John T. Magee
Middle School
Response to
Intervention (RtI)
Handbook
Contents of this Handbook
Overview………………………………………………………………..3-8
What is RtI?..............................................................................3
Purpose of RtI…………………………………………………….3
Explanation of Each Tier………………………………………...3-4
School-Wide Screening…………………...................................4
Treatment Integrity………………………………………………..4
Definition of Intervention and Examples………………………..5
Definition and Examples of Accommodation and Modification…5
Progress Monitoring………………………………………………6
Examples of Progress Monitoring………………………………6-7
Steps in the CMB Process………………………………………9
Written Plan for Intervention……………………………………10
RtI at John T. Magee…What it looks like…………………………..11
The RtI team……………………………………………………...11
Procedures for RtI Flowchart……….………………………….12
Directions for Paperwork at Each Tier….................................13
Checklist Based on Maslow’s Hierarchy of Needs……13
Assessment Summary Form………………………….…14
Academic Concern Sheet………………………………..15
Tier 1 Documentation Form……………………………..16
Additional Resources
Purposes of Three Types of Assessment………………….19
What is Differentiated Instruction?..........................................19
Examples of Interventions for Each Tier……………………..20-22
LD Eligibility Page within the RtI Model………………………23
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OVERVIEW
What is RtI?
A response to intervention (RtI) model is a framework consisting of 3 tiers for service delivery
that is systematic, data-based and focused on identifying and resolving student academic
and behavioral difficulties. This is done through the implementation of scientifically based
instructional practices that are based upon the individual needs of the student.
The RtI model provides the following:
High-quality instruction and intervention that is matched to the student’s individual
needs.
Frequent assessment through progress monitoring to make decisions about change in
instructional strategies and goals.
Educational decisions, based on the results of progress monitoring, which include
intervention selection and possibly placement in special education.
Purpose of RtI:
RtI is largely supported by research. Educators and State Boards of Education have adopted
this model because it combines the important features of assessment and instruction and
addresses many of the limitations currently associated with the IQ-Achievement discrepancy
model for LD identification. Students learn the best when their skills and abilities closely
match the curriculum and instruction within the classroom. Quality general education
instruction usually provides a good match for the majority of students. However, this is not
true for all students. The RtI model aides in the early identification of a student who is not
responding to the general education curriculum, and provides them with interventions and
behavioral supports until they are successful.
Explanation of Each Tier:
Tier 1:
Interventions at this level are referred to as primary interventions and are school-/classroomwide systems that are in place for all students. This tier should adequately serve about 80%
of the student population. The main Tier 1 academic intervention is the general education
curriculum. Students remain in Tier 1 throughout the school year unless they are not making
adequate progress within the general education curriculum.
Tier 1 is characterized by high-quality, scientifically based instruction that occurs in the
general education classroom and is implemented by the general education teacher. The use
3
of scientifically based programs and practices ensure that student difficulties cannot be
attributed to inappropriate or ineffective poor-quality classroom instruction.
Tier 2:
Interventions at this level are referred to as secondary interventions. These interventions are
specialized group systems for at-risk students. This tier should adequately serve about 15%
of the population of students within the school, those for whom Tier 1 alone is not enough.
When a student is struggling, according to screening or progress monitoring, an appropriate
instructional intervention is implemented and progress within that intervention is monitored.
Tier 2 interventions are provided in small groups, usually 3-5 students. Progress should be
monitored at least every other week, but can be monitored weekly. Tier 2 should provide an
intervention 4-5 times per week for 30 minutes each session. The interventions that are used
at Tier 2 are to be scientifically based and proven effective with the population that is
targeted. Tier 2 interventions can be delivered by the general education teacher as well as
the resource teacher or reading specialist. Tier 2 is considered to be a group of interventions
that are intended to remediate the student’s deficits and promote participation in the general
education curriculum.
Tier 3:
Interventions at this level are referred to as tertiary interventions. Tertiary interventions are
specialized individualized systems for students with intensive needs. This tier should serve
about 5 % of the population of students within the school, those for whom Tiers 1 and 2 are
not enough. Tier 3 may mean the student receives special education services, but Tier 3
interventions do not automatically mean the student will be assessed and may qualify for
special education.
