RTI Team ProceduresRTI Team Procedures2012-20132012-2013

Iredell-Statesville SchoolsIredell-Statesville Schools

GoalsGoals

RTI Team Make-up, Goals and ResponsibilitiesRTI Team Make-up, Goals and Responsibilities Overview of Tier I, Tier II, and Tier III Forms and Overview of Tier I, Tier II, and Tier III Forms and

How They Flow Into the Referral ProcessHow They Flow Into the Referral Process Overview of the RTI FormsOverview of the RTI Forms Progress Monitoring ResourcesProgress Monitoring Resources Utilizing AIMSWEB and READING 3DUtilizing AIMSWEB and READING 3D Provide Research Based Intervention ResourcesProvide Research Based Intervention Resources Procedures for Parent ReferralsProcedures for Parent Referrals

Inform parents and teachers of concern.Inform parents and teachers of concern. Establish communication between parents and Establish communication between parents and

teachers.teachers. Attempt initial resolution of problems.Attempt initial resolution of problems.

RTI is the replacement for RTI is the replacement for Pre-Referral ProcessPre-Referral Process

Created in 1985 in response to eligibility criteria for Created in 1985 in response to eligibility criteria for Special EducationSpecial Education

The law requires that schools demonstrate the The law requires that schools demonstrate the student’s difficulties are not due to issues such as student’s difficulties are not due to issues such as sensory impairment, ESL issues, environmental sensory impairment, ESL issues, environmental issues, or a lack of instructionissues, or a lack of instruction

The law requires that schools demonstrate valid The law requires that schools demonstrate valid attempts to solve the existing problem through attempts to solve the existing problem through regular education strategies and interventionsregular education strategies and interventions

RTI Coordinator ResponsibilitiesRTI Coordinator Responsibilities

Arrange School Wide Training on the RTI ProcessArrange School Wide Training on the RTI Process Facilitate access to RTI formsFacilitate access to RTI forms Check RtI Tier I, Tier II, and III forms for required Check RtI Tier I, Tier II, and III forms for required

information information Facilitate Parental NotificationFacilitate Parental Notification Facilitate completion of observations, vision, hearing, and Facilitate completion of observations, vision, hearing, and

speech/language screeningsspeech/language screenings Schedule and facilitate RTI Tier III meetings in a timely Schedule and facilitate RTI Tier III meetings in a timely

mannermanner Facilitate data collection and recordingFacilitate data collection and recording

RTI Coordinator ResponsibilitiesRTI Coordinator Responsibilities

Deliver completed forms to Program Specialist Deliver completed forms to Program Specialist if referred to Special Educationif referred to Special Education

File forms in Cumulative File if not referred to File forms in Cumulative File if not referred to Special EducationSpecial Education

Tier I - CoreTier I - Core

Interventions provided in Core classroom Interventions provided in Core classroom during Core instructional time.during Core instructional time.

Within the 90/60 minute block.Within the 90/60 minute block. Interventions that are preventive and Interventions that are preventive and

proactive.proactive. Extra support - differentiationExtra support - differentiation

Standard TreatmentStandard Treatment

Core instructionCore instruction Re-teachRe-teach RemediationRemediation Differentiated InstructionDifferentiated Instruction HYISHYIS

Tier IITier II

Additional instruction beyond regular Core Additional instruction beyond regular Core class instruction.class instruction.

Small groupsSmall groups Instruction based on student need as a result of Instruction based on student need as a result of

continuous progress monitoring.continuous progress monitoring. Progress monitoring 1 – 2 times per month Progress monitoring 1 – 2 times per month

(minimum). This is student driven may need (minimum). This is student driven may need to be more frequent.to be more frequent.

Tier IITier II FCRR intervention strategiesFCRR intervention strategies Corrective ReadingCorrective Reading Reading MasteryReading Mastery Read 180Read 180 VMathVMath Interventions not included on district Interventions not included on district

suggested list must be approved by school suggested list must be approved by school based team with appropriate documentation based team with appropriate documentation detailing research/evidence-baseddetailing research/evidence-based

Tier IIITier III

Intensive InterventionsIntensive Interventions Academic and/or behavioral interventions Academic and/or behavioral interventions

characterized by increased length, frequency, characterized by increased length, frequency, and duration of implementation for students and duration of implementation for students who struggle significantly.who struggle significantly.

