GALVESTON INDEPENDENT SCHOOL DISTRICT
RESPONSE to INTERVENTION
(RTI)
REVISED EDITION
2016-2017
RTI MADE EASY…
 Tier 1…What ALL students need…
 Tier 2…What TARGETED students need…
 Tier 3…What INDIVIDUAL students need…
Response to Intervention
(RTI)
Response to Intervention provides systematic, researched-based
instruction and interventions based upon student needs. RTI is a
general education service designed to intervene with students early to
prevent long-term academic failure.
Characteristics of RTI
 RTI IS NOT A PRE-REFERRAL FOR SPECIAL EDUCATION.
 RTI IS OUR “EVERY ATTEMPT” TO SAVE A STUDENT FROM BEING REFERRED
TO SPECIAL EDUCATION.
 There are three Tiers: Tier 1 (what ALL students need); Tier 2 (what TARGETED
students need); Tier 3 (what INDIVIDUAL students need).
 The belief is that all children can be taught using high quality instruction in the
general education setting.
 Universal Screeners are administered to all students in grades K-8th, and at-risk
students in 9th-12th.
 RTI is based on a problem-solving model that uses data to inform decision-making.
 Interventions occur early, systematically, and are implemented with fidelity.
 Student progress is monitored.
 Adjustments to instruction and interventions are made based upon data and
progress monitoring.
UNIVERSAL SCREENERS
K-12th
Reading
 TPRI administered three times a year (BOY, MOY, EOY) for grades K-2nd
Renaissance STAR Reading administered three times a year (BOY, MOY, EOY) for all
students, grades 3rd-8th, and at-risk students, grades 9th-12th

Math

Renaissance STAR Math administered three times a year (BOY, MOY, EOY) for all
students, grades 1st-8th
PROGRESS MONITORING
Reading





TPRI for grades K-2nd
Renaissance STAR Reading for grades 3rd-12th
RAZ-Kids for grades K-8th
Running Records for grades K-5th
CBA Scores/Benchmark Scores/STAAR Scores/EOC Scores
Math



Renaissance STAR Math for grades 1st-8th
TTM for grades 3rd-8th
CBA Scores/Benchmark Scores/STAAR Scores/EOC Scores
Campuses will choose progress monitoring tools according to student needs.
UNIVERSAL SCREENING
2016-2017
Grade
Levels
TPRI
BAS
K
BOY: Sept. 12th-23rd
BOY: NA
MOY: Jan. 17th-31st
MOY: Feb. 1st-15th
EOY: April 17th-28th
EOY: May 1st-12th
BOY: Sept. 12th-23rd
BOY: Sept. 26th-Oct. 7th
1st
Renaissance
STAR Reading
Renaissance STAR
Math
NA
NA
BOY: Sept. 6th-20th
NA
2nd
MOY: Jan. 17th-31st
MOY: Feb. 1st-15th
MOY: Jan. 17th-31st
EOY: April 17th-28th
EOY: May 1st-12th
EOY: May 1st-23rd
BOY: Sept. 12th-23rd
BOY: Sept. 26th-Oct. 7th
BOY: Sept. 6th-20th
NA
MOY: Jan. 17th-31st
MOY: Feb. 1st-15th
MOY: Jan. 17th-31st
EOY: April 17th-28th
EOY: May 1st-12th
EOY: May 1st-23rd
NA
NA
3rd-8th
9th-12th
Struggling
Readers
Only
NA
NA
BOY: Sept. 6th-20th
BOY: Sept. 6th-20th
MOY: Jan. 17th-31st
MOY: Jan. 17th-31st
EOY: May 1st-23rd
EOY: May 1st-23rd
BOY: Sept. 6th-20th
MOY: Jan. 17th-31st
EOY: May 1st-23rd
NA
MEETINGS
DATA MEETINGS
Who:
Campus Principal
Leadership Team
District Administrators invited as needed
What:
To identify students in need of academic/behavior interventions
When:
Following each Universal Screener/Benchmark/CBA
Where:
Campus
How:
Data set used:









Dates:
All students listed
Ethnicity
Universal Screener Scores
CBA Scores
Benchmark Scores
EOC Scores
Previous STAAR Scores, if available
Previous RTI information
Other data as determined by campus principal
To be determined by campus principal
RTI Meetings
Who:
Responsibilities:
Campus Principal
Oversee problem solving to address the needs of the
student. Ensure proper documentation and data are used
to drive interventions. Keep the focus of the meeting to
student needs and intervention delivery.
