how to write a district rti plan: guidance for administrators · 2012-06-06 · rti plan: guidance...

Response to Intervention

How to Write a District RTI PlRTI Plan:

Guidance for Administrators

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


How to Write a District RTI Plan: Agenda1. Review of Requirements and Recommended

Contents of the RTI PlanContents of the RTI Plan2. RTI Plan: Core Instruction

3 RTI Pl Ti 1 I t ti3. RTI Plan: Tier 1 Intervention

4. RTI Plan: Tier 2 Intervention

5. RTI Plan: Tier 3 Intervention

6 RTI Plan: School Wide Screening Tools6. RTI Plan: School-Wide Screening Tools

7. RTI Plan: Parent Notification


8. RTI Plan: RTI Leadership Team


Keynote PPTs and Handout Available at:y

http://www jimwrightonline com/rtiplan phphttp://www.jimwrightonline.com/rtiplan.php



www.interventioncentral.org 4


Writing an RTI Plan: ‘District Discretion’

Purpose: Before a district can write an RTI l it t fi t d id h t it RTI d l ill plan, it must first decide what its RTI model will

look like…



NYSED School Requirements: 100.2NYSED School Requirements: 100.22. A school district shall select and define the specific

structure and components of the response to intervention structure and components of the response to intervention program, including, but not limited to, the criteria for determining the levels of intervention to be provided to t d t th t f i t ti th t d t students, the types of interventions, the amount and nature

of student performance data to be collected and the manner and frequency for progress monitoring.

3. A school district shall take appropriate steps to ensure that staff have the knowledge and skills necessary to implement staff have the knowledge and skills necessary to implement a response to intervention program and that such program is implemented consistent with paragraph (2) of this


subdivision.

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Source: New York State Education Department. (July 2010). Part 100 Regulations: 100.2: General School Requirements. Retrieved from http://www.p12.nysed.gov/part100/pages/1002.html#ii


NYSED RTI Guidance Document: October Document: October

2010


Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf


“ ”NYSED has defined in regulation the minimum components of an RtI program but gdoes not require a specific RtI model that must be uniformly used by all school districts. School districts have discretion to make specific decisions when designing the structure and components of their RtI program. (NYSED RTI Guidance Document, 2010; p. 40).


Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; p. 40

Response to Intervention“To begin the process it is recommended that the school convene an RtIdesign team that includes administrators, related

i l h l service personnel, school psychologists, general education teachers, special education teachers education teachers, ESL/bilingual teachers and parents. Decisions will need to be made regarding the to be made regarding the following components of the RtI framework: “

Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from


Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; pp. 40-41.


Writing a District RTI Plan: RecommendationsWriting a District RTI Plan: Recommendations• Assemble stakeholders (‘RTI Leadership Team’)

t th l t f RTI d l d to agree on the elements of an RTI model and timeline for rolling it out.

• Draft an ‘internal’ RTI Plan to guide your district’s RTI implementation efforts (with district staff and stakeholders as the audience).

• Edit the ‘internal’ RTI Plan if necessary to serve yas the NYSED-required RTI Plan.



Writing an RTI Plan: IntroductionWriting an RTI Plan: Introduction

Purpose: The introduction connects the RTI Purpose: The introduction connects the RTI plan to the school’s larger mission. Also, the i t d ti l t th t d f t introduction can lay out the current and future scope of the RTI plan, as envisioned by the district.



RTI Plan: Introduction

p 1p. 1



RTI Plan: IntroductionRTI Plan: IntroductionThe introduction to the RTI Plan is an opportunity to:

• provide a brief description of RTI as a context for readers unfamiliar with the modelreaders unfamiliar with the model.

• state how RTI supports district initiatives or goals.• describe the current scope of RTI implementation in • describe the current scope of RTI implementation in

your district.• offer a district timeline for the expansion of RTI to cover • offer a district timeline for the expansion of RTI to cover

additional schools, grade-levels, and/or subject areas.



RTI Plan: Introduction: 10 mins

The introduction to the RTI Plan is an opportunity to:10 mins

• Read the brief ‘introduction’ section

• provide a brief description of RTI as a context for readers unfamiliar with the introduction section

of the sample RTI plan.

context for readers unfamiliar with the model.