Tier 3 interventions are more intensive than Tier 2 interventions and typically involve smaller
groups of 2-3 students. Tier 3 interventions should take place for 4-5 days per week for an
additional 60 minutes per session, in addition to the general education curriculum. Progress
should be monitored at least weekly, but can be monitored up to 3 times per week.
School-Wide Screening:
Within an RtI model, school-wide screening is used to determine which students might be atrisk and in need of closer monitoring in the general education curriculum. School-wide
screening also serves to identify students in need of further assessment and possible
inclusion in Tier 2 intervention.
It is recommended that schools use school-wide screening, also known as benchmarking, 3
times per school year (fall, winter, spring) in combination with other progress monitoring
techniques to identify students who require more intense interventions. AIMSweb and MAP
4
testing are both ways that school-wide screening can occur. The data that is collected is
compared to grade level criteria which are available for the benchmarks in order to determine
what students are not currently on target for their grade level. This data is used, in
conjunction with teacher input, to determine what students may be at risk for future academic
difficulty.
Treatment Integrity
What is treatment integrity? Treatment integrity (also known as treatment fidelity) refers to the
degree to which intervention is implemented as intended. Treatment integrity is necessary in
order to interpret the results and effects of any intervention.
How to ensure treatment integrity?
Have explicit instructions and a step-by-step checklist or intervention script.
If any problems or issues arise, ask questions.
Have another staff member observe the intervention implementation and provide
feedback.
Intervention: A specific skill-building strategy implemented and monitored to improve a
targeted skill (i.e., what is actually known or demonstrated) and to achieve adequate progress
in a specific area (academic or behavioral).
Scientifically Research-Based Intervention: Specific curriculum that has been proven to be
effective for most students. To meet the label of “scientifically based,” the research must:
Employ systematic, empirical methods that draw on observation or experiment;
Involve rigorous data analyses that are adequate to test the stated hypotheses and
justify the general conclusions;
Rely on measurements or observational methods that provide valid data across
observations; and
Be accepted by a peer-reviewed journal or approved by a panel of independent
experts through a comparatively rigorous, objective, and scientific review.
Examples of Research-Based Interventions in
Reading:
Math:
Read 180
Touch Math
System 44
Compass Learning
Recipe for Reading
Corrective Math
Step Up to Writing
Math PALS
Accommodation: Tools and procedures that provide equal access to instruction and
assessment for student. Accommodations indicate how the content is taught, made
accessible or assessed. They are intended to “level the playing field.” Without
accommodations, students who are struggling may not be able to access grade level
instruction and participate fully on assessments. Examples include:
Reading a test to a student, with no additional help
Allowing extra time to take the same test or complete the same assignments
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Signing an assignment notebook
Breaking down the work into smaller segments, but still expecting all segments to be
completed
Staying after school for homework assistance
Preferential seating
Providing an extra set of books to be kept at home
Modification: A change whereby the student is expected to learn something different than
the general education standard (i.e., what is expected to be learned). Indicates that what is
being taught, the content, is modified. The instructional level or general education
benchmarks or number of key concepts to be mastered are changed. Examples include:
Reading a test to a student, and rewording/re-explaining questions on the test
Decreasing multiple choice answers from 4 to 3 options
Shortening a spelling list
Using a different grading scale for a particular student
Reducing homework/number of assignments needed to be completed
Progress Monitoring
Progress monitoring is the scientifically based practice of assessing students’ academic
performance on a regular basis. It is used to determine the extent to which students are
benefiting from classroom instruction and for monitoring the effectiveness of interventions.
Progress monitoring should occur at least once per month in Tier 1, but could occur as often
as 3 times per week in Tier 3.
There are three main purposes of progress monitoring:
1. To determine whether children are profiting appropriately from the instructional
program, including the curriculum;
2. To build more effective programs for the children who are not benefitting from the
core curriculum or other interventions; and
3. To estimate rates of student improvement.
In an RtI paradigm, progress monitoring assists school teams in making decisions about
appropriate levels of intervention (National Center on Student Progress Monitoring, 2006).
Progress monitoring tools are especially helpful because they assess specific and targeted
skills, are sensitive to small increments of growth over time and can be administered
frequently. Progress monitoring tools are also relevant to the development of interventions
and instructional strategies for students who are struggling. Progress monitoring can be used
for students at any Tier to determine if they are making progress over time.
