RTI Action Planning Template
This template is meant to support the school RTI team as it plans RTI
implementation. To use the planning template, move through the items in each of
the sections in order, until you reach an item or activity that the team does not feel it
has yet begun to accomplish.
The items and activities are organized so that “first steps” appear earlier. Schools
that are farther along with RTI planning or implementation will find that they have
information ready to fill into the planning template for these earlier activities,
whereas schools that are less far along in the process will find the earlier activities
to be challenging and time-consuming. Wherever the school finds itself struggling
to complete the activity is most likely a good activity to include in the action plan for
the upcoming months. Spend time to find where the school is and then use the first
challenging group of items to inform a starting place for the action plan. Once the
school has worked on the activities in the action plan, the template will offer
guidance about the next activity they should work on.
RTI Implementation Foundational Elements & Essential Components
This Action Planning Template was developed with several organizing principles in
mind, both of which can be found in the Missouri’s conceptual framework for RTI.
The first set of organizing principles is the Foundational Elements Supporting
System Change in Missouri. They are:
1. Leadership: District and building leadership provide the necessary guidance
to implement change, manage practice, ensure appropriate professional
development, and plan for sustainability.
2. Collaborative Culture: Staff must be able to effectively talk, work together,
and solve problems in a collaborative manner.
3. Parent, Family, and Community Partnerships: Partnerships demonstrate that
all are valued members of the educational community and must be
knowledgeable regarding the educational practices in schools.
4. Systemic Implementation: Change that is implemented throughout a system
has greater power to positively impact student outcomes.
These foundational elements support the establishment and implementation of the
Essential Components of Academic RTI in Missouri. The essential components are:
1. Scientifically-based core instruction: Instruction that is provided universally,
is replicable, and meets the needs of approximately 80% of students
determined by using school wide screening data.
2. Evidence-based interventions: Interventions that have a reliable,
trustworthy, and valid evidence base that suggests effectiveness.
3. Universal screenings: Implemented three ore more times per year to ensure
core instruction is meeting the needs of the majority of students.
4. Progress monitoring: Conducted on a weekly to bi-weekly basis to determine
effectiveness of interventions.
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5. Data-based decision making: Involves defining a problem, developing an
assessment plan, analyzing the assessment results, and developing an
intervention plan based on the results.
6. Three-tiered intervention model: Intensity of interventions and frequency of
progress monitoring increases as students move up in tiers.
7. Implementation fidelity: Implementation checks of core instruction,
interventions, and assessment procedures.
Levels of Implementation
Another organizing principle found in the planning template is a conceptualization
of levels or stages of implementation through which a district or school progresses
as it plans and implements an RTI model. This progression starts with consensus
building and initial planning, addresses activities related to early implementation,
and, finally, includes activities associated with sustainable implementation with
fidelity. The planning template uses a conceptualization of this process as three
levels of implementation: pre-implementation, planning and initial implementation,
and implementation1. The action planning template includes activities that are both
divided by stage of implementation and inclusive of the above RTI foundational
elements and components. Each stage of implementation is detailed below.
Level 1: Pre-implementation (Exploration and Adoption)
The first level of implementation is focused on ensuring that there is a collective
commitment to implementation and a consensus among key stakeholders that RTI will
benefit student achievement. The actions necessary to carry out the pre-implementation
stage include:
 Gathering information about RTI by reviewing the literature and discussing with
others
 Educating key stakeholders including district and school level staff who will be
involved in carrying out RTI
 Examining and defining existing district support structures
 Building a consensus among stakeholders about RTI components and benefits
Level 2: Planning and Initial Implementation (Program Installation and Initial
Implementation)
These three levels are derived and consolidated from Fixsen et al.’s six stages of
implementation: exploration and adoption, program installation, initial
implementation, full operation, innovation, and sustainability.
See: Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M. & Wallace, F. (2005).
Implementation Research: A Synthesis of the Literature. Tampa, FL: University of
South Florida, Louis de la Parte Florida Mental Health Institute, The National
Implementation Research Network (FMHI Publication #231).
See also http://www.fpg.unc.edu/~nirn/implementation/06/06_stagesimple.cfm
and http://www.fpg.unc.edu/~sisep/
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The second level is characterized by activities that build the district’s infrastructure to
support RTI implementation. All tasks and structural supports necessary to prepare
schools to put RTI into place are included in this level. Examples of level two activities
are creating policies and procedures, determining needs, providing trainings, creating
materials, convening leadership teams, and developing outcomes and expectations so that
you can evaluate implementation. Implementing an intervention is complex and demands
ongoing refinement. The second part of level two is developing a model or framework of
how RTI will look at all levels in the district. This includes implementation of RTI in
specific schools and classrooms and the changes that schools and districts make to
address challenges as RTI is introduced.