• state how RTI supports district initiatives p a• Decide what elements

should go into this

or goals.• describe the current scope of RTI

implementationgsection of your district RTI plan.

implementation.• offer a timeline for the expansion of RTI

to cover additional schools, grade-levels,


and/or subject areas.


W iti RTI Pl Ti 1 C I t tiWriting an RTI Plan: Tier 1 Core Instruction

Purpose: As core instruction is the most important element of RTI, this section allows p ,the school to describe it and to define minimum expectations for success expectations for success.



RTI Plan: Tier 1 Core 1 Core

Instruction p. 1



RTI Plan: Tier 1 Core InstructionRTI Plan: Tier 1 Core InstructionA description of Tier 1 core instruction in the RTI Plan can:

• present the research-based core reading (and perhaps math and writing) programs currently in placemath and writing) programs currently in place.

• disclose the amount of instructional time devoted in every classroom to core instruction by subject areaevery classroom to core instruction by subject area.

• provide a minimum threshold for judging the quality of core instruction (e g that at least 80% of students will core instruction (e.g., that at least 80% of students will attain benchmark on the relevant RTI school-wide screening tools).



A description of Tier 1 core

RTI Plan: Tier 1 Core Instruction: 15 mins

instruction in the RTI Plan can:

• present the research-based core Instruction: 15 mins• Read the brief ‘Tier 1

Core Instruction’

present the research-based core reading (and perhaps math and writing) programs currently in place.

Core Instruction section of the sample RTI plan.

• disclose the amount of instructional time devoted in every classroom to core instruction by subject area.p a

• Discuss what elements should go

core instruction by subject area.• provide a minimum threshold for

judging the quality of core instruction ( th t t l t 80% f t d t

ginto this section of your district RTI plan.

(e.g., that at least 80% of students will attain benchmark on the relevant RTI school-wide screening tools).


g )

Response to InterventionWriting an RTI Plan: Tier 1 General-Education Cl I t tiClassroom Intervention

Purpose: The district spells out in the RTI plan the specific responsibilities of the classroom p pteacher as Tier 1 ‘first responder’. Most staff questions about RTI focus on classroom questions about RTI focus on classroom interventions, so careful attention to a clear description of Tier 1 is time a clear description of Tier 1 is time well spent.



RTI Plan: Tier 1 General-Education Classroom Intervention


Interventionpp. 1-2


RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.



2010




The Key Role of Classroom Teachers in RTI: 6 St6 Steps

1 The teacher defines the student academic or 1. The teacher defines the student academic or behavioral problem clearly.

2. The teacher decides on the best explanation 2. The teacher decides on the best explanation for why the problem is occurring.

3. The teacher selects ‘evidence-based’ interventions.4. The teacher documents the student’s Tier 1 intervention plan.5. The teacher monitors the student’s response (progress) to the 5. The teacher monitors the student s response (progress) to the

intervention plan.6. The teacher knows what the next steps are when a student fails


pto make adequate progress with Tier 1 interventions alone.

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Tier 1: Classroom Teacher Problem-Solving Meetings.g g

Schools have two options in setting up forums for teachers to discuss students who need Tier 1 (classroom) interventions and discuss students who need Tier 1 (classroom) interventions and to schedule follow-up meetings to evaluate progress:

• Consultant. The school compiles a list of consultants in the school who can meet with individual teachers or grade-level teams to discuss specific students and to help the teacher to p pcreate and to document an intervention plan.

• Grade-Level Team. The school trains grade-level teams to d t bl l i ti T h t d t conduct problem-solving meetings. Teachers are expected to

bring students to regularly scheduled team meetings to discuss them and to create and document an intervention plan.