Begin screenings that may be needed for Begin screenings that may be needed for referral for special education.referral for special education.

Tier IIITier III

CR PlusCR Plus HillRAPHillRAP Trans MathTrans Math District provided academic and behavioral research District provided academic and behavioral research

based interventions (I3 website & EC Psychologist based interventions (I3 website & EC Psychologist Website)Website)

Interventions not included on district list must be Interventions not included on district list must be approved by school based intervention team with approved by school based intervention team with appropriate documentation that the intervention is appropriate documentation that the intervention is research/evidence based.research/evidence based.

Tier III ProcessTier III Process

A teacher does not place a student in the Tier A teacher does not place a student in the Tier III process, the student’s data brings him/her to III process, the student’s data brings him/her to the Tier III Process.the Tier III Process.

Tier III Process: Prior to Meeting 1Tier III Process: Prior to Meeting 1

Obtain copy of RtI Tier I/Tier II paperwork Obtain copy of RtI Tier I/Tier II paperwork and check for completeness. Make sure there and check for completeness. Make sure there are TWO documented parent contacts with are TWO documented parent contacts with dates.dates.

Parental Notification of Screening is sent Parental Notification of Screening is sent (keep copy and record date on Tier III Form).(keep copy and record date on Tier III Form).

Screening ProcessScreening Process

Social/Developmental HistorySocial/Developmental History Speech/language Screening Speech/language Screening Vision, hearing, and health screeningVision, hearing, and health screening Academic ObservationAcademic Observation Functional ObservationFunctional Observation Program Specialist Referral ChecklistProgram Specialist Referral Checklist

RTI Process Tier IIIRTI Process Tier III

If Tier I vision screening is current within 6 If Tier I vision screening is current within 6 months, record on Tier III form. If not, months, record on Tier III form. If not, request new vision screening from school request new vision screening from school nurse using Vision Screening formnurse using Vision Screening form

Record results on Tier III form.Record results on Tier III form.

Tier III ProcessTier III Process

Request school Speech Therapist to complete Request school Speech Therapist to complete hearing and speech language screening using hearing and speech language screening using the Iredell Statesville Speech Screening the Iredell Statesville Speech Screening Information form.Information form.

Record on Tier III formRecord on Tier III form

RTI Tier III ProcessRTI Tier III Process

Obtain third party Academic AND Functional Obtain third party Academic AND Functional Observations:Observations: Academic: Observation in the classroom during Academic: Observation in the classroom during

instruction in the academic/behavioral area of instruction in the academic/behavioral area of concernconcern

Functional: Observation in a noninstructional Functional: Observation in a noninstructional setting focusing on the student’s ability to interact setting focusing on the student’s ability to interact appropriately with others, conform to conventions, appropriately with others, conform to conventions, follow school procedures, etc.follow school procedures, etc.

Tier III Team Meeting 1Tier III Team Meeting 1

Review Existing DataReview Existing Data AttendanceAttendance ESLESL Previous EvaluationsPrevious Evaluations Relevant Social and Environmental FactorsRelevant Social and Environmental Factors Sensory IssuesSensory Issues Medical InformationMedical Information Strategies utilized during Tier I and Tier IIStrategies utilized during Tier I and Tier II

Tier III Meeting 1Tier III Meeting 1 Record specific Academic/Behavioral Area(s) of Concern (skill Record specific Academic/Behavioral Area(s) of Concern (skill

deficits)deficits) Determine and record what data will be used to supply baseline and Determine and record what data will be used to supply baseline and

measure progress , must be consistent over the course of the processmeasure progress , must be consistent over the course of the process If baseline data exists, assist teacher in recording this on Progress If baseline data exists, assist teacher in recording this on Progress

Monitoring Chart for the student along with class average for Monitoring Chart for the student along with class average for each data pointeach data point