RTI Facilitator
Summarize: data, classroom performance, progress
monitoring, progress in intervention, schedule of
intervention, and review other information needed for
academic growth. Input information into the RTI
module in Skyward.
Provide classroom data which includes progress
monitoring, RTI classroom documentation logs,
intervention reports, grades, attendance, etc.
Assist with creating the intervention plan for the
individual student. Use data to formulate the best
research-based instructional strategies for achievement
and growth.
Teacher(s) of Student
Other Members (as needed): Assistant Principal,
Curriculum Facilitator, Instructional Coach,
Interventionist, Special Education Teacher, Dyslexia
Specialist, Social Worker
What: Monitor students in Tier 2 and 3 to ensure sufficient progress is being made with the interventions
being provided. Consideration of the following items should include:




Student need matches intervention
Fidelity of intervention
Complete RTI documentation which includes the Intervention Log and the
Leadership Team Meeting Form
Notification to parent if student participates in RTI
Where:
Campus Level
When:
Every six to eight weeks
How:
Data set used:









Universal Screener Data
Progress Monitoring Data
CBA Scores
Benchmark Scores
EOC Scores
STAAR Scores
Intervention and Progress Monitoring Reports
Report Cards
Any additional data to assist in decision making plan
Intervention Questions to Guide RTI Meetings
Did Universal Screener and other assessment data indicate student
is in need of intervention?
 If yes, answer the following intervention questions.
 If no, review additional student data and instructional
practices at Tier 1.
1. What current
intervention is this
student receiving?
2. Is the intervention being
implemented with fidelity
(recommended length of time and
frequency per week)?
3. Has the student shown growth in
intervention?
 If yes, continue the intervention.
4. If no, continue with
the intervention.
 If no, has the student completed the
recommended length of time in the
intervention?
If yes, move student to
a more intense or
different intervention.
Problem Solving Model
(Used During RTI and SIT Meetings)
 Gather Information
 Teacher provides referral information supporting indicators of struggling
learners, as well as, academic data (universal screener scores, benchmarks,
student progress, Tier interventions in place).
 Classroom Teacher/Interventionist provides documented intervention log.
 Identify the Problem
 Leadership Team establishes baseline data.
 Appropriate staff members consult regarding emotional or behavior issues.
 Focus on the problem, not the solution. Describe the problem(s) in objective,
measureable terms.
 Rank-order concerns and set measureable goals.
 Brainstorm Solutions
 Discuss research-based resources/strategies that could be used with
identified problem(s).
 Encourage input from all team members, including parents.
 Generate as many solutions as possible.
 Choose Intervention Strategies



Align strategies with appropriate tier (Tier 2 or 3).
Review expectations for determining acceptable progress.
Refer to Overview of Intervention.
 Develop Action Plan
 Designate who is responsible of implementing and monitoring each strategy.
 Establish timelines, and set follow-up meeting time.
 Monitor intervention effectiveness using data from progress monitoring.
 Continue, modify, or add interventions based on student progress data.
 Document Minutes and Sign Leadership Team Meeting Form.
Tier 1 Services-Core Instruction
 Daily classroom instruction
 Differentiation using Best Practices
and High Yield Strategies
 Intervention Log kept by teacher for
struggling students
Tier 2 Services-Strategic Interventions
Two to three times per week
30 minutes per session
6-8 weeks duration…may reloop
Push-in and/or Pull-out
Small group (max 6:1)
Intervention Log kept by teacher and
interventionist
• In addition to Tier 1
•
•
•
•
•
•
Tier 3 Services-Intensive Interventions
Four to five times per week
45-60 minutes per session
6-8 weeks duration…may reloop
Pull-out
Small group (max 3:1)
Intervention Log kept by teacher and
interventionist
• In addition to Tier 2 and Tier 1
•
•
•
•
•
•
SIT (Student Intervention Team) Meetings
(3-5% of TOTAL STUDENT POPULATION)
Who:
Campus Principal
Campus RTI Facilitator
Teacher of Student
Other Members: Curriculum Facilitator,
Instructional Coach, Interventionist, Special
Education Teacher, Dyslexia Specialist, Social
Worker
Parent
District RTI Coordinator
Responsibilities:
Oversee problem solving to address the needs of the
student. Ensure proper documentation and data were
used to drive interventions. Keep the focus of the
meeting to student needs and intervention delivery.
Summarize the data, progress monitoring, progress
with intervention, attendance schedule of
intervention, and review other information needed
for academic growth. Input information into the RTI
module in Skyward.
