Step by Step
of RTI
Joan Vanderslice
Jenni Briggs
Pyramid of
Tier 4:
Interventions
Specially Designed
Instruction –
Special Education
5%
Tier 3: Intensive
Interventions - SST
Step by Step
of RTI
•Individualized – refine and intensify
•More indepth assessment &
data analysis
•Strategies & interventions
tailored to specific needs
•Consideration for referral to special education
and/other programs only when data indicates a need
15% of
students
respond
Tier 2: Targeted Interventions
•Tier 1 + more “TLC”
•Standard intervention protocols
•Problem solving process & data analysis
•Tailored to student needs
•Enhanced opportunities for extended learning
•Targeted small groups and selected individuals
•Includes more frequent progress monitoring
•Planned to address developmental domains (academic,
communication/language, social/emotional, etc.)
Joan Vanderslice
Jenni Briggs
Tier 1: Performance Based Instruction for ALL students :
•Standards based curriculum
•Research-based practices and strategies
•Differentiated instruction
•Effective classroom management
•Guided by progress monitoring and balanced assessment
•Planned to address developmental domains (academic,
communication/language, social/emotional, etc.)
80% of
students
respond to
Tier 1 & 2
Tier One

Classroom teacher develops classroom
profile and identifies 5 lowest achieving
students in class, monitors their progress
more closely, and starts a folder to collect
work samples and evidence of
performance.
Tier Two


CT decides that only a few students need
more assistance and plans to bring the
students to the Tier 2 Intervention Team.
CT contacts parents about concerns and
documents contact.
Tier Two Meeting Preparation

CT completes Student Information Packet
for each student:







Student Information Sheet
Work Samples
Hearing/Vision Screening Permission
Hearing/Vision Screening completed
Tier 1 Strategies
Tier 2 Skills Inventory
Response to Intervention Documentation +
required attachments (sections 1-3)
Tier Two Meeting


Review student information, share concerns and
what has been done thus far
Develop 1-3 small group strategies for classroom
implementation

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I2I Academic Strategies
I2I Behavior Strategies
Tier 2 facilitator takes minutes on Tier 2
Summary form
Document results on RTI Documentation form
(section 4)
Tier Two Intervention Period


CT implements strategies and documents
results on Response to Intervention
Documentation (graphs) (section 4)
Tier 2 Intervention Team reviews
outcomes and assists teacher in adjusting
strategies as needed
Tier Two Decisions
1.
2.
3.
Continue monitoring student progress
with implemented strategies
Student is doing well and can return to
Tier 1 (with strategies in place)
Refer student to Tier 3 for more
individualized, intensive interventions
Tier Three



Tier 2 facilitator schedules a meeting with
Tier 3 Intervention Team
Tier 2 facilitator notifies parents of the
meeting and requests they fill out the
parent questionnaire
Place Tier 3 Notification sheet in child’s
permanent record
Tier Three Meeting Preparation


CT completes Strengths & Weaknesses checklist
Required documentation




Contents of Tier 2 file with work samples and record
of interventions
Strengths and Weaknesses checklist
Parent Questionnaire
Copy of Parent Notification of Initial Tier 3 Meeting
Tier Three Initial Meeting


Tier 2 facilitator leads the initial meeting
Case manager/counselor takes notes on
Tier 3 Meeting Summary form
Tier Three Initial Meeting
Agenda:






Committee members introduce themselves
Give child’s name and grade level
Teacher shares the child’s
strengths/weaknesses
Teacher shares classroom data
Parents give input on concerns
Teacher shares Tier 2 interventions and
outcomes
Tier Three Initial Meeting
Agenda continued:

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
Discuss presented evidence
Determine appropriate research based,
individualized strategies for implementation
Set goals for child
Determine if additional testing or observations
should be completed
Set a date for review of the case
Tier Three Intervention Period


CT implements strategies and documents
results on Response to Intervention
Documentation (baseline + 4 data points)
(section 5)
Tier 3 Intervention Team reviews
outcomes and assists teacher in adjusting
strategies as needed
Tier Three Decisions
1.
2.
3.
Continue monitoring student progress
with implemented strategies
Implement new strategies, document
progress
Student is doing well and can move to
Tier 1 or Tier 2
Tier Three Decisions
All required interventions, data and procedures for
Tier 1, 2 and 3 are completed. The Tier 3
team agrees that the student is not responding
adequately to the interventions provided. A
team member records the information on the
Response to Intervention Documentation form.
All sections are completed and e-mailed to
special ed. lead and psychologist. The RTI file
goes to the psychologist who then forwards it
to the Special Ed. Lead. The Tier 3 team
makes a referral to special education.
Time to Practice

Teacher creates class profile and
determines her five lowest performing
students.
5 Lowest Performing Students
Let’s Meet Dory
List strengths and weaknesses
Tier Two Meeting




As a group, determine the main concern
Set one goal for Dory
Determine two small group interventions
Determine how the teacher will document
Dory’s progress
Tier Three Meeting




Review progress and interventions already
tried
Review Dory’s goal – adjust as needed
Determine two individualized interventions
Determine how the teacher will document
Dory’s progress
Tier Three Decision
1.
2.
3.
Stay at Tier 3, adjust interventions,
monitor progress
Continue current interventions, move
case to Tier 1 or 2
Move case to Tier 4
Just Keep Swimming