Tiers 1-3: Internet Sources for Research Based for Research-Based

Interventionsp. 12



Tier 1 General-Education Classroom Intervention Tier 1 General Education Classroom Intervention The elements of Tier 1 intervention to be presented in the RTI plan

include:include:• Tier 1: Process for Planning Interventions• Tier 1: Cut-Points/Entrance Criteria• Tier 1: Scheduling.• Tier 1: Intervention Programs/Strategies.• Tier 1: Group Size• Tier 1: Length of the Intervention

Ti 1 P M it i T l• Tier 1: Progress-Monitoring: Tools• Tier 1: Progress-Monitoring: Frequency• Tier 1: Progress-Monitoring: Adequate Progress


• Tier 1: Progress-Monitoring: Adequate Progress.• Tier 1: Procedures for Changing the Intervention

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The elements of Tier 1 intervention to be

RTI Plan: Tier 1 Intervention: 30 mins

presented in the RTI plan include:• Tier 1: Process for Planning Interventions• Tier 1: Cut Points/Entrance CriteriaIntervention: 30 mins

• Read the brief ‘Tier 1 Intervention’ section of

• Tier 1: Cut-Points/Entrance Criteria• Tier 1: Scheduling.• Tier 1: Intervention Programs/StrategiesIntervention section of

the sample RTI plan.• Discuss what

Tier 1: Intervention Programs/Strategies.• Tier 1: Group Size• Tier 1: Length of the Intervention• Discuss what

elements should go into this section of

g• Tier 1: Progress-Monitoring: Tools• Tier 1: Progress-Monitoring: Frequency

your district RTI plan. • Tier 1: Progress-Monitoring: Adequate Progress.

• Tier 1: Procedures for Changing the


• Tier 1: Procedures for Changing the Intervention


Estimating Risk and Assigning Students to g gLevels of Intervention



Five Levels of Instruction/Intervention(H d A il bl C f W b P )(Handout Available on Conference Web Page)

Tier 1: Core InstructionTier 1: Core InstructionTier 1: Classroom InterventionTier 2: 'Early Response' Supplemental Tier 2: Early Response Supplemental InterventionTier 2: 'Advanced' Supplemental InterventionTier 2: Advanced Supplemental InterventionTier 3: Intensive Intervention


Response to InterventionMatching Students to Appropriate Levels of RTI Instruction/Intervention



Five Levels of Instruction/InterventionFive Levels of Instruction/InterventionTier 1: Core InstructionTi 1 Cl I t tiTier 1: Classroom InterventionTier 2: 'Early Response' Supplemental I t tiInterventionTier 2: 'Advanced' Supplemental InterventionTi 3 I t i I t tiTier 3: Intensive Intervention


Response to Intervention Sample Grade-Level Cutpoints for Tier 2/3

ServicesServicesp. 18



Writing an RTI Plan: Tier 2 Supplemental InterventionIntervention

Purpose: This section of the RTI plan defines Purpose: This section of the RTI plan defines ‘supplemental’ interventions: e.g., Who carries them out? When are they scheduled? What intervention programs are used?, etc.g



RTI Plan: Tier 2 Supplemental Intervention

pp 2-4


pp. 2-4



Tier 3









Scheduling Elementary Tier 2 InterventionsOption 3: ‘Floating RTI’:Gradewide Shared Schedule. Each grade has a scheduled RTI time Option 3: Floating RTI :Gradewide Shared Schedule. Each grade has a scheduled RTI time across classrooms. No two grades share the same RTI time. Advantages are that outside providers can move from grade to grade providing push-in or pull-out services and that students can be grouped by need across different teachers within the grade.

Classroom 1 Classroom 2 Classroom 3Grade K

Anyplace Elementary School: RTI Daily Scheduleg y g

9:00-9:30

Classroom 1 Classroom 2 Classroom 3Grade 1


9:45-10:15

10:30 11:00Classroom 1 Classroom 2 Classroom 3Grade 2


10:30-11:00

12:30-1:00



1:15-1:45

2:00-2:30


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge.

Classroom 1 Classroom 2 Classroom 3Grade 5 2:00 2:30

Response to InterventionSupplemental Interventions in Secondary Schools: The ChallengeThe Challenge

• Research indicates that students do well in targeted small-group interventions (4-7 students) when the small-group interventions (4-7 students) when the intervention ‘treatment’ is closely matched to those students’ academic needs (Burns & Gibbons, 2008).( )

• However, in schools:1. students are sometimes grouped for remediation by g y

convenience rather than by presenting need. Teachers instruct across a broad range of student skills, diluting the positive impact of the interventionimpact of the intervention.