Level 3: Implementation (Full Operation, Innovation, and Sustainability)
The third level of implementation encompasses full operation of RTI in schools and
classrooms, introduction of innovative practices, and ensuring sustainability. Full
operation of RTI occurs when it is completely embraced and supported by practitioners
and integrated into all schools and classrooms as an accepted framework. A key piece of
implementation is ongoing evaluation and data analysis. This information ensures that the
RTI framework remains relevant to the needs of the district and schools and provides
opportunities for innovative practices to be introduced to better fit those needs when
necessary. In instituting innovative practices, care must be taken to ensure that changes
do not have adverse effects that threaten the fidelity of the RTI model’s implementation.
Active ongoing efforts in a long-term action plan include professional development,
documentations, and allocation of funds to ensure that RTI implementation can be
maintained despite changes in personnel, funds, or political support.
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SECTION 1: Build consensus, establish an RTI Leadership Team, and determine
initial implementation scope and target sites
Level 1: Pre-implementation
1.1.A. Create a definition of RTI that will be used by your school. You may craft your
own definition or adopt an existing one from another organization. Consider
including in your definition essential components of RTI.
1.1.B. Describe what your group concludes are the greatest areas of need that RTI
can answer. Be sure to prioritize needs and identify the most prevalent ones for
now.
1.1.C. Now, looking at your areas of need, develop a goal to guide your RTI planning.
Include in your goal what you would like to accomplish after implementing RTI in
the next school year. State goals in a specific, attainable, and measurable manner.
1.1.D. Describe the knowledge you already have among school team members and
what you need to learn in the specified areas. Team members might identify
training they have had, programs they implement, and experts they have in their
schools.
1.1.E. Describe current practices related to each component of RTI implementation.
Team members might name individuals, programs, curricula, and team processes
(such as problem solving teams)
1.1.F. Based on your needs, goals, and existing knowledge and practice, determine
where and how RTI implementation should begin (or continue) in your school.
Include academic content area/s, grade level/s, and school/s.
Level 2: Planning & Initial Implementation
1.2.A. Identify school leadership team members and stakeholder groups that have
responsibilities, leadership, and ownership of each component of RTI
implementation.
1.2.B. Identify a school leadership team member who will take responsibility for
supporting each implementation component.
Level 3: Implementation
1.3.A. Create a plan to evaluate the implementation of RTI in your school. Include a
timeline of specific evaluation activities by RTI component. The evaluation plan
should be linked to and formatted to be consistent with the school’s model for RTI
implementation, which will be completed in Section 2. Be sure to identify school
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leadership team members’ responsibilities related to conducting the evaluation
activities and interpreting results.
1.3.B. Use evaluation data to identify areas of need in which to expand RTI
implementation.
SECTION 1: Build consensus, establish an RTI Leadership Team, and
determine initial implementation scope and sites
LEVEL 1: PRE-IMPLEMENTATION
1.1.A. Provide a definition of RTI that will be used by your school.
1.1.B. Describe your school’s RTI-related needs.
1.1.C. State your specific, attainable, measurable goal/s for RTI implementation.
1.1.D. Describe the knowledge you already have among team members and what
you need to learn in the following areas.
Knowledge we have:
What we need to know:
Leadership
Collaborative Culture
Parent, Family, and
Community
Partnerships
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Systemic
Implementation
Core Instruction
Evidence-based
Interventions
Universal Screening
Progress Monitoring
Data-based Decisionmaking
3-Tiered Intervention
Implementation
Fidelity
1.1.E. Describe current practices related to each component of RTI implementation
Leadership
Collaborative Culture
Parent, Family, and
Community
Partnerships
Systemic
Implementation
Core Instruction
Evidence-based
Interventions
Universal Screening
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Progress Monitoring
Data-based Decisionmaking
3-Tiered Intervention
Implementation
Fidelity
1.1.F. Describe where and how RTI implementation should begin in your school.
LEVEL 2: PLANNING AND INITIAL IMPLEMENTATION
1.2.A. Identify leadership team members and stakeholder groups that have
responsibilities, leadership, and ownership of each component of RTI
implementation.