Provide classroom data which includes progress
monitoring, RTI classroom documentation log,
intervention reports, grades, attendance, etc.
Assist with creating an alternative intervention plan
for the individual student. Use data to formulate the
best research-based instructional strategies for
achievement and growth.
Actively participate in the meeting. Work with the
campus team to decide on plan of action.
Campus facilitator will notify RTI Coordinator of
possible student referral. District Coordinator
will visit student during Tier 3 intervention
delivery, prior to folder submission.
What:
Develop a plan of action for students making little to no progress
after Tier 3 interventions delivered with fidelity.
When:
After RTI meetings, as needed
Where:
Campus Level
How:
Data set used:
 Tier 2 and 3 Intervention Reports/Documentation
 Progress Monitoring Reports/Documentation
 ALL Assessment Data
SKYWARD’S RTI MODULE
• Teacher Referrals to RTI will be completed and tracked via the
RTI module
• Questions must be answered thoroughly for the RTI Facilitator
to begin the process
• During the RTI Meeting, the campus RTI Facilitator will input
the intervention plan into the module
• The intervention plan can be edited at any time by the RTI
Facilitator
• General and/or specific reports can be pulled for individual
students and/or campuses
• Campus RTI Facilitators will train staffs during faculty, team,
or PLC meetings
• The District RTI Coordinator will check to ensure the module
information is regularly updated.
RESEARCH-BASED
INTERVENTIONS
Reading Pyramid
Tier 1: Core Instruction
Supplemental Student Support
*Reading A-Z (K-8)
*Imagine Learning (K-5)
*ESL Reading Smart (7-12)
*iLit ELL (9-12)
*Rosetta Stone
*School Literacy Libraries
*Classroom Leveled Libraries
*Small Group Tutorials
*Peer Tutoring
*Student Mentors (9-12)
*Renaissance Instructional Planning
(Class/Student) (3-12)
*Istation (3-5)
*Compass Learning (6-8)
*ELLIA (ELL Instructional
Accommodation)
*Study Island
Core Curriculum
*Balanced Literacy
*Writing Academy
*School Literacy Libraries
*Classroom Leveled Libraries
*Fountas & Pinnell Phonics
*TEKS Resource System
*Journeys/Think Central
*Learning.com
*Differentiated Lessons
*Lead4ward ELAR Support
*High Yield Strategies
*Knowledge & Skills Anchor Charts
*Universal Screeners
*Mentoring Minds
*Common Assessments/DADT
*Small Group/Workstations
School Structures
* Capturing Kids Hearts
*Teach Like a Champion
* PLC’s
*Common Planning
*District Wide Planning Initiative
* Data Review Meetings
*RTI Meetings
*SIT Meetings
*504 Meetings
* ARD Meetings
*LPAC
Tier 2: Strategic Interventions
*RAZ-Kids
*Imagine Learning
*Guided Reading
*Rosetta Stone
*Istation
*ESL Reading Smart
*Reading Eggs
*Renaissance Progress
Monitoring
*Compass Learning
*Mentoring Minds
*Small Group Tutorials (Push In/Pull Out) *Renaissance Instructional Planning
*FCRR
(Class/Student)
*LLI (Leveled Literacy Intervention)
*ELLIA
*High Yield Strategies
*TPRI
*Knowledge & Skills Anchor Charts
*Study Island
*Sentence Stems
*Comprehension Tool Kit
*Dyslexia Interventions for Qualifying Students
Services: 2-3 times weekly; 30 mins per session; 6-8 weeks duration and may reloop; push-in and/or pull-out; small group (max 6:1);
intervention log kept by teacher and interventionist; in addition to Tier 1.
Tier 3: Intensive Interventions
*RAZ-Kids
*Imagine Learning
*Guided Reading
*Rosetta Stone
*Istation
*ESL Reading Smart
*Reading Eggs
*Renaissance Progress
Monitoring
*Compass Learning
*Small Group Tutorials (Pull Out)
*FCRR
*LLI (Leveled Literacy Intervention)
*High Yield Strategies
*Knowledge & Skills Anchor Charts
*Sentence Stems
*Comprehension Tool Kit
*Mentoring Minds
*Renaissance Instructional Planning
(Class/Student)
*ELLIA
*TPRI
*Study Island
Services: 4-5 times weekly; 45-60 mins per session; 6-8 weeks duration and may reloop; pull-out; small group
(max 3:1); intervention logs kept by teacher and interventionist; in addition to Tier 2 and Tier 1.