Examples of Progress Monitoring Tools:
Goal Attainment Scales (GAS):
GAS ratings are a research-based tool that can be used to monitor student progress
toward set goals.
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There are set criterion that determine the student’s progress toward a pre-determined
goal.
The first step is identifying a goal area.
Next step is to identify a possible outcome for the goal. Outcomes should be specific
and where possible expressed as a behavioral or academic statement or something
that is observable and/or measurable.
Start with the most likely outcome. This is what you would reasonably expect to occur
within the time frame agreed and indicates success. This is recorded as 0.
Then describe what would be a higher level of success, or better outcome (+1) and an
even higher level or better outcome (+2). Then do the same for lower levels of success
(-1) and (-2).
At the end of the agreed time frame the level of achievement is reviewed. If the goal
was realistic and the student made progress towards their goal, you would expect
most outcomes to be the 0 result or higher.
When you measure goal attainment you mark the box which matches the outcome
achieved, then add up the scores for each goal. This total is the GAS.
Example GAS Rating:
Name:
Goal: Self esteem
Review date:
Much more than expected (+2)
Expresses realistic positive feelings about self
More than expected (+1)
Most likely outcome (0)
Less than expected outcome (-1)
Much less than expected outcome (-2)
Expresses more positive than negative feelings
about self
Expresses equally both positive and negative
feelings about self
Expresses more negative than positive feelings
about self
Expresses only negative feelings about self
Curriculum-Based Measures (CBM):
CBM’s are a way to progress monitor academic skills.
With curriculum-based measurement (CBM):
Skills can be taught in any logical order.
Growth in all skills is tracked over the entire year.
Each test (also called a probe) includes sample items from every skill taught across
the academic year.
Students' success is based on individual goals, rather than a pre-set group criterion.
Each probe tests prior material, checking for the retention of previously taught skills.
Probes, administration, and scoring are standardized to produce reliable and valid
scores.
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The following is an example of how to implement CBMs and utilize the results:
Curriculum-Based Measurement Probe
Example: Ms. Begay's fourth-grade class is
using the math curriculum adopted by the
district. Each unit introduces a new skill, which
becomes progressively more difficult throughout
the year. Ms. Begay would like to track each
student's progress across the year. She tests
her students weekly on math skills that will be
covered throughout the year by selecting sample
math problems from each unit. A comparable set
of problems will be represented on each weekly
test. Ms. Begay modifies her instructional
strategies when students have difficulty with the
material that has already been covered. She
determines a performance goal for her students
using a standard benchmark for fourth-grade
students in combination with each student's
initial test scores. The probe to the right is the
one that Ms. Begay will administer this week
while she is teaching her students about 2 x 3
multiplication problems.
**AIMSWEB and DIBELS are examples of programs that have progress monitoring CBM
probes available for use.
**An additional website for CBM probes is:
http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php
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Steps in the CBM Process
To implement curriculum-based measurement, a teacher uses the following steps.
Step 1: Create or select appropriate tests (called probes) for the student's grade and
skill level. Each probe contains different but equivalent items and assesses skills taught
from the beginning of the year to those taught at the end of the year. As the year
progresses, students should get more items correct on each subsequent probe.
Step 2: Administer and score probes at regular intervals (i.e.: weekly, bi-weekly, or
monthly). Probes are administered and scored the same way every time to ensure that the
scores are reliable (that is, suggest that a student will achieve a similar score if the test was
re-administered) and valid (that is, that the targeted skills are the ones being tested).
Step 3: Graph the scores. Graphing is an integral part of using CBM. By watching their
progress in such an easily understood format, students can see the relationship between
their effort and their increased academic proficiency. Teachers are also able to make
quicker instructional decisions by looking at a student's graph rather than relying on a list of
scores.
Step 4: Set goals. It is crucial to indicate the expected level of proficiency that students
will demonstrate by the end of the school year and the amount of growth expected in
shorter periods of time (e.g., weekly goals).
Step 5: Make instructional decisions based on CBM data. Teachers can determine
whether an educational intervention is working or needs to be changed.
Step 6: Communicate progress. Provide students, parents, and other educational
professionals with information about student progress throughout the school year using
CBM data and graphs.