Stakeholder group/s
Leadership Team Member/s
Leadership
Collaborative Culture
Parent, Family, and
Community
Partnerships
Systemic
Implementation
Core Instruction
Evidence-based
Interventions
Universal Screening
Progress Monitoring
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Data-based Decisionmaking
3-Tiered Intervention
Implementation
Fidelity
1.2.B. Identify a leadership team member who will take responsibility for each
essential component, and how s/he will support implementation for the
stakeholders involved in that component.
Leadership Team Member
Core Instruction
Evidence-based Interventions
Universal Screening
Progress Monitoring
Data-based Decision-making
3-Tiered Intervention
Implementation Fidelity
LEVEL 3: IMPLEMENTATION
1.3.A. Create a plan to evaluate the implementation of RTI in your school. Include a
timeline of specific evaluation activities by RTI component.
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1.3.B. Use evaluation data to identify areas of need in which to expand RTI
implementation.
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SECTION 2: RTI Model
Level 1: Pre-Implementation
2.1.A. Map existing tiered instruction practices into a general RTI model. Name
and/or describe the core curricula in the academic areas of interest (reading and/or
math). Name and/or describe any Tier 1 or core curriculum intervention and
differentiated instruction practices that all classroom teachers use with their
students. If the school already has Tier 2 interventions, note them here. Finally,
describe the school’s general practices for providing Tier 3 individualized supports
for students.
2.1.B. Map data sources and data-based decision-making practices, tools, criteria,
and procedures that already exist in the school into a general RTI model. Primary
data sources are universal screening and progress monitoring assessments. Databased decision-making criteria need to be established to identify students at risk
based on screening data. Note these criteria if they exist in the school already. Databased decision-making criteria in this model also need to be established for
progress monitoring data to determine mastery and the students’ movement
through the RTI system. Note these criteria or decision rules if they already exist in
the school.
2.1.C. Building on existing practices (1.A-B above), describe the school’s RTI model
including both data sources and decision-making procedures as well as tiered
instruction practices. Define each element in the model: Universal screening
measures, criteria for identifying students who need Tier 1 interventions, Tier 1
core curriculum and interventions, progress monitoring measures, criteria for
mastery based on progress monitoring data, Tier 2 interventions, and Tier 3
interventions and practices. Use arrows to connect elements of your model so that
you can demonstrate how students move through the system.
LEVEL 2: PLANNING AND INITIAL IMPLEMENTATION
2.2.A. Determine existing procedures and resources for data-based decision-making
at student, classroom, school, and district levels. By the time the school has reached
Level 2, data-based decision-making procedures at the student level should be
clearly defined. At this point, the school team should consider the use of different
types of data for decision-making at the classroom, school, and district levels.
Aggregating data at different levels can be useful for making decisions about the
success of tiered interventions, establishing district-wide benchmarks or cut-scores,
and whether or not schools and the district are on-track for meeting AYP goals.
Consider resources such as school psychologists, statisticians, and software that are
used to deal with aggregated data and support decision-making.
2.2.B. The school team needs to create a system for monitoring the fidelity of the
implementation of the RTI model, including both assessment and tiered
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intervention practices. The completed Action Plan can be an overall RTI model
fidelity check. Fidelity checks for data-based decision-making and curriculum and
intervention implementation should also be created and utilized, and their data
entered and analyzed. Specify here how fidelity for each tier of instruction and each
type of assessment will be monitored by naming forms or processes from which
fidelity data will be gathered.
2.2.C. Assign school team members to be responsible for different fidelity
monitoring activities. For example, one team member might monitor screening,
another progress monitoring, and another the tiered system of support. You might
also explain who reports to this responsible team member about implementation, in
other words, who the implementers are and how they provide fidelity data to the
responsible team member.
LEVEL 3: IMPLEMENTATION
2.3.A. At this level, implementation is in full swing and should be evaluated regularly
to inform implementation improvement efforts, refinement of the RTI model, and
expansion of implementation. Regular evaluation means that are ongoing
evaluation efforts such as fidelity, PM, and outcomes data collection; there are
prescribed intervals (e.g., quarterly) for reviewing data and making data-based
adjustments to planning and implementation; and an annual summative evaluation
that informs planning for subsequent implementation and innovation. An
evaluation plan should have been established already and relevant data should have
been collected. Now it is time to analyze the data for the purpose of determining
where fidelity to the model needs improvement, how the RTI model may need to be
refined, and to what areas RTI implementation should be expanded. Related to each
of these activities, identify the data sources used and what your conclusions about
implementation are.