Mathematics Pyramid
Tier 1: Core Instruction
Core Curriculum
Supplemental Student Support
*TTM (Think Through Math)
*Small Group Tutorials
*Peer Tutoring
*Student Mentors (9-12)
*Renaissance Instructional Planning
(Class/Student) (1-2)
*ELLIA (ELL Instructional Accommodation)
*Star Math
*Math Manipulatives
*TEKS Resource System
*Agile Minds
*Go Math/Think Central
*Region 6 Support Materials
*Region 4 Support Materials
*Differentiated Lessons
*Lead4ward Math Support
*High Yield Strategies
*Knowledge & Skills Anchor Charts
*Universal Screeners
*Mentoring Minds
*Common Assessments/DADT
*Small Group/Workstations
School Structures
* Capturing Kids Hearts
*Teach Like a Champion
* PLC’s
*Common Planning
* District Wide Planning Initiative
* Data Review Meetings
*RTI Meetings
*SIT Meetings
*504 Meetings
* ARD Meetings
*LPAC
Tier 2: Strategic Interventions
*TTM (Think Through Math)
*Mentoring Minds
*Small Group Tutorials (Push In/Pull Out)
*Renaissance Instructional Planning (Class/Student)
*Renaissance Progress Monitoring
*ELLIA
*High Yield Strategies
*Knowledge & Skills Anchor Charts
*Math Manipulatives
Services: 2-3 times weekly; 30 mins per session; 6-8 weeks duration and may reloop; push-in and/or pull-out; small group (max 6:1);
intervention log kept by teacher and interventionist; in addition to Tier 1.
Tier 3: Intensive Interventions
*TTM (Think Through Math)
*Mentoring Minds
*Small Group Tutorials (Pull Out)
*Renaissance Instructional Planning (Class/Student)
*Renaissance Progress Monitoring
*ELLIA
*High Yield Strategies
*Knowledge & Skills Anchor Charts
*Math Manipulatives
Services: 4-5 times weekly; 45-60 mins per session; 6-8 weeks duration and may reloop; pull-out; small group
(max 3:1); intervention logs kept by teacher and interventionist; in addition to Tier 2 and Tier 1.
FORMS
&
LETTERS
Leadership Team Meeting
Tiers 1-2-3
Student: _______________________________________ ID#: _________________ DOB: _______________ Date: _____________
Campus: _______________________________________ Grade: _______________ Teacher(s):____________________________
ELL: Y________ N________
Current Performance:
Attendance- Days Absent: ___________________ Number of office referrals: __________________
Grades- Reading: ___________ ELA: __________ Math: __________ Science: ___________ Soc. Studies: __________
Other: _________________________________________________________________________________________________________
TT
TEAM DISCUSSION
(Strengths and Weaknesses)
Academic Concerns: ____________________________________________
Behavior Concerns: __________________________________________
Reading Strengths: ___________________________________________________________________________________________________________________
Reading Weaknesses: ________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
Math Strengths: _______________________________________________________________________________________________________________________
Math Weaknesses: ____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
RTI Plan
Student is placed in Tier 2 __________ Tier 3 __________ SIT meeting needed ____________
Interventions provided at Tier 1______________________________________________________________________________________
Tier 2 Reading Intervention Targeted Skill: __________________________________________________________________________
Strategy: ____________________________________________When: ____________________________Provider: ________________________
Tier 2 Math Intervention Targeted Skill: _____________________________________________________________________________
Strategy: ____________________________________________When: ____________________________Provider: ________________________
Tier 3 Reading Intervention Targeted Skill: _________________________________________________________________________
Strategy: ____________________________________________When: ____________________________Provider: ________________________
Tier 3 Math Intervention Targeted Skill: _____________________________________________________________________________
Strategy: ____________________________________________When: ____________________________Provider: ________________________
Team Members in Attendance
Printed Name:
Signature:
Position:
Date:
Response to Intervention (RTI) Parent Notification
Date: _______________________
Dear Parent/Guardian of: ________________________________________,
This letter is to inform you that your child, ___________________________________, is eligible for
additional support in Response to Intervention. RTI provides interventions based on
student needs and is a general education service. It is designed to intervene with students
early to prevent long-term academic failure.
_____________________________________ will receive intensive one-on-one or small group
instruction for a minimum of 30 minutes two to five times per week with an intervention
teacher, and/or the classroom teacher. This instruction is in addition to the regular
instruction your child receives in the classroom.
The specific intervention your child will receive is _______________________________________
_______________________________________________________________________________at Tier_________.
The teacher working with your child will be ____________________________________. Please contact
her/him at ______________________, or e-mail at _____________________________________,
if you have questions.
