 BOY, MOY, and EOY,
2007-2008 BOY scores, discipline records, cum folder, and attendance records.
Other factors relevant to the
proposal or
refusal: N/A.
The parents of a child with a disability/adult student are/is/protected under the Procedural Safeguards of the Individual with
Disabilities Education Act (IDEA).
If you need assistance in understanding this document, please call: Dr. Laura W. Simmons District at: 469-742-6329.
Notice in Understandable Language:
Federal regulations require that parents and adult students be provided prior notice in their native language or other mode of
communication each time the District proposes or refuses to initiate or change the identification, evaluation, or educational
placement of your child/you or the provision of a Free Appropriate Public Education (FAPE) to your child/you, or upon
conducting a manifestation determination.
If the native language or other mode of communication of the parent/adult student is not a written language:
The notice was translated orally or by other means to the parent/adult student in his/her native language or other mode of
communication each time the District proposes or refuses to initiate or change the identification, evaluation, or educational
placement of your child/you or the provision of a Free Appropriate Public Education (FAPE) to your child/you, or upon
conducting a manifestation determination.
If the native language or other mode of communication of the parent/adult student is not a written language:
The notice was translated orally or by other means to the parent/adult student in his/her native language or other mode of
communication on:______________ by ________________________________
Date
Interpreter
Parent/adult student verifies to the translator that he/she understands the content of this notice.
___________N.A________________________________ _________________________________________
Signature of Interpreter, if used
Date
McKinney ISD
Rti
Section 9: Child Find Obligations
McKinney Independent School District
Special Populations Department
Child Find
Date:
To:
From:
RE:
2008-2009 School Year
RTI Coordinators
Dr. Laura W. Simmons, District RTI Coordinator & District Child Find Coordinator
Child Find Legal Requirements
The McKinney Independent School District, in an effort to comply with the federal and state requirements
for Child Find, has developed the attached Child Find Log, which must be maintained. This log will
provide documentation for one of the Child Find regulations for which we are subject to audit.
Because you are one of the persons in our district who may frequently take incoming messages, it is
critical that you be made aware of the Child Find Log. Our district has chosen you as the campus Child
Find Designee to maintain the records for your campus. You will be responsible for maintaining the log
and making referrals to the appropriate agencies. Please follow the Local Procedures Checklist for Child
Find referrals. The District Child Find Coordinator must be notified of each call that is logged in order to
provide the required follow through.
The Child Find log is attached. This log will be your responsibility. I will request a copy at the end of the
school year.
*** REMEMBER: If a parent, community member, doctor, or other
individual should call to inquire about school services for an individual
between birth and 21 years of age who is not currently enrolled in school, the
Child Find Referral Log must be completed! Obtain the individual's name,
parent's name, and phone number.
For students who are currently enrolled in our district or transferring in from
another district, the inquiry or information given you must be shared with the
campus Special Education Lead Teacher. The Lead Teacher will handle this
information in an appropriate manner.
We will depend on you to assist us with this very important matter. Please call me at 469-742-6329 if
you have any questions. We appreciate your support in this effort to serve students.
McKinney Independent School District
Personnel Responsibilities
Child Find Checklist
It is the responsibility of every district employee to report any student (birth through 21 years of
age) who has or is suspected of having a disability. It is your responsibility as the Child Find
Designee at your campus to follow the reporting procedures developed by the district.
Reporting procedures will vary depending on the age and situation of the student. In all cases
documentation must be maintained regarding the referral.
Below is a checklist of steps to follow when monitoring and tracking a referral.
1. ______ When contacted by a parent, doctor, or other individual, record appropriate information
on the Child Find log.
2. ______ Fill out a Child Find Referral form and forward to appropriate party.


Send or fax the referral form to ECI (Early Childhood Intervention) if the child is
age birth to 3.
If the child is within 90 days of turning three or older, send or fax the referral form
to Sherri Winters at Greer Annex.
3. ______ Keep a copy for your records and send a copy to the District Child Find
Coordinator; Dr. Laura W. Simmons
4. _____Send a copy of your log to the District Child Find Coordinator at the end of the school year.
ECI (Early Childhood Intervention)
Phone number - 972-562-0331
Fax number - 972-547-6801
Address – PO Box 828, McKinney, TX 75070
Sherri Winters
Phone number – 469-742-6302
Fax number – 469-742-6301
Greer Annex
If you have any questions, call Dr. Laura W. Simmons
District Child Find Coordinator
at 469-742-6329
McKINNEY INDEPENDENT SCHOOL DISTRICT
CHILD FIND REFERRAL FORM
Name of Child:_______________________________________ Sex: _____________________________
Date of Birth: ______________________ Age: ________ Social Security Number __________________
Parent/Guardian: _______________________________________________________________________
Address: ___________________________________ Phone: ____________________________________
(home)
(work)
City: _________________________________________ State: ______________ Zip: _______________
Referred by: _____________________________ Relationship to child/Agency:______________________
Reason for Referral/Brief statement of Concerns: ______________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦
Referred to:
If under the age of 3
___ ECI Team Leader Fax: 972-547-6801 Attn: ECI Team Leader
If w/in 3 months of turning age 3 or older
____ Sherri Winters Send to Central Office through campus mail or fax 469-742-6301 Attn: Sherri Winters
Present Status of Child
Special Needs of Child
_____ Day Care Center
Physical: ___________________________
_____ Being Home Schooled
Vision: _____________________________
_____ Private School
Hearing: ___________________________
_____ Detention Facility
Speech/Language____________________
_____ Dropped Out of School
Emotional/Behavioral: _________________
_____ Employed in Community
Self Help Skills: ______________________
_____ In Continuing Ed Program
Medical/Health: ______________________
_____ Sheltered Workshop
Academics: _________________________
_____ At Home
Other: ______________________________
_____ Withdrawn from School
_____ Receiving Services from : __________________________________________________________
_____ Other:
__________________________________________________________________________
Date of Referral: ________________________
Mailed to ECI _____
Logged into Tracking System ____
Sent to Special Ed Contact _____
Parent Notified _____
Received by: __________________________
Follow-up date ____________________
MCKINNEY INDEPENDENT SCHOOL DISTRICT
CHILD FIND LOG
2010-2011 School Year
CAMPUS: ______________________________________
DATE
REFERRAL
MADE BY
WHOM
NAME OF
CHILD
DOB
CONTACT PERSON: ________________________________________
PARENT
NAME
ADDRESS
PHONE #
REFERRED TO