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Written Plan for Intervention
Student Name:
Baseline Information: (where is the
student currently?, 3-5 data points
needed)
Grade:
Intervention Start Date:
Date Intervention Will be Evaluated: (must be at
least 4-6 weeks after start date)
What intervention is going to be
implemented? (must be researchbased)
Who is going to implement it?
When will it be implemented? (What
time/class period)
Where will it be implemented?
How long will it be implemented for?
(number of minutes per day and days
per week) *The intervention must be
implemented on a consistent basis
How will treatment integrity be
determined? (use of checklist with
steps or protocol to be followed)
How will you measure if the student
is making adequate progress? (what
progress monitoring tool will you use)
How often will progress be
monitored? (*This must be at least
once per month for Tier 1, once every
other week for Tier 2, and once per
week for Tier 3.)
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What is the Goal for Student
Progress?
RTI AT JOHN T. MAGEE…WHAT IT LOOKS LIKE
The RtI team
The Team Member Roles:
Facilitator: Develops meeting agendas and runs meetings.
Recorder- Responsible for taking notes and recapping previous meetings.
Data-keeper- Looks at data from school-wide testing, discipline, and other sources of
data to present to the team in order to use in making decisions.
Timekeeper/Facilitator – Responsible for ensuring the meeting runs smoothly and
keeps individuals on-task. Works in collaboration with facilitator to develop meeting
agendas and run meetings.
Presenter- Responsible for presenting information to school staff related to RtI and the
team.
Researcher- Looks for more information on topics discussed and brings it back to the
team.
Backups- Responsible for covering roles for team members who are not able to be in
attendance at the meeting.
Meetings Day and Times:
RtI team meets Tuesdays at 2:30.
Once per month the team meets from 12:30 until dismissal to meet with teachers to
discuss individual students and complete necessary paperwork. Please contact school
psychologist to get the paperwork and set up a meeting time.
Paperwork for Tier 1: Information that is needed before a student is brought to team
Checklist based on Maslow’s Hierarchy of Needs (RTI team member will contact
parent and complete when concern is brought up about a student)
Academic Concern Sheet
Assessment Summary Form
Tier 1 Paperwork
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Is the student making adequate progress
with the general education curriculum?
If YES, continue,
this is Tier 1.
RTI Process Flowchart for John T. Magee
These are steps required by the
state in order to bring a student to
Tier 3.
These steps will be a collaborative
process between the RTI team
members and the.
If NO, continue
to follow chart.
Get Tier 1 documentation
paperwork from mailroom.
Complete Tier 1 documentation paperwork with grade level team
(make sure to document interventions tried and monitor progress).
*Psychologist can assist with completion of Tier 1 paperwork.
Is the student making adequate progress with Tier 1
interventions? (provide documentation to support)
If YES, continue implementing the Tier
1 interventions the student responded to.
Keep a copy of documentation.
Tier 1 paperwork includes:
-Checklist based on
Maslow’s Hierarchy of
Needs (RTI member will
contact parent and
complete)
-Academic Concern Sheet
-Assessment Summary Form
-Tier 1 Paperwork
If, NO,
continue to
follow chart.
Set up a time to complete Referral Form with psychologist. A
member of the RTI team will contact the parent and complete
the Maslow sheet at this time.
A Tier 2 meeting will be scheduled at this
time. Turn in completed Tier 1 form and
documentation of progress at this time.
Psychologist will complete Tier 2 paperwork at the designated PST
meeting to determine what Tier 2 interventions should be put in
place and how progress will be monitored.
After 6 weeks of consistent implementation, did student
make progress towards goal given the intervention(s)?
(provide documentation to support)
If YES, continue the intervention
and continue to monitor progress.
If NO, the intervention should be altered or a new
intervention developed. The new intervention
should be put in place for 6 weeks with
documentation to support. An additional follow-up
meeting will be held to review progress)
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If, following addition documentation and review by RtI
team, the student is still lacking response to the
interventions, the student will be referred to Tier 3. AT
this time a case study evaluation MAY occur.
