RTI Team Procedures
2012-2013
Iredell-Statesville Schools
Goals
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RTI Team Make-up, Goals and Responsibilities
Overview of Tier I, Tier II, and Tier III Forms and
How They Flow Into the Referral Process
Overview of the RTI Forms
Progress Monitoring Resources
Utilizing AIMSWEB and READING 3D
Provide Research Based Intervention Resources
Procedures for Parent Referrals
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Inform parents and teachers of concern.
Establish communication between parents and
teachers.
Attempt initial resolution of problems.
RTI is the replacement for
Pre-Referral Process
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Created in 1985 in response to eligibility criteria for
Special Education
The law requires that schools demonstrate the
student’s difficulties are not due to issues such as
sensory impairment, ESL issues, environmental
issues, or a lack of instruction
The law requires that schools demonstrate valid
attempts to solve the existing problem through
regular education strategies and interventions
RTI Coordinator Responsibilities
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Arrange School Wide Training on the RTI Process
Facilitate access to RTI forms
Check RtI Tier I, Tier II, and III forms for required
information
Facilitate Parental Notification
Facilitate completion of observations, vision, hearing, and
speech/language screenings
Schedule and facilitate RTI Tier III meetings in a timely
manner
Facilitate data collection and recording
RTI Coordinator Responsibilities
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Deliver completed forms to Program Specialist
if referred to Special Education
File forms in Cumulative File if not referred to
Special Education
Tier I - Core
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Interventions provided in Core classroom
during Core instructional time.
Within the 90/60 minute block.
Interventions that are preventive and proactive.
Extra support - differentiation
Standard Treatment
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Core instruction
Re-teach
Remediation
Differentiated Instruction
HYIS
Tier II
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Additional instruction beyond regular Core
class instruction.
Small groups
Instruction based on student need as a result of
continuous progress monitoring.
Progress monitoring 1 – 2 times per month
(minimum). This is student driven may need
to be more frequent.
Tier II
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FCRR intervention strategies
Corrective Reading
Reading Mastery
Read 180
VMath
Interventions not included on district
suggested list must be approved by school
based team with appropriate documentation
detailing research/evidence-based
Tier III
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Intensive Interventions
Academic and/or behavioral interventions
characterized by increased length, frequency,
and duration of implementation for students
who struggle significantly.
Begin screenings that may be needed for
referral for special education.
Tier III
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CR Plus
HillRAP
Trans Math
District provided academic and behavioral research
based interventions (I3 website & EC Psychologist
Website)
Interventions not included on district list must be
approved by school based intervention team with
appropriate documentation that the intervention is
research/evidence based.
Tier III Process
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A teacher does not place a student in the Tier
III process, the student’s data brings him/her to
the Tier III Process.
Tier III Process: Prior to Meeting 1
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Obtain copy of RtI Tier I/Tier II paperwork
and check for completeness. Make sure there
are TWO documented parent contacts with
dates.
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Parental Notification of Screening is sent (keep
copy and record date on Tier III Form).
Screening Process
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Social/Developmental History
Speech/language Screening
Vision, hearing, and health screening
Academic Observation
Functional Observation
Program Specialist Referral Checklist
RTI Process Tier III
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If Tier I vision screening is current within 6
months, record on Tier III form. If not, request
new vision screening from school nurse using
Vision Screening form
Record results on Tier III form.
Tier III Process
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Request school Speech Therapist to complete
hearing and speech language screening using
the Iredell Statesville Speech Screening
Information form.
Record on Tier III form
RTI Tier III Process
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Obtain third party Academic AND Functional
Observations:
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Academic: Observation in the classroom during
instruction in the academic/behavioral area of
concern
Functional: Observation in a noninstructional
setting focusing on the student’s ability to interact
appropriately with others, conform to conventions,
follow school procedures, etc.
Tier III Team Meeting 1
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Review Existing Data
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Attendance
ESL
Previous Evaluations
Relevant Social and Environmental Factors
Sensory Issues
Medical Information
Strategies utilized during Tier I and Tier II
Tier III Meeting 1
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Record specific Academic/Behavioral Area(s) of Concern
(skill deficits)
Determine and record what data will be used to supply
baseline and measure progress , must be consistent over the
course of the process
 If baseline data exists, assist teacher in recording this on
Progress Monitoring Chart for the student along with class
average for each data point
 If baseline data needs to be collected, such as in a
behavioral referral, assist teacher in determining how to
collect this data and plan to reconvene to discuss
interventions after data is collected
Record the current level of functioning in the area(s) of
concern
Intervention and Progress Monitoring Chart for each area of
concern
Tier III Meeting 1
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Determine appropriate Research Based
Intervention(s) to be implemented for each
area of concern
Research Based Interventions
“…have been shown through one or more valid research
studies to help a student improve academic,
behavioral/emotional or functional skills. The
interventions used prior to determining eligibility for
special education and related services must be
designed to address the skills deficiency of the
particular individual student.”