2.3.B. Based on the conclusions resulting from your implementation evaluation (3.A
above,) you will now need to identify next steps and clarify how the school team will
support their implementation. Identify next steps in the areas of implementation
fidelity, model refinement, and implementation expansion.
2.3.C. When you have decided to expand your RTI implementation into new areas,
identify each area for expansion and detail data-based decision-making and tiered
instruction materials and practices that will need to be developed. Also be sure to
include strategies for monitoring the fidelity of the implementation of these
innovations.
2.3.D. You have already defined areas of expansion for RTI implementation and
innovations related to data-based decision-making and tiered instruction. Now
specify how the school team will support and monitor the fidelity of the
implementation of these innovations, including responsible team members.
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SECTION 2: RTI Model
LEVEL 1: Pre-Implementation
2.1.A. Map existing tiered instruction practices in general and special education into
a general RTI model.
Tier 1 Core Curriculum:
Tier 1 Interventions and Differentiated Instruction Practices:
Tier 2 Interventions, A group (first-string interventions):
Tier 2 Interventions, B group (second-string interventions):
Tier 3 Intervention Practices:
2.1.B. Map existing data and data-based decision-making procedures into a general
RTI model.
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Universal Screening
Measure name/s and content area/s:
Data-based decision-making criteria: At-risk designation cut scores or percentiles
for each measure:
(e.g., score below 25th percentile)
Progress Monitoring
Measure name/s and content area/s:
Mastery criteria:
(e.g., 4 consecutive scores on or above goal line)
2.1.C. Describe the school’s RTI model.
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LEVEL 2: Planning and Initial Implementation
2.2.A. Describe existing practices and resources related to making data-based
decisions at multiple levels:
Data source/s
Resources
Procedures
Classroom
School
District
2.2.B. Identify or create fidelity monitoring checks and procedures for data
collection and tiered intervention
Fidelity Check Form/Process
Tier 1 Core Curriculum
Tier 1 Interventions and Differentiated
Instruction Practices
Tier 2 Interventions, A group
Tier 2 Interventions, B group
Tier 3 Intervention Practices
Universal Screening: measure
administration
Universal Screening: data-based
decision-making
Progress Monitoring: measure
administration
Progress Monitoring: data-based
decision-making
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2.2.C. Support implementation fidelity by assigning team members to be responsible
for the activities described in the Fidelity of Implementation worksheet.
Responsible team member/s, processes, activities:
Core Instruction
Evidence-based
Interventions
Universal Screening
Progress Monitoring
Data-based
Decision-making
3-Tiered
Intervention
Implementation
Fidelity
LEVEL 3: IMPLEMENTATION
2.3.A. Implementation evaluation:
Data source/s
Fidelity of implementation
Conclusions
RTI model refinement
RTI implementation
expansion
2.3.B. Define next steps based on the conclusions listed above and the team’s
support activities for their implementation.
Next steps
Team support activities
for next steps
implementation
Fidelity of implementation
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RTI model refinement
RTI implementation
expansion
2.3.C. RTI implementation expansion:
Expansion
Data-based decision-making
area
innovations and fidelitymonitoring strategies
Tiered instruction innovations
and fidelity-monitoring
strategies
2.3.D. Support expanded implementation
Expansion area New practice Implementation support and fidelity monitoring
activities
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SECTION 3: Professional Development (PD)
LEVEL 1: Pre-Implementation
3.1.A. The school team’s first step should be to determine its own internal needs for
professional development related to the RTI components. Specify plans for building
team members’ knowledge in each area. See 1.D. in Section 1 to revisit needs. When
planning PD, be sure to note internal and external resources you will use.
3.1.B. Next, determine what school and other school staff already know related to
each RTI component and what they still need to know in order to carry out their
implementation roles.
3.1.C. Finally, determine what family and community members already know
related to each RTI component and what they still need to know in order to carry
out their implementation roles.
LEVEL 2: Planning and Initial Implementation
3.2.A. Create a plan for providing PD in needed areas to staff in schools. Specify the
RTI component/s covered by the training; the details about the training, including
whether it is a package, who provides it (consultant, internal expert, etc.); when the
training will occur and for how long; what training methods will be used; and what
follow-up support will be provided. Also specify which staff, e.g., classroom
teachers, school psychologists, principals, will be involved in the training.
3.2.B. Create a plan for providing needed information to family and community
members. Specify the component/s covered by the information-sharing; details
such as who will communicate the information, when, the method and duration of
the activity, and any follow-up that is provided. Also specify the target population
for each activity or event, e.g., K-3 parents.
