RtI
Response to
Instruction
Morgan County
Schools
RtI
Response to Instruction

RtI is not another program or layer of
instruction. RtI is an instructional framework
that facilitates an integrated instructional
approach, “connecting the dots” between
general education, special education, gifted
education and supplemental services. It
promotes the provision of high quality,
standards based instruction and intervention
that meets not only the academic, but social,
emotional and behavioral needs of the
learner.

RtI combines assessment and intervention, along
with core instruction within a multi-tiered system to
facilitate student achievement and alleviate
inappropriate behaviors. Much of the success of
the RtI model can be attributed to its collaborative
approach to problem solving. The collaborative
model brings a wealth of experience and
expertise to the “table”, when identifying learner
needs and determining strategies that will
effectively remediates the learner’s area of
weakness.
RtI Instructional
Tiers
Tier 1
Tier 2
Tier 3
Tier 1
 High-quality
classroom instruction using
research-based programs and
instructional methods, universal screens a
minimum of three times per year.
Components of Tier 1 Instruction
Target Audience
All students
Instructional Focus
Research-based programs, strategies, and instructional
methods
Grouping
Differentiated and flexible grouping formats within the
general education classroom
Instructional Time
90 minutes per day or more for literacy, 60 minutes per
day for math
Assessment
Universal screening at beginning, middle and end of
academic year, assessment of students’ learning
strengths
Service Provider
General education classroom teacher
Setting
General education classroom
RTI Success Proven Tools and Strategies for Schools and Classrooms
Whitten, Esteves, and Woodrow
Tier 2
 Focused
supplemental instruction in small
groups, research based interventions
targeted at specific strengths and needs,
progress monitoring.
Components of Tier 2 Instruction
Target Audience
For students identified with marked difficulties and
who have not successfully responded to Tier 1 efforts
Instructional Focus
Research based interventions that consists of programs
and/or strategies designed and employed to supplement, enhance, and support Tier 1
Grouping
Small group instruction based on skill deficits
Instructional Time
Minimum of 30 minutes per day, three to four times a
week in small group, in addition to
Tier 1 instruction
Assessment
Progress monitoring every ten days on target skills to
ensure adequate progress and learning
Service Provider
Personnel determined by school
Setting
General education classroom or pull-out
RTI Success Proven Tools and Strategies for Schools and Classrooms
Whitten, Esteves, and Woodrow
Suggest daily if possible/Usually delivered by the classroom teacher
Tier 3
 Intensive
interventions specifically
designed to meet individual needs,
instruction delivered in small groups or
individually, frequent progress monitoring.
Components of Tier 3 Instruction
Target Audience
For students identified with marked difficulties who
have not fully responded to Tier 2 efforts
Instructional Focus
Research based interventions that consist of programs
and/or strategies designed and employed to supplement, enhance and support Tier 1 and Tier 2
Grouping
Small group instruction or individual instruction
Instructional Time
Minimum of 30 minutes per day, three to
four times per week individually or in
small groups, in addition to Tier 1 instruction
Assessment
Progress monitoring every 5 days on target skills to ensure adequate progress and learning
Service Provider
Personnel determined by the school
Setting
Appropriate setting designated by the school
RTI Success Proven Tools and Strategies for Schools and Classrooms
Whitten, Esteves, and Woodrow
Suggest daily for 45 minutes if possible
TIER
4
Progress
Progress
Satisfactory
None
Progress Monitoring
Every 5 days
TIER 3
1. Review Data 2. Write Plan
TIER 3
Referral
Progress
Satisfactory
New
Progress
Minimal / None
Continue Plan
New Strategy
Progress Monitoring
Every 10 days
TIER 2
1.
Review Data
2. Write Plan
TIER 2
Referral
Rrral
Review
Universal
Data
Universal Screening
Fall, Winter, Spring
TIER 1
Problem
Solving Teams
Tier 2
Tier 3
Tier 2 Problem Solving Team
Where
Grade Level Meetings
Data Meetings
Department Meetings

When
Monthly
Bi-Monthly

Who
Classroom Teachers and
Other Designated Personnel

Designated Members and Roles

Team Leader
Facilitates Meeting

Recorder
Records Minutes of
Meeting and Plan

Time Keeper
Paces Discussion and
Review of Data

Strategist
Leads Group in Determining
Appropriate Instructional
Strategies
Team Leader Should:
 Keep
a master calendar scheduled one
semester in advance
 Review
 Archive
Referrals and Place on Agenda
all student plans and
documentation in a Tier 2 binder
Tier 3 Problem Solving Team

Where
Leadership Meeting

When
Monthly
Bi-Monthly

Who
Required :
Others may include:
Administrator
Counselor
Reading Coach
Interventionist
Auxiliary Members
Designated Members and Roles

Team Leader
Facilitates Meeting

Recorder
Records Minutes of Meeting
and Plan

Time Keeper
Paces Discussion and
Review of Data

Strategist
Leads Group in Determining
Appropriate
Instructional Strategies
Team Leader should:
 Keep
a master calendar scheduled one
semester in advance
 Review
 Archive
Referrals and Place on Agenda
all student plans and documents
in a Tier 3 individual student folder
Special Educator’s Role in the Tier 3 PST
 Special
Education teacher may be invited
as an auxiliary member but it is not
recommended that they serve as a part
of the core team
Parent’s Role in the Tier 3 PST
 The
parent must receive an invitation to
serve as a team member and participate
in all Tier 3 meeting when their child is on
the agenda
 The
meeting may proceed if the parent
chooses not to attend
Addendum
 Invite
the parent to the first Tier 3 Problem
Solving Team meeting.
Tier Placement
 Initial
Universal Screener
 Additional Assessments
 Students below 25th Percentile
 Data Collection / Progress monitoring
 Team Decision
 Documentation
Data Points
 Data
points measure the student’s response
to the strategies implemented
 Data
points are taken from assessments
 Assessments
demonstrating minimum gain,
no gain, or regression may count as one
data point
 Data
points must be taken on the targeted
skill to collect evidence
Rate of Improvement (ROI)



Determine level of skill expected at year’s end
(Goal)
Subtract BASELINE score from the GOAL to get
needed gain (Growth)
Divide GROWTH by # of available weeks of
intervention to the GOAL ROI (weekly rate of
improvement needed to reach year-end goal)
Formula: Goal minus baseline, divided by the # of
weeks of intervention equals ROI
GOAL – BASELINE___________
# of weeks of intervention = GOAL ROI
Minimum Requirement for
Movement from Tier 2 to Tier 3
 Three
Data Points
 6 Weeks of Intervention
 Data Collection / Every 10 days
Minimum Requirement for
Movement from Tier 3 to Tier 4
 Six
Data Points
 Six Weeks of Tier 3 Intervention
 Six Weeks of additional Intervention
 Total of 12 Weeks of Intervention
 Progress monitoring / Data Collection
every 5 days
Documentation
 Sign-in
Sheets
 Required Forms and Documents
 Tier 2 Binder
 Tier 3 Student Folders
Administrator’s Responsibilities
 Audit
 Attend
Tier 2 Binders
Tier 3 Student Folders
Tier 2 Meeting Periodically