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Kingsport City Schools
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foundation of our work with RTI is to support all
student needs using a solutions-focused approach.
We will utilize evidence-based practices,
instructionally relevant assessments, data-based
decision making, and effective professional
development in order to ensure the success of ALL
students.
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Universal Screening: The Universal Screening tool will be skills-based and
provide national norms.
Grade Level
Administration of EasyCBM
K
January and May
1-5
August and January
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Progress Monitoring: Progress monitoring will occur in the specific area of
deficit.
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District and School RTI² Teams: School teams will meet every 4.5 weeks at a
minimum to make data-based decisions that inform instruction/intervention.
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Fidelity of Implementation: Fidelity monitoring will occur at each Tier.
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Parent Contact/Communication: Parents will be notified of student progress.
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Teachers must show how students are progressing toward these goals using a
rate of improvement (ROI) to determine adequate progress. Teachers must use
the data from progress monitoring to make instructional decisions
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A minimum of 8-10 data points (if progress monitoring every other week) OR 1015 data points (if progress monitoring weekly) are required in order to make a
data-based decision to change to Tier III. School RTI2 teams will decide the best
placement for students in Tier III. Tier III interventions must be more intense
than Tier II interventions.
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A student’s rate of improvement (ROI) on progress monitoring is
the number of units of measure (e.g., words read correctly [wrc],
correct responses, correct digits) a child has made per week
since the beginning of the intervention.
To discover this rate, teams could use the RTI graphing tool that
calculates ROI for student progress (i.e. divide the total number
of units gained by the number of weeks that have elapsed).
The rate of improvement (ROI) is compared to the rate of
improvement of a typical peer and is one of the factors
considered in determining whether a student has made
adequate progress.
The at-risk student’s rate of improvement must be greater than
the rate of improvement of a typical student in order to “close the
gap” and return to grade level functioning.
ROI should be used when considering Tier changes, intervention
changes or special education eligibility.
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A special education referral for a student suspected of a Specific
Learning Disability (specific learning disability (SLD) in basic
reading skills, reading fluency, reading comprehension,
mathematics calculation or mathematics problem solving) may
only be deemed necessary after the student has received tiered
interventions, and the intervention(s) provided were not
successful in closing the achievement gap.
Data based decisions will be made at each tier using a minimum
of 8-10 data points (if progress monitoring every other week) OR
10-15 data points (if progress monitoring weekly).
Documentation provided throughout tiered interventions will be
vitally important to the special education referral process. Once a
referral is made, parents will sign the consent for initial
assessment form and will be provided a copy of their procedural
safeguards and prior written notice.
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Have tiered interventions occurred with fidelity?
Has student been present for instruction/intervention?
Has tiered intervention adequately addressed student need?
Were tiered interventions appropriate?
Has progress monitoring occurred weekly/every other week?
Have enough data points been collected to make a decision to
change intervention within the tiers?
Have enough data points been collected between tiers to make a
data based decision?
Does a gap analysis indicate that the student is making adequate
progress with tiered interventions?
Have environmental factors been considered?
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Commonly implemented interventions across the system
Provides research-basis for interventions to be considered
effective
Continually being revised
Ongoing professional development and review of research
to add to menu
www.kcsteachlearn.com
Example
NOT THIS
BUT THAT
Fluency Instruction
• only isolated word
lists
• only re-read boring
articles
• Begin the lesson with word work.
This may include looking at patterns
in words on a white board or
practicing with word cards. Then, use
this skill as you read a book. As you
read, have students, “sound like a
reader”. They may need to reread
sections in order to be successful.
Have them pay careful attention or
punctuation and the voice of the
character.
Phoneme Segmenting • Simply practice word
segmenting in
isolation
• First, you need more information to
determine if a student struggles with
sound combinations. Once you
administer the PASS or PWRS, you
will have more information to
successfully support your student.
Use this format of word work, use the
skill in a text, and practice word work
again at the end.
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DRA
Common Formative Assessments (MICA)
Literacy Benchmarks(MIST)
Writing Assessments
3rd Grade
Student A
Student B
Student Name
DRA Score
Student A
10
Student B
14
Review the
DRA
Continuum