2. students often present with a unique profile of concerns that does not lend itself to placement in a group intervention.


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge.


Caution About Tier 2 Supplemental Interventions: Avoid th ‘H k H l ’ Tthe ‘Homework Help’ Trap

• Group-based interventions are an efficient Group based interventions are an efficient method to deliver targeted academic support to students (Burns & Gibbons, 2008).

• However, students should be matched to specific research-based interventions that paddress their specific needs.

• RTI Tier 2 intervention support should not take ppthe form of unfocused ‘homework help’, test preparation, or reteaching of l t t


classroom content.


What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/

This website reviews core instruction and intervention instruction and intervention programs in reading/writing, as well as other academic areas.

The site reviews existing studies and draws conclusions about whether specific pintervention programs show evidence of effectiveness.



Best Evidence Encyclopediahttp://www.bestevidence.org/

This site provides reviews of evidence based reading and evidence-based reading and math programs.

The website is sponsored by The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) .



National Center on RTI Instructional Intervention Tools Charthttp://www.rti4success.org/instructionTools

Sponsored by the National Center on RTI, this page provides ratings to intervention provides ratings to intervention programs in reading, math, and writing.

Users can streamline their search by subject and grade level.



Tier 2/3 Intervention Programs at a GlancePrograms at a Glance

p. 15



RTI C i D RTI: Creating a Data Analysis Team to

Manage Tier 2 Services



Data Analysis Team: Definition

The Data Analysis Team (DAT) is the gatekeeper for Tier 2 services. 2 services.

The DAT meets at least 3 times per year, after fall, winter, The DAT meets at least 3 times per year, after fall, winter, and spring schoolwide academic screenings, to review screening results and to select students for Tier 2 inter ention ser icesintervention services.

Optionally, the DAT also meets periodically between Optionally, the DAT also meets periodically between screenings (e.g., once per month) to review the progress of students on Tier 2 intervention. If appropriate, students can be moved into across and out of Tier 2 groups


can be moved into, across, and out of Tier 2 groups between screenings if the data support such moves.


Data Analysis Team: Objectivesy j

The DAT’s objectives during fall/winter/spring reviews of screening data are to:screening data are to:

1. Review with classroom teachers whether at least 80% of 1. Review with classroom teachers whether at least 80% of students reached benchmark/proficiency

2. Brainstorm core instructional strategies that can help to address patterns of weakness found at the Tier 1 group address patterns of weakness found at the Tier 1 group level.

3. Sort students found to be at risk into two groups:g p– Mild risk: Classroom teacher can provide interventions and

progress-monitor at Tier 1More severe risk: Student is placed in supplemental (Tier 2)


– More severe risk: Student is placed in supplemental (Tier 2) intervention.


Data Analysis Team: SkillsetCore members serving on the DAT should be knowledgeable about:

• The interpretation of RTI screening and progress-it i d tmonitoring data.

• The range of Tier 2 programs/groups in the school (and any available slots within those programs/groups)any available slots within those programs/groups).

• The setting of academic performance goals for individual students.students.

• Strong instructional practices that support groups (core instruction) and individual students (classroom or


supplemental intervention).


Tier 2 Data Analysis Team: Structuring Screening-Data

Meetingsg



Data Analysis Team: Structure of Screening Data Meetings

During screening data meetings, the DAT meets with teams of grade-level teachers to:teams of grade level teachers to:– systematically look at the impact of core instruction (goal: at

least 80 percent of students reaching the screening benchmark)benchmark)

– offer recommendations for classroom instructional practice to boost student performance at Tier 1p

– identify those students who need supplemental (Tier 2) intervention services.


Source: Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI Data Analysis Teaming process. Retrieved on May 3, 2011, from http://www.rtinetwork.org/essential/assessment/data-based/teamprocess


Data Analysis Team: Meeting St t /S i tStructure/ScriptA copy of a script for Data Analysis Team meetings (Kovaleski et al., n.d.) is available on the

f b D t conference web page: Data Analysis for Instructional Decision Making: Team Process The script Making: Team Process. The script is in MS Word format, allowing districts to edit the document.