DIRECTIONS FOR PAPERWORK AT TIER 1(everything in italics are instructions)
Checklist Based on Maslow’s Hierarchy of Needs
(Part of Tier 1 Paperwork)
A RTI team member will contact parent and complete this form once concern is expressed
about a student
Physiological
1. What is the student’s diet like?
______________________________________________________________________________
________________________________________________________________________
2. How much sleep does the student get each night?
______________________________________________________________________________
________________________________________________________________________
Safety
1. Does the student have any concerns about his/her safety?
___________________________________________________________________________
___________________________________________________________________________
2. Does the student have any significant family issues that could impact learning or behavior?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
3. Does the student have a permanent residence?
______________________________________________________________________________
________________________________________________________________________
Love/Belonging
1. Does the student have friends? Who are they?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
2. What is the student’s relationship with his/her family like?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
Esteem
1. What is the student’s self-esteem like?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
2. Is the student respectful of others at school, at home and with friends?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
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Assessment Summary Form (part of Tier 1 Paperwork):
Please fill out this summary by looking in the student’s cumulative file prior to requesting to bring a
student to team. This should be done along with the Academic Concern Sheet and Tier 1 paperwork.
If you have additional information, such as graphs or work samples, please attach on a separate
sheet
Assessment Summary for _________________________
6th Grade Teacher__________________
MAP SCORES:
Fall
Winter
Spring
Date / Score
Notes
ISAT SCORES:
Date / Score
Notes
Progress Monitoring
Subject
Oct
Nov
Dec
Feb
Grade level Common Assessment Documentation:
14
Mar
Apr
John T. Magee Middle School
Academic Concern
The academic performance of every student is an important component of “No Child
Left Behind”. This academic referral is a tool used to identify students in need of
assistance and provide the appropriate intervention.
Name
Age
DATE
Quarter
Grade
Teacher / Team
1
2
3
4
Contacts
Student/Teacher Conference Date
Parent Contact
Letter
Phone Call
E-Mail
Name of Parent contacted
Date
Comments:
Academic Factors
Please check all reasons that contribute to the grade indicated and class effected.
Grade (circle) D
Attendance
Discipline/Behaviors
Organization
Test/Quiz Performance
F
_________
Comprehension
_________
_________
Homework
_________
SS _______
_________ Participation
_________
PE _______
_________
Other
_________ Read 180 _______
LA _______
Math ________
Science ________
Exploty. ________
sys 44 ________
Please indicate the other in the space provided:_________________________________________________________________.
Accommodations attempted
Pacing
___ Adjust time for completion of assignments
___ Space short work periods – with breaks
___ Modify assignments requiring copying in timed situation
___ Establish a specific routine
Environment
___ Locate student in a successful spot
___ Increase opportunities for physical motion
Presentation of Subject Matter
___ Utilize individual/small group instruction
___ Utilize manipulatives
___ Emphasize critical information and/or key concepts
___ Provide study sheets
___ Provide visual cues
___ Require high rates of response from the student
___ Used activities that sample Multiple Intelligences
Testing Modifications
___ Give tests orally to student
___ Give taped tests to student
___ Give tests of reduced length
___ Give tests individually to student
Self Management Strategies
___ Use checklists to organize desk and work materials
___ Use charts and graphs to evaluate self
___ Teach student “Stop and Think” procedures
Assignments
___ Use written instructions as a back-up for oral directions
___ Lower reading level of assignment
___ Shorten length of assignment
___ Break assignment into a series of smaller assignments
___ Reduce paper and pencil tasks
___ Read directions/worksheets to student
___ Allow student to type assignments
___ Maintain assignment notebook
___ Avoid penalizing for spelling errors
___ Block off or mask sections of work
___ Highlight directions
___ Allow use of calculator
___ Allow extra time for oral/written responses
___ Reduce amounts of copying from the board
___ Allow projects to be presented through demonstrations, pictures, models, orally,
other non-written ways
Reinforcement and Motivators
___ Use positive reinforcement
___ Use concrete reinforcers
___ Ignore minor infractions
___ Check often for student understanding
___ Use peer tutoring
___ Request parent reinforcement
___ Have student repeat directions
___ Use behavior contracts
___ Use clear and logical consequences for misbehavior
___ Use positive “public posting”
___ Use attention-getting strategies (visual and voice signals, eye contact, touch,
group)
Student Has an iep:
15
yes
no
If yes who is the case manager _________________________________
Tier 1 Instructional Paperwork
THIS FORM GETS FILLED OUT OVER A PERIOD OF TIME, ALL OF THE INTERVENTIONS
DO NOT NEED TO BE STARTED AT ONE TIME
Date of Referral: Date of initial concerns
Grade:
Student:
DOB:
Teacher:
Area(s) of concern:
1. Be specific: Indicate if academic or behavior concern
2. (Ex. reading fluency, reading comprehension, math computations, out of seat,
inattention, off-task…)
Preparation:
Student Strengths
Student Interests
Don’t leave this blank. Everyone has
What does the student like? What is
strengths!
