Does this look like your RTI team?
Maybe this looks like your team!
Best Practices for your
RTI Team
Presented by Sanders
Intermediate and Primary Schools
Presenters
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Kristi Kee, Principal
Lewis Elementary School
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Dr. Sandy Jordan-Kandel,
Counselor
Sanders Primary School
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Colleen Holthaus, Psychologist
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Pamela Dingle, Principal
Sanders Intermediate School
Corinna Oliver, Counselor
Sanders Intermediate School
Gina McClenning, Teacher
Sanders Intermediate School
Agenda
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Flow Chart
Administrator’s Role
Lead Tier II Facilitator Role
Tier II Coordinator Role
Tier II Group Meetings
Teacher’s Role
Counselor’s Role
Psychologist’s Role
Special Education Lead Teacher’s Role
Tips and Tools
Special Education
Lead Teachers
Administrators
Attend and assist in Tier III
and Tier IV Meetings
Psychologist
Counselor
Lead Tier II
Facilitator
Tier II
Facilitator
Tier II
Facilitator
Tier II
Facilitator
Tier II
Facilitator
Tier II
Facilitator
Tier II
Facilitator
Classroom Teachers
Overview of All Tiers
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Tier I occurs with the whole class
 Tier II occurs in small groups or with individual
interventions
 Tier III deals with individual interventions
 Tier IV deals with special education
A True Team Approach
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The success of the RTI Program depends on the
cooperation of several key members:
Parents
Teachers
Administrators
Counselors
Special Education Teachers
School Psychologists
Administrator’s Role
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Attend the Tier III and Tier IV meetings
 Assist in notification of parents of meetings when
necessary (ex. parent does not attend the
meetings or other issues that might occur)
 Assist the teacher, counselor, or psychologist
when necessary
 Available for consultation regarding interventions
when necessary
Lead Tier II Facilitator
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Consult with Tier II Coordinators
 Oversee collection of correct Tier II data
 Forward a master copy of Tier II students to the
counselor and psychologist
 Access to appropriate strategies and
interventions for academic and behavioral
concerns
Lead Tier II Facilitator’s Role
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Meet with the teacher, psychologist and
counselor when a student needs to be moved
from Tier II to Tier III if it is not the regularly
scheduled monthly Tier II meeting
 Responsible for turning in completed Tier II
folder to the counselor
Tier II Tools
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Tier II Facilitator Notebooks – Tier II facilitators
receive a notebook that includes samples of
interventions, data collection sheets and all Tier
II forms.
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Tier II Folders – Color coded file that includes
all forms necessary for Tier II and to move a
student on to Tier III.
Tier II Facilitators
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2 teachers per grade level
 Maintain Tier II notebook
 Maintain Tier II log
 Distribute purple folders
Tier II Facilitator’s Role
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Set the agenda of students to be discussed
Lead the monthly grade level meeting to
discuss students on the established agenda and
or any new students
 Ensure that probes and strategies for students
discussed are recorded on the log
 Discuss with the team whether student should
remain on Tier II or be moved to Tier III
 Follow up meeting with each teacher in group to
check purple folder for correct Tier II data
collection after first week of intervention
Tier II Facilitator’s Role
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Record date of initial and six week follow-up
meetings
 Compile log of Tier II students to turn in to the
Lead Facilitator, Psychologist and Counselor
All children can be successful with
the right support!
Tier II Group Meetings
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Distribution of purple folders to team members
Teachers identify 2 to 5 students in their
classroom with academic or behavioral concerns
Discuss appropriate interventions for academic
or behavioral concerns
Discuss correct data collection methods
Discuss correct graphing of data collection
Discuss importance of baseline data for each
Tier II student concern
Tier II Group Meetings
Set date for review of each Tier II student’s data
 For student with behavioral concerns document
the behavior and the intervention daily
 For academic concerns document daily
intervention with weekly probe
 Discuss importance of completing all forms on
the Student Information Packet for Tier 2
Checklist
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Tier II Group Meetings
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Discuss importance of placing the red
notification sheet in the student’s permanent
record
 Discuss importance of keeping the data
collection and work samples simple
You don’t have to be “Super teacher” to be
successful with RTI.