(Public Schools of North Carolina)
Research Based Interventions
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Are NOT:
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Preferential Seating
Praise and Attention
Parent Contacts
Doing MORE of the same
Shortened Assignments
Stress Ball
Research Based Interventions
Targeted assistance based on Progress
Monitoring
 Administered by the classroom teacher,
specialized teacher, or external interventionist
 Provides additional instruction and can be
individual, small group, and/or technology
assisted
Intervention Challenges
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When? Finding Time
Different implementation models at
Elementary, Middle, and High School
Must involve creativity and flexibility
Necessary to develop school intervention
resource bank
Insure intervention fidelity
RTI Tier III Meeting 1:
Development of Interventions for Cycle 1
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Record intervention to be used under “Intervention
Cycle 1” on page 3 of Tier III form
Team signs page 4
Record Date of Next Meeting to Review Progress on
page 4 of Tier III form. Must be a minimum of three
weeks
During the First Cycle of Intervention, the referring
teacher records student data and class average data on
Progress Monitoring Chart
Progress Monitoring
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Scientifically based practice used to assess student
performance and evaluate effectiveness of instruction
over time
Current level of performance is determined (baseline)
Academic performance is measured on a regular basis
(weekly) and is compared to expected rates of
learning (class average)
Interventions are adjusted to meet individual learning
needs
Tier III Meeting 2:
Review of Intervention Cycle 1 and
Development of Interventions for Cycle 2
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Review effectiveness of Cycle 1 Intervention and
record results on Tier III form under “Results of
Intervention Cycle 1”
Next Step Decisions:
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Continue current intervention if succeeding
Stop Tier III (document reason for decision and file in cum
file)
Develop new intervention for Cycle 2 and record on Tier
III form under “Intervention Cycle 2”
Tier III Meeting 2:
Review of Intervention Cycle 1 and
Development of Interventions for Cycle 2
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Team signs under “Review of Cycle 1
Interventions and Development of Cycle 2
Interventions” on page 3
Set date for next review meeting (a minimum
of 3 weeks)
During the second cycle of intervention, the
referring teacher records student data and class
average data on Progress Monitoring Chart
Tier III Meeting 3:
Review of Intervention Cycle 2 and
Determination of Need for Additional
Action
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Review effectiveness of Cycle 2 intervention
and record results on Tier III form under
“Results of Intervention Cycle 2”
Tier III Meeting 3:
Review of Intervention Cycle 2 and
Determination of Need for Additional
Action
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Record overall outcomes under Section 4 on
Review of Tier III Plan. (Tier IIIB)
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Tier III Meeting 3:
Review of Intervention Cycle 2 and
Determination of Need for Additional
Team Decision Action
Continue current interventions
 Modify interventions and continue Tier III Process
 Recommend for evaluation to IEP Committee OR
reevaluation if current EC student
 Stop Tier III process
 Other
Obtain Signatures
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Following the Final Tier III Meeting
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RTI Coordinator delivers all paperwork to EC
Program Specialist signing off on date of
delivery
EC Program Specialist reviews process for
completeness of forms and appropriateness of
interventions
Following the Final Assistance Team
Meeting
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If incomplete, EC Program Specialist returns
forms to the RTI Coordinator signed and dated
with reasons for corrective action needed
RTI Coordinator returns forms to EC Program
Specialist following corrective action
EC Program Specialist again reviews process
for completeness of forms and appropriateness
of interventions
Following the Final Tier III Meeting
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EC Program Specialist signs and records date
Tier III forms are accepted as complete
EC Program Specialist signs and records date
delivered to the IEP team facilitator
Date of delivery is Referral to EC date and
begins the 90 day timeline
Speech Language Referrals
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Issues involving articulation, voice, and
fluency, as well as a combination of language
plus one of the above issues, are referred
directly to the Speech/Language Pathologist.
Students with language issues ONLY must go
through Tier I/ Tier II.
Contact your school speech/language therapist
who will assist with intervention and data
collection suggestions.
What Do I Do When
Someone Hands Me a
Parent Referral?
Parent Referral
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Discuss the process with the parent. Make
sure the parent understands what they are
asking for.
Ask the parent what handicapping condition
he/she feels their student has.
The referral must be in writing. If the parent is
unable to put the request in writing, we are
obligated to assist him/her.
However, do not ignore verbal requests!***
Parent Referral
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Teacher Referral: 90 day timeline begins the
day the RTI paperwork is delivered to the IEP
Team
Parent Referral: 90 day timeline begins the
day the parent makes a written request for an
evaluation to determine eligibility for EC
services
Parent Referral
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Contrary to Popular Belief:
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A parent referral does NOT make the process
easier, in fact, it becomes more complicated
A parent referral does NOT remove ANY of the
required components necessary to determine
eligibility for Exceptional Children’s services
Parent Referral
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A parent referral DOES create a necessity to
perform various processes (Tier I, Tier II and
III process, interventions, evaluation)
simultaneously in order to meet the 90 day
timeline
Parent Referral
**MAKE SURE ALL TEACHERS KNOW TO GIVE
PARENT REQUESTS TO THE RTI COORDINATOR
IMMEDIATELY**
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When you receive a parent referral, immediately send the
“Parental Notification of Screening”
Notify EVERYONE:
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School Administrator
EC Program Specialist
EC IEP Team Facilitator
School Psychologist
Current Teacher
Parent Referral
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Determine what information exists and what needs to
be collected
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Is the student currently receiving services in Tier I or Tier
II? If not, the regular teacher will need to begin this
process immediately by completing the information on
page 1 of the Tier I paperwork. The regular teacher will
then immediately proceed with the Tier II process.
What screenings are needed (vision, hearing, etc?)
Arrange for screenings and observations to be completed
Parent Referral
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Schedule first Tier III meeting in conjunction
with the IEP Team Facilitator. The first Tier
III meeting will also be the EC referral
meeting (IEP Team Facilitator will invite
parent using EC invitation form)
Parent is formally invited and encouraged to
attend
Meeting should be held within 2 weeks of
request receipt
Utilize student background data sheet.
Parent Referral
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At this point the process runs the same as a
teacher referral.
Consult with Program Specialist to insure that
interventions and progress monitoring
processes are appropriate.
At the completion of the Tier III process, the
final meeting will also occur concurrently with
the EC eligibility determination meeting.