motivating (Ex. computer, art, math,
sports)
Vision/Hearing screening
date:
(*must be requested in order to move
to Tier II Team)
Vision:
Pass
Fail notes: Ask an administrator to look in
skyward, this is an important 1st step.
Hearing:
Pass
Fail notes:
Intervention to be given: What are you going to do? (Ex. Guided reading, differentiation,
previewing text, scaffolded instruction) ***For ideas, see a member of the RTI team
Date to start: When did the intervention start?
Intensity (e.g., Group Size, etc.)
Size of group
How many days per week and how many minutes?
Frequency (e.g., Times per week)
Duration (e.g., dates)
List all dates
Progress Monitoring Technique
(e.g., Running Records, etc.)
How do you monitor progress of students? (Ex.
Percentage correct on homework, number of times per
subject/day of behavior)
Progress must be monitored on a consistent basis (once
every week or two)
Results: (e.g., attach graph, data sets, running record)
(Ex. Running records results, percentages of grade work (provide graph is possible, tall of
behavior frequency)
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Intervention to be given: See above example
Date to start: Give a different interventions if the student is not making progress
comparable to other students in the same grade
Intensity (e.g., Group Size, etc.)
Frequency (e.g., Times per week)
Duration (e.g., dates)
Progress Monitoring Technique
(e.g., Running Records, etc.)
Results: (e.g., attach graph, data sets, running record)
Intervention to be given:
Date to start:
Intensity (e.g., Group Size, etc.)
Frequency (e.g., Times per week)
Duration (e.g., dates)
Progress Monitoring Technique
(e.g., Running Records, etc.)
Results: (e.g., attach graph, data sets, running record)
*Date parent contacted about Tier I interventions:
(*must be completed)
Referral to Tier II Team on Date: Please contact the school psychologist to review Tier 1 and set
up a meeting data with the RTI team
17
Accommodations/Modifications Addendum to
RTI Plan for
Fill out if relevant
Accommodations or
Modifications Needed
Physical Arrangement of
Room
Modify?
Yes
No
Test Taking
Modify?
Yes
No
Assignments/Worksheets
Modify?
Yes
No
Lesson Presentation
Modify?
Yes
No
Organization
Modify?
Yes
No
Behavioral Supports
Modify?
Yes
No
Additional Area of Concern
Modify?
Yes
No
Additional Area of Concern
Modify?
Yes
No
Additional Area of Concern
Modify?
Yes
No
Specific Accommodations or Modification
ADDITIONAL RESOURCES
Purposes of Three Types of Assessment:
Population
Screening/
Benchmarking
School-Wide
Uses
Broad Index
Frequency
Yearly/3x/monthly
Purpose
Identify students who
are at risk
School focus
Class/school
instruction and
curriculum decisions
As first step for
intervention planning
Focus
Instruction
Implications
Examples
AIMSweb, MAP
testing
Progress Monitoring
Diagnostic Tests
Class/small
group/student
Specific academic skill
or behavioral target
Individual student
<3
weeks/weekly/daily
Regroup students
Student/class focus
Within intervention
(curriculum/instruction)
Continue or revise
placement
CBM’s from AIMSweb
Specific academic
domains of
knowledge, skills, or
abilities
Yearly
Identify specific
student deficits
Student focus
Selecting curriculum
and instructional
methods
Planning or
specifying
intervention
WISC-IV, WIAT-III
WHAT IS DIFFERENTIATED INSTRUCTION?