Teacher’s Role
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Attend Tier II meeting
Identify 2-5 students with academic or
behavioral concerns
Collect baseline data
Collect daily and weekly data
Match interventions to academic or behavioral
concerns
Notify parent when student is going to be
referred to Tier III
Notify counselor if the time and date of the Tier
III meeting will work for the parent
Baseline Data
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Dolch Word List
DRA
Running Record
IMI Pre-Test
Writing Assessment
Writer’s Workshop Notebook
Teacher Conference Notebook
Teacher Made Pre-Post Tests
Behavior Checklist or Chart
Collecting Weekly Data
 Sight
Word List
 Reading Conference
 Weekly Running Record
 Math Questions targeting area of concern
 Flash Cards (math, sight words, vocab)
 Writer’s Workshop conference targeting
concern
 Daily documentation of behavior concern
Example of Weekly Data
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Specific Concern: Organizing
and generating thoughts and
ideas
Specific Instructional
Objective: To take an idea and
develop and organize it on
paper
Student Observation Sheet
2
1.5
6+1
Rubric
1
0.5
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Educational Plan (Who, What,
Where, When): Student and
teacher; teacher facilitated
conferences targeting ideas; in
classroom setting; daily during
Writer’s Workshop
0
Ideas
11/13
Ideas
11/16
Pre Conference
Ideas
11/20
Ideas
12/11
Post Conference
Teacher’s Role
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Obtain permission from the parents for a vision
and hearing (Tier II)
Notify counselor when hearing and vision
permission form is received
Document results of previous standardized tests
and classroom assessments
Send home the Parent Questionnaire packet
before the Tier III meeting
Complete the Response to Intervention
Documentation and other required forms on
students who require prolonged interventions
1. STUDENT INFORMATION (Referring Teacher Completes 1 – 3)
A. Student Name: Last:
First:
Middle:
B. Birth Date:
C. Age:
D. School:
E. Grade:
F. GTID #:
G. Teacher:
H. Parents/Guardians:
I. Cell #:
J. Home #:
K. Work #:
L. Student Address:
M. Number of Schools
Attended to Date:
O. Number of Years
in US:
R. Total
Absences:
N. Languages Spoken in the Home:
Q. Languages Spoken by the Student:
P. Number of years
ELL:
S. Total
Tardies:
T. History of Attendance Issues:
2. CASE HISTORY
What are your primary concerns? Specify:
A. Has the child attended (or is the child attending) a preschool
or Head Start program?
YES
NO
Name of program or school:
B. Is this child age appropriate for grade level?
YES
NO
If no, check all of the following that apply:
Retained:
(Specify Grade):
Held Out of School by Parents:
C. Is the child’s hearing/vision within normal limits?
Date:
Hearing
YES
NO
Date:
Vision
YES
If no, attach documentation or explain.
NO
D. Does the child have significant health concerns, major
childhood illness/disease, or a diagnosed syndrome? Please
attach medical report with diagnosis, if applicable.
YES
NO
If yes, explain:
E. Does the child take medication on a regular basis?
YES
NO
If yes, explain:
Started School Late:
Other: Specify:
As the counselor, sometimes it
seems like your RTI world is spinning
out of control!
Counselor’s Role
 Receive
completed Tier II folders to refer
the student to the Tier III status
 Set up the Tier III meeting
 Notify the parent by mail of the Tier III
meeting. The parent(s) need to be in
attendance at these meetings.
 Keep a log of all Tier III meetings
 Keep a log of all Tier II and Tier III
students
Counselor’s Role
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Notify all Tier III members of the meetings
Lead the Tier III meetings
Ensure that notes are taken during the Tier III
meetings
Schedule follow up Tier III meetings when
needed
Turn the completed Tier III folder over to the
psychologist when the student is referred to Tier
IV
Psychologist’s Role
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Must be present at all initial and annual
evaluation meetings especially where a 2102
Form is involved
 Attend Tier III meetings
 Consult with the teachers, lead facilitator and
Tier II Facilitators to find appropriate strategies
and interventions relevant to the student’s
academic or behavioral concerns
 Make recommendations based on student
concerns
Psychologist’s Role
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Collection of data relevant to the targeted
concerns of the student
 Collect and review master list of Tier II and Tier
III students
 Transfer of folder and other information to Tier IV
when a referral is made to Tier IV (based on time
guidelines)
 Attend IEP meetings
Special Education Lead
Teacher’s Role
 Attend
Tier III meeting when it is a
possible referral to Tier IV
 Consult with teachers regarding
appropriate interventions for student
concerns when necessary
 Make recommendations based on data
and interventions presented at the Tier III
meeting
Special Education Lead
Teacher’s Role
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Complete eligibility report
 Refer the student back to Tier III or for an IEP
meeting based on data and testing conducted by
the teacher and psychologist
 Inform administrators of student outcome
Sometimes the old strategies will not
work!
Tips and Tools
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Before the Tier III meeting with the parent, the
counselor meets with the teacher to discuss
what to expect at the Tier III meeting and what
information will be discussed.
Tips and Tools
 Meetings
are typically scheduled during a
teacher’s planning time and on a specific
day.
Tips and Tools
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Create a strategy file that is accessible to all
teachers.
 The strategy file includes examples of academic
and behavioral strategies pulled from Picasso
and I2I.
 Staff members should add appropriate strategies
to the file.
Tips and Tools
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Minutes from Tier III meetings are printed on
blue paper. This makes it easy to look back in
the file and determine recommendations that
were made at the last meeting.
Tips and Tools
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If speech or language is a concern, the speech
teacher should begin consulting with the teacher
at the Tier II level. After 6 weeks of intervention
the Tier II team will review the information and
determine the next appropriate steps.
Tips and Tools
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When a student is ineligible for special
education, complete a summary sheet to be
placed in Tier III folder indicating status of the
student.
Tips and Tools
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Remember every child doesn’t need to be on
RTI. RTI should be used for the lowest 5% of
students.
Three Keys to Success
CONSULTATION
DOCUMENTATION
ACCURACY
Celebrate Your Success!