3.2.C. Appoint a school team member to monitor the fidelity of the execution of the
PD plan as it is carried out, and collect evaluation data about participants’ opinions
about the training. You might need to create evaluation forms or items for
accomplishing this.
3.2.D. Appoint a school team member to monitor the execution of the
family/community outreach and communication plan as it is carried out. Collect
evaluation data about recipients’ opinions about the activities. You might need to
create evaluation forms or items for accomplishing this.
LEVEL 3: Implementation
3.3.A. Evaluate the effectiveness of your PD. First, utilize fidelity data (from Section
2) to determine if your PD was sufficient to support implementation with fidelity.
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Then, analyze participant evaluation data to learn whether participants found the
training to be engaging and useful. Specify each data source you use and what
conclusions you gather from examining the data.
3.3.B. Based on your PD evaluation conclusions, determine your next steps and the
school team’s support activities for their implementation. Consider whether your
PD approach needs to be continued with ongoing support, whether the PD plan
should be revised, and the need for booster PD.
3.3.C. Evaluate the effectiveness of your parent, family, and community partnership
activities. Analyze participant evaluation data to learn whether recipients received
the information and found it to be engaging and useful. Specify each data source you
use and what conclusions you gather from examining the data.
3.3.D. Based on your evaluation of your parent, family, and community partnership
activities, determine your next steps and the school team’s support activities for
their implementation. Consider whether your parent, family, and community
partnership activities need to be continued with ongoing support, whether the plan
should be revised, and the need for booster activities.
3.3.E. Determine the PD and parent, family, and community partnership activities
needed to support expanded implementation of RTI in the areas your school
chooses. (See Level 3 activities under Section 2: RTI Model) Consider what staff and
parent/community members will need to know and be able to do in the expanded
model and how the school team can provide support for obtaining the new
knowledge and skills needed.
3.F. Finally, monitor the implementation of PD and parent, family, and community
partnership activities supporting expanded RTI implementation.
SECTION 3: Professional Development
LEVEL 1: Pre-Implementation
3.1.A. Team PD needs
PD plans for meeting needs for knowledge (see 1.1.D.)
Core Instruction
Evidence-based
Interventions
Universal Screening
Progress Monitoring
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Data-based Decisionmaking
3-Tiered Intervention
Implementation Fidelity
3.1.B. School staff PD needs
Staff already know:
Staff need to know:
Core Instruction
Evidence-based
Interventions
Universal Screening
Progress Monitoring
Data-based Decisionmaking
3-Tiered Intervention
Implementation Fidelity
3.1.C. Family and community member information needs
Family/community
Family/community
members already know:
members need to know:
Core Instruction
Evidence-based
Interventions
Universal Screening
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Progress Monitoring
Data-based Decisionmaking
3-Tiered Intervention
Implementation Fidelity
LEVEL 2: Planning and Initial Implementation
3.2.A. Create a plan for providing professional development in needed areas to staff
in schools.
RTI
Training details: package, provider, time
Target staff
Component/s
and duration, method, follow-up.
3.2.B. Create a plan for providing information to family and community members in
needed areas.
RTI
Information-sharing details: provider, time Target population
Component/s
and duration, method, follow-up
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3.2.C. Appoint a team member to oversee the execution of the staff PD plan and
collection of participant evaluation data.
Team member:
Participant evaluation forms or items:
3.2.D. Appoint a team member to oversee the execution of the family/community
information-sharing plan and collection of participant evaluation data.
Team member:
Recipient evaluation forms or items:
LEVEL 3: Implementation
3.3.A. Evaluate the effectiveness of PD:
Data source:
Conclusions:
3.3.B. Determine the next steps needed to support implementation based on the PD
evaluation conclusions reached above.
Next steps
Team support activities for next steps
implementation
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3.3.C. Evaluate the effectiveness of parent and community engagement:
Data source:
Conclusions:
3.3.D. Determine the next steps needed to support implementation based on the
parent and community engagement evaluation conclusions reached above.
Next steps
Team support activities for next steps
implementation
3.3.E. Determine what PD and parent and community engagement activities will be
needed to support expanded RTI implementation in the expansion areas you choose
to pursue.
Expansion area:
PD needed for expanded
Parent and community
implementation:
engagement activities needed
for expanded implementation:
3.3.F. Monitor PD and parent and community engagement activities supporting
expanded implementation
Expansion area
New PD or
Implementation support and fidelity
parent/community
monitoring activities
engagement activity
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