At its most basic level, differentiated instruction consists of the efforts of teachers to respond to
variance among learners in the classroom. When a teacher reaches out to an individual or small
group to vary his or her teaching style in order to create the best learning experience possible for
every student, the teacher is differentiating instruction. Differentiated instruction is a method that can
be used at the Tier 1 level to ensure all students are receiving instruction at their level.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or
learning profile: (1) content--what the student needs to learn or how the student will get access to the
information; (2) process--activities in which the student engages in order to make sense of or master
the content; (3) products--culminating projects that ask the student to rehearse, apply, and extend
what he or she has learned in a unit; and (4) learning environment--the way the classroom works
and feels. For more information on differentiated instruction please look up the following websites:
www.sde.com
http://differentiatedinstruction.com/,
RTI – Problem Solving Team – Tier II – pg. 19
Revised 01/13/09
Tier 1: General Education Classroom Instruction:
*These interventions are available at John T. Magee
Interventions without an asterisk are available within the district and can be obtained for use at John
T. Mageethese were included because some students are currently at a lower level where
elementary interventions would be appropriate
Focus: For all students in the general education classroom.
Program: Scientifically research-based general education curriculum.
Instructor: Classroom Teacher
Setting: General Education Classroom Setting
Examples of Tier 1 Interventions:
*General Education Curriculum
*Early Reading Intervention-Scott Foresman
*Open Court and Harcourt General Education Curriculum (there are interventions provided
within)
Teaching the Big Ideas of Reading
*Step-up-to Writing
*Academic Vocabulary
Heggerty Phonemic Awareness curriculum
Decodable Readers
Reading A-Z
Road to the Code
Literacy by Design
Peer Tutoring
Click or Clunk
Small Group Instruction
Retelling Fiction/Nonfiction
4-Square Writing
Compass Learning
Differentiated Instruction
Guided reading
Listening, reading and receiving corrective feedback for reading fluency
Drilling error words for word decoding
Choral responding techniques
Information from the Pre-Referral Intervention Books for academics and behavior (please ask
psychologist for)
RTI – Problem Solving Team – Tier II – pg. 20
Revised 01/13/09
Tier 2: Small Group Instruction:
Focus: For students identified at at-risk by grades, MAP or AIMSweb scores or students who are
struggling in the general education classroom
Program: Scientifically research-based interventions
Grouping: homogeneous small group instruction, consisting of
Time: an additional 30 minutes per day, 3-4 days per week, in small group instruction (in addition to
the general education instruction time)
Instructor: Personnel determined by the school (ex. Classroom teacher, title 1 teacher, resource
teacher, other staff member)
Setting: Appropriate setting for small group instruction on interventions (may be within or outside of
general education classroom)
Progress Monitoring: progress should be monitored once every 1-2 weeks
Tier 2 Interventions:
*Read 180
Open Court Interventions can be used
*Early Reading Intervention-Scott Foresman
Earobics
Phonemic Awareness in Young Children-Marilyn Jager Adams
Jolly Phonics
Rewards
K-PALS
1st Grade PALS
*Math PALS
Early Success/Soar to Success-Houghton Mifflin
Read Well-Sopris West
Rigby Phonics Intervention Kit
*Compass Learning
Lexia
Self-monitoring
Class-wide Peer Tutoring
Cover-Copy-Compare
Touch Math
Folding In
Structured Paired Reading
Structured Repeated Reading
Great Leaps
Read Naturally
Drill Sandwich
Recipe For Reading
World Language
RTI – Problem Solving Team – Tier II – pg. 21
Revised 01/13/09
Tier 3: Intensive Individual Instruction:
Focus: For student identified with extreme difficulty who have not responded to Tier 1 and Tier 2
interventions.
Program: Sustained, intensive, scientifically-based instruction
Grouping: homogeneous small group instruction
Time: 60 minutes per day of additional instruction, in addition to regular education curriculum in
reading and math
Instructor: personnel determined by the school
Setting: Appropriate setting designated by the school, may be within or outside the general education
setting
Progress Monitoring: Progress should be monitored once every week
Examples of Tier 3 Interventions:
Double Doses of Guided Reading
*System 44
SPIRE Instruction
Reading Recovery
Earobics
Great Leaps
Folding-In
RTI – Problem Solving Team – Tier II – pg. 22
Revised 01/13/09
LD Eligibility Page within the RtI Model
RTI – Problem Solving Team – Tier II – pg. 23
Revised 01/13/09