D41 RTI Process
Tier 1 Meetings
Literacy and Math specialists will provide a schedule of designated dates (approximately every 6
weeks) to conduct RTI process meetings during PLC time at each grade level.
Purpose: To discuss the implementation of the Core curriculum and any individual students who
are not progressing at the same rate as grade level peers in the Core Curriculum.
Attendees:



Grade level team teachers
Math and/or Literacy specialists
ELL teacher (if possible)
The following information in the table below will be shared at this meeting. To be time efficient,
the teacher provided information must be shared with the specialist 3 days prior to the meeting.
Specialist Provided Information



Current Literacy information (if
applicable).
Current Math assessments (if
applicable)
Previous test scores and
information (MAP, F&P, ISAT,
etc.)
Teacher Provided Information




Current assessments that might not
yet have been entered in the Data
Warehouse
Current hard copies of Fountas &
Pinnell assessments.
Classroom work samples
ELL teacher’s information
During this meeting:









The specialist will facilitate and fill out the RTI form located in the Data Warehouse.
Assign a time keeper.
Review all the data collected and begin to make hypothesis as to why student may be
struggling.
Develop an intervention plan for the student based on the current information (the student
is now considered to be Tier 2).
Document the plan information on the appropriate intervention form.
Determine progress monitoring tools, timelines and personnel.
Determine how data will be managed and shared.
Distribute Fidelity of Implementation Forms to those providing interventions.
Determine the next progress meeting: usually 6 weeks (not counting vacations) from the
time an intervention has been started.
1


The teacher will collect progress monitoring data and input it into the form in the Data
Warehouse.
The classroom teacher will notify the parent regarding the plan for interventions,
including those students targeted to receive Leveled Literacy Intervention (LLI).
An additional letter regarding LLI will be sent out by the literacy specialist;
however it is important for the classroom teacher to make the contact.
2
Tier 2 Meeting-Progress Review
The meeting will be held with grade level PLCs at a grade level meeting.
Purpose:
To review progress monitoring data collected for the intervention(s) put in place at the initial
Tier 2 meeting. This meeting should last 15-20 minutes.
Attendees:




Grade level team teachers
Math and/or Literacy specialist
ELL teacher (if available)
Psychologist (if needed, specialist will contact and invite to the meeting)
The following should be brought to the meeting:






Specialist Provided Information
Current Literacy assessments (if
applicable.
Current Math assessments (if
applicable)
Progress Monitoring Data
Fidelity of Implementation Forms
Any other data collected regarding the
child during the intervention period.
Any updated information from the
Data Warehouse since the previous
meeting.







Teacher Provided Information
Current assessments that might not
have been entered yet in the Data
Warehouse.
Current hard copies of Fountas &
Pinnell assessments.
Classroom work samples
ELL teacher’s information
Progress Monitoring Data
Fidelity of Implementation Forms
Any other data collected regarding the
child during the intervention period.
During the meeting:






The specialists will facilitate and fill out/update the RTI form located in the Data
Warehouse.
Assign a timekeeper.
Review the intervention plan as documented.
Review the data from the progress monitoring for the interventions.
Determine if the student is making progress. Did the plan work:
1. Determine level of implementation integrity.
2. Ensure quality progress monitoring data
3. Evaluate progress, level of discrepancy.
4. Determine next steps based on educational need and benefit.
If yes, determine if the intervention should be continued, with continued progress
monitoring, or if the student has made enough progress to discontinue the intervention
and return to Tier 1.
3




If no, determine if the intervention is still appropriate and the student just needs more
time, or if the student needs additional or different or more intensive interventions. If
additional/different/more intensive interventions are needed, decide the appropriate
intervention (s) and progress monitoring tools.
Document the decision on the student’s intervention form.
Set the next data review meeting date.
The classroom teacher will notify the parent regarding interventions and data
collected.
For consideration:
 If assessed student outcomes were positive and intervention integrity was positivecontinue intervention.
 If assessed student outcomes were negative and intervention integrity was negativeimplement strategies to promote intervention integrity.
 If assessed student outcomes are negative and intervention integrity was positive-modify
the intervention
The same process should be followed for each additional Tier 2 Meeting-Progress Review.
If interventions have been implemented with fidelity and the progress monitoring data
shows the child continues to not make progress, the team may determine a Tier 3 meeting
is required.
The classroom teacher is responsible for scheduling the Tier 3 meeting with the building
psychologist and for notifying the parent of the date and time of the Tier 3 meeting.
4
Tier 3 Meeting
Purpose: To develop a more intensive intervention and progress monitoring plan for those
students who are not making progress with Tier 2 interventions.
This meeting will be scheduled before school on the identified team meeting day for each
school. All specialists will make sure they are available on the selected day for the purpose of
attending Tier 3 meetings.
Attendees:





Classroom Teacher
Psychologist
ELL teacher (if appropriate)
Math and/or Literacy Specialist
Other specialists as necessary (i.e. resource/inclusion teacher, social worker, speech
pathologist)
 Parent
 Building Administrators (Principal and Assistant Principal) and Stacy Onak should be
notified of the meeting
Teachers should bring the following:




All progress monitoring data collected during the intervention time.
Fidelity of Implementation Forms
Any other data collected regarding the child during the intervention period.
Updated intervention forms in the Data Warehouse (should be filled out prior to the
meeting).
During the meeting:







The Specialist or Psychologist will facilitate the meeting depending on the nature of the
child’s area of concern.
Assign a timekeeper.
Review the previous interventions and progress monitoring data.
Develop a goal for improvement to close the achievement gap.
Develop a more intensive intervention and progress monitoring plan (weekly or biweekly data collection). Psychologist will collect and monitor data.
The Psychologist will complete the Tier 3 Intervention Problem Solving Form located in
the Data Warehouse.
Set a date for the next data review meeting (approximately 6-8 weeks unless a different
time frame is dictated by a specific intervention being used).
5
Tier 3 Meeting-Progress Review
This meeting will be scheduled before school on the identified team meeting day for each
school. All specialists will make sure they are available on the selected day for the purpose of
attending Tier 3 meetings.
Purpose:
To review progress monitoring data collected for the intervention(s) put in place at the initial
Tier 3 meeting. This meeting should last 15-20 minutes.
Attendees:






Classroom Teacher
Psychologist
Stacy Onak
ELL teacher (if appropriate)
Math and/or Literacy Specialist
Other specialists as necessary: Resource/Inclusion teacher, social worker, speech
pathologist.
 Parent
 Building Administrators (Principal and Assistant Principal), Director of Special
Education and ELL Director (if appropriate) should be notified of the meeting.
Interventionists should bring the following:




All progress monitoring data collected during the intervention time.
Fidelity of Implementation Forms
Any other data collected regarding the child during the intervention period.
Updated intervention forms in the Data Warehouse (should be filled out prior to the
meeting).
During the meeting:





Specialist or Psychologist will facilitate the meeting depending on the nature of the
child’s area of concern.
Assign a timekeeper
Review the intervention plan as documented.
Review the progress monitoring data for the interventions.
Determine if the student is making progress. Did the plan work:
1. Determine level of implementation integrity.
2. Ensure quality progress monitoring data
3. Evaluate progress, level of discrepancy
4. Determine next steps based on educational need and benefit.
6




If yes, determine if the intervention should be continued, with continued progress
monitoring, or if the student has made enough progress to discontinue the intervention
and return to Tier 1 or Tier 2 (less intensive intervention).
If no, determine if the intervention is still appropriate and the student just needs
more time, or if the student needs additional or different interventions. If
additional/different interventions are needed, decide the appropriate intervention
(s) and progress monitoring tools. Continue to collect progress monitoring data at
least weekly.
The Psychologist will update/complete the Intervention Problem Solving Form located in
the Data Warehouse.
Set the next data review meeting date (approximately 4 weeks unless a different time
frame is dictated by a specific intervention being used).
For additional consideration:
 If assessed student outcomes were positive and intervention integrity was positivecontinue intervention.
 If assessed student outcomes were negative and intervention integrity was negativeimplement strategies to promote intervention integrity.
 If assessed student outcomes are negative and intervention integrity was positive-modify
the intervention
The same process should be followed for each additional Tier 3 Progress Review Meeting.
7
Moving Beyond Tier 3
If interventions have been implemented with fidelity and the progress monitoring data shows the
child continues to not make progress, the team may determine a referral for a case study
evaluation is warranted. In this case the Assistant Principal will be notified by the psychologist
that a domain meeting needs be scheduled.
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