• Read the ‘Tier 2 Intervention’ section of










Response to InterventionWriting an RTI Plan: Tier 3 Intensive I t tiIntervention

Purpose: General-education students who receive Tier 3 services take up the greatest p gamount of RTI resources and are at risk for referral to special education if they fail to referral to special education if they fail to improve. So these high-stakes casesrequire a customized team based require a customized, team-based ‘problem-solving’ approach.



RTI Plan: Tier 3 Intensive Intensive

Interventionpp. 4-6




Tier 3









Tier 3: RTI Problem-Solving Teamg

The school has established an 'RTI Problem-Solving Team' to create customized intervention plans for individual students who require customized intervention plans for individual students who require Tier 3 (intensive) interventions. The RTI Problem-Solving Team:

• follows a consistent, structured problem-solving model during its meetings.

• schedules initial meetings to discuss student concerns and follow-up meetings to review student progress and judge whether the meetings to review student progress and judge whether the intervention plan is effective.

• develops written intervention plans with sufficient detail to ensure that the intervention is implemented with fidelity across settings and people.

• builds an ‘intervention bank’ of research-based intervention ideas for


• builds an intervention bank of research-based intervention ideas for common student academic and behavioral concerns.

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RTI Request for AssistanceAssistance

pp. 13-14



RTI Challenge: Establishing a Strong Establishing a Strong RTI Team at Tier 3 for St d t Wh N d Students Who Need a Problem-Solving Approach



The Problem-Solving Model & Multi-Disciplinary Teams

A school consultative process (‘the problem-solving d l’) ith t i li d b h i l i model’) with roots in applied behavior analysis was

developed (e.g., Bergan, 1995) that includes 4 steps: – Problem Identification– Problem Analysis– Plan Implementation– Problem EvaluationOriginally designed for individual consultation with teachers,

the problem-solving model was later adapted in various


forms to multi-disciplinary team settings.Source: Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.


RTI Team Consultative ProcessStep 1: Assess Teacher Concerns

Step 2: Inventory Student Strengths/Talentsp y g

Step 3: Review Background/Baseline Data

Step 4: Select Target Teacher ConcernsStep 4: Select Target Teacher Concerns

Step 5: Set Academic and/or Behavioral Outcome Goals and Methods for Progress MonitoringProgress-Monitoring

Step 6: Design an Intervention Plan

Step 7: Plan How to Share Meeting Information with the Student’s Parent(s)

Step 8: Review Intervention & Monitoring Plans



RTI Team Roles

• Coordinator• Facilitator• Recorder• Time Keeper• Case ManagerCase Manager






• Read the ‘Tier 3 Intervention’ section of











W iti RTI Pl S h l Wid S i Writing an RTI Plan: School-Wide Screening Tools

Purpose: Academic screening tools are p gessential to RTI, as they help the school to estimate student risk for academic failure and estimate student risk for academic failure and to assign intervention services to match that riskthat risk.



RTI Plan: School-Wide

Screening Toolsp. 6


Response to InterventionEducational Decisions and Corresponding Types of

AssessmentAssessment• SCREENING/BENCHMARKING DECISIONS: Tier 1: Brief

screenings to quickly indicate whether students in the general-screenings to quickly indicate whether students in the generaleducation population are academically proficient or at risk.

• PROGRESS-MONITORING DECISIONS: At Tiers 1, 2, and 3, ongoing ‘formative’ assessments to judge whether students on intervention are making adequate progress.

• INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier detailed • INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier, detailed assessment to map out specific academic deficits , discover the root cause(s) of a student’s academic problem.

• OUTCOME DECISIONS: Summative assessment (e.g., state tests) to evaluate the effectiveness of a program.


Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press.