Please sign and return this letter to the school to acknowledge that your child is receiving
an academic intervention.
We look forward to working with your child and you this year.
Sincerely,
_______________________________________________ _______________________________________________
Campus Principal
Campus RTI Facilitator
I have received notification that my child, ____________________________________________, will receive
interventions in ____________________________________________________________________at Tier _________.
_________________________________________________ ________________________ _________________________
Signature (Parent/Guardian)
Date
Phone Number
Response to Intervention (RTI) Parent Notification
Date: _______________________
Dear Parent/Guardian of: ________________________________________,
We have great news to share with you!
Your child has been receiving interventions in ______________________________at Tier_____.
We are pleased to inform you, due to significant progress, your child will now be
placed in Tier 1 and monitored for continued academic growth and success.
Please contact _______________________________________ at ____________________________________,
or email at ______________________________________________________ if you have questions.
Please sign and return this letter to the school to acknowledge you have received
information of your child’s academic progress. Thank you for your continued
support.
Sincerely,
________________________________________
____________________________________
Campus Principal
Campus RTI Facilitator
I have received notification that my child, _________________________________________, has made
significant progress in interventions and is moving to Tier 1.
_________________________________________________
Signature (Parent/Guardian)
________________________
Date
_________________________
Phone Number
Reading Level Week 1: BAS (K-2nd)_______________________
Renaissance (IRL) ________________ (PR) ______________
Intervention Log
2016-2017
Math Level Week 1: Renaissance (GE) ____________________ (PR) ______________
Check Type of Intervention
Academic 
Behavior 
Student: _______________________________________ Grade: _______ Level of Intervention: (circle) Tier 1 2 3 Subject: _______________
Campus: _______________________________________ Teacher(s): ____________________________________________________________
Intervention Provided by: _______________________________________ Date Intervention Began: ______________________________________
Intervention Goal: _______________________________________________________________________________________________________________________
Intervention Used
Progress Monitoring
Week 1
Date:
Targeted Skill:
☐Sufficient Progress
__________
Strategy Used:
Progress Monitoring Tool:_____________________________
Score/Grade:____________________________________________
Week 2
Date:
Targeted Skill:
☐Sufficient Progress
Strategy Used:
Progress Monitoring Tool:_____________________________
Score/Grade:____________________________________________
Week 3
Date:
Targeted Skill:
☐Sufficient Progress
__________
Strategy Used:
Progress Monitoring Tool:_____________________________
Score/Grade:____________________________________________
Week 4
Date:
Targeted Skill:
☐Sufficient Progress
Strategy Used:
Progress Monitoring Tool:_____________________________
Score/Grade:____________________________________________
Week 5
Date:
Targeted Skill:
☐Sufficient Progress
__________
Strategy Used:
Progress Monitoring Tool:_____________________________
Score/Grade:____________________________________________
Week 6
Date:
Targeted Skill:
☐Sufficient Progress
Strategy Used:
Progress Monitoring Tool:_____________________________
Score/Grade:____________________________________________
__________
__________
__________
________________________________________________________________________
Teacher/Interventionist Signature
Date
Summary of Progress
☐ Insufficient Progress
☐ Insufficient Progress
☐ Insufficient Progress
☐ Insufficient Progress
☐ Insufficient Progress
☐ Insufficient Progress
______________________________________________________________________________________
RTI Facilitator Signature
Date
Student: ________________________________________ DOB: ___________________ ID#: ___________________ Teacher: _____________________ Grade: ____________
Parent Contact Log 2016-2017
Date:
Person Contacted:
Issue Discussed:
Type of Contact:
( ) Personal
( ) Phone
( ) No Contact
( ) E-mail
( ) Mail
( ) Note
( ) Personal
( ) Phone
( ) No Contact
( ) E-mail
( ) Mail
( ) Note
( ) Personal
( ) Phone
( ) No Contact
( ) E-mail
( ) Mail
( ) Note
( ) Personal
( ) Phone
( ) No Contact
( ) E-mail
( ) Mail
( ) Note
( ) Personal
( ) Phone
( ) No Contact
( ) E-mail
( ) Mail
( ) Note
( ) Personal
( ) Phone
( ) No Contact
( ) E-mail
( ) Mail
( ) Note
( ) Personal
( ) Phone
( ) No Contact
( ) E-mail
( ) Mail
( ) Note
( ) Personal
( ) Phone
( ) No Contact
( ) E-mail
( ) Mail
( ) Note
Follow-up:
NOTES