School-Wide Academic Screening ToolsS l ti f A d i S i M Th h l h Selection of Academic Screening Measures. The school has selected appropriate grade-level screening measures for the academic skill area(s) in which the target student struggles (Hosp, ( ) g gg ( pHosp & Howell, 2007). The selected screening measure(s):

• Have ‘technical adequacy’ as grade-level screeners—and have been researched and shown to predict future student success in the researched and shown to predict future student success in the academic skill(s) targeted.

• Are general enough to give useful information for at least a full g g gschool year of the developing academic skill (e.g., General Outcome Measure or Skill-Based Mastery Measure). Incl de research norms proprietar norms de eloped as part of a • Include research norms, proprietary norms developed as part of a reputable commercial assessment product, or benchmarks to guide the school in evaluating the risk level for each student screened.



School-Wide Academic Screening Tools

Local Norms Collected via Gradewide Academic Screenings at Local Norms Collected via Gradewide Academic Screenings at Least 3 Times Per Year. All students at each grade level are administered the relevant academic screening measures at least th ti h l Th lt il d t id three times per school year. The results are compiled to provide local norms of academic performance.



National Center on RTI Screening Tools Charthttp://www.rti4success.org/screeningTools

The National Center on RTI The National Center on RTI created this page allowing schools to compare and contrast different school-wide contrast different school-wide academic screening tools. The site also maintains a similar page rating various progress-p g g p gmonitoring tools.



NYSED List of Approved APPR Assessmentshttp://usny.nysed.gov/rttt/teachers-leaders/assessments/#assess

The New York State Education Department maintains a page listing those student listing those student assessments approved for teacher and principal evaluation.



School-Wide Screening Tools by Grade LevelTools by Grade Level

p. 16



RTI Plan: Screening Tools: 15 minsTools: 15 mins• Read the ‘Screening

Tools’ section of the Tools section of the sample RTI plan.

• Discuss what • Discuss what elements should go into this section of your district RTI plan.



Writing an RTI Plan: Parent Notification

Purpose: Parents are essential stakeholders in RTI Schools should ensure that parents have RTI. Schools should ensure that parents have good information about the RTI model and are notified when their child is eligible for RTI services.



RTI Pl P t RTI Plan: Parent Notification

p. 6p




2010




RTI Plan: Parent Notification: 15 minsNotification: 15 mins

• Read the ‘Parent Notification’ Notification section of the sample RTI plan.sa p e p a

• Discuss what elements should go into this section of your district RTI


plan.

81


Writing an RTI Plan: RTI Leadership Team

Purpose: The RTI Leadership Team is the p pgroup that designs the district-wide RTI process It brings consistency and consensus process. It brings consistency and consensus to the RTI process.



RTI Plan: RTI RTI Plan: RTI Leadership

Team 7p. 7



RTI Leadership Team: PurposeWh t i th RTI L d hi T ? Th RTI L d hi T What is the RTI Leadership Team? The RTI Leadership Team creates and updates the RTI vision for the school district. It has several functions:

1. Drafting a multi-year plan. This plan guides the district in the implementation of RTI while using existing resources. The team’s RTI Plan should encompass a three year rollout schedule and be RTI Plan should encompass a three-year rollout schedule and be updated yearly.

2. Supervising RTI implementation. The RTI Leadership Team p g p poversees that RTI is implemented in a uniform manner throughout the school district to ensure that each building follows similar RTI procedures and decisions rulesprocedures and decisions rules.

3. Inventorying available resources. The RTI Leadership Team inventories materials, funding, personnel, and other resources


available at each school and at the district level to carry out Response to Intervention.

84


RTI Plan: RTI Leadership Team: 15

What is the RTI Leadership Team? The RTI Leadership Team creates and updates the Leadership Team: 15

minsR d th ‘RTI

Team creates and updates the RTI vision for the school district. It has several

• Read the ‘RTI Leadership Team’ section of the sample

functions: 1. Drafting a multi-year plan. 2 Supervising RTI section of the sample

RTI plan.• Discuss what

2. Supervising RTI implementation.

3. Inventorying available Discuss what elements should go into this section of

y gresources.


your district RTI plan.

85

how to write a district rti plan: guidance for administrators · 2012-06-06 · rti plan: guidance...

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