If baseline data needs to be collected, such as in a behavioral If baseline data needs to be collected, such as in a behavioral referral, assist teacher in determining how to collect this data and referral, assist teacher in determining how to collect this data and plan to reconvene to discuss interventions after data is collectedplan to reconvene to discuss interventions after data is collected

Record the current level of functioning in the area(s) of concernRecord the current level of functioning in the area(s) of concern Intervention and Progress Monitoring Chart for each area of concernIntervention and Progress Monitoring Chart for each area of concern

Tier III Meeting 1Tier III Meeting 1

Determine appropriate Research Based Determine appropriate Research Based Intervention(s) to be implemented for each Intervention(s) to be implemented for each area of concernarea of concern

Research Based InterventionsResearch Based Interventions

“…“…have been shown through one or more valid research have been shown through one or more valid research studies to help a student improve academic, studies to help a student improve academic, behavioral/emotional or functional skills. The behavioral/emotional or functional skills. The interventions used prior to determining eligibility for interventions used prior to determining eligibility for special education and related services must be special education and related services must be designed to address the skills deficiency of the designed to address the skills deficiency of the particular individual student.”particular individual student.”

(Public Schools of North (Public Schools of North Carolina)Carolina)

Research Based InterventionsResearch Based Interventions

Are NOT:Are NOT: Preferential SeatingPreferential Seating Praise and AttentionPraise and Attention Parent ContactsParent Contacts Doing MORE of the sameDoing MORE of the same Shortened AssignmentsShortened Assignments Stress BallStress Ball

Research Based InterventionsResearch Based Interventions

Targeted assistance based on Progress Targeted assistance based on Progress MonitoringMonitoring

Administered by the classroom teacher, Administered by the classroom teacher, specialized teacher, or external interventionistspecialized teacher, or external interventionist

Provides additional instruction and can be Provides additional instruction and can be individual, small group, and/or technology individual, small group, and/or technology assistedassisted

Intervention ChallengesIntervention Challenges

When? Finding TimeWhen? Finding Time Different implementation models at Different implementation models at

Elementary, Middle, and High SchoolElementary, Middle, and High School Must involve creativity and flexibilityMust involve creativity and flexibility Necessary to develop school intervention Necessary to develop school intervention

resource bankresource bank Insure intervention fidelity Insure intervention fidelity

RTI Tier III Meeting 1: RTI Tier III Meeting 1: Development of Interventions for Cycle 1Development of Interventions for Cycle 1

Record intervention to be used under “Intervention Record intervention to be used under “Intervention Cycle 1” on page 3 of Tier III formCycle 1” on page 3 of Tier III form

Team signs page 4Team signs page 4 Record Date of Next Meeting to Review Progress on Record Date of Next Meeting to Review Progress on

page 4 of Tier III form. Must be a minimum of three page 4 of Tier III form. Must be a minimum of three weeksweeks

During the First Cycle of Intervention, the referring During the First Cycle of Intervention, the referring teacher records student data and class average data on teacher records student data and class average data on Progress Monitoring ChartProgress Monitoring Chart

Progress MonitoringProgress Monitoring

Scientifically based practice used to assess student Scientifically based practice used to assess student performance and evaluate effectiveness of instruction performance and evaluate effectiveness of instruction over timeover time

Current level of performance is determined (baseline)Current level of performance is determined (baseline) Academic performance is measured on a regular basis Academic performance is measured on a regular basis

(weekly) and is compared to expected rates of (weekly) and is compared to expected rates of learning (class average)learning (class average)

Interventions are adjusted to meet individual learning Interventions are adjusted to meet individual learning needsneeds

Tier III Meeting 2: Tier III Meeting 2: Review of Intervention Cycle 1 and Review of Intervention Cycle 1 and

Development of Interventions for Cycle 2Development of Interventions for Cycle 2

Review effectiveness of Cycle 1 Intervention and Review effectiveness of Cycle 1 Intervention and record results on Tier III form under “Results of record results on Tier III form under “Results of Intervention Cycle 1”Intervention Cycle 1”

Next Step Decisions:Next Step Decisions: Continue current intervention if succeedingContinue current intervention if succeeding Stop Tier III (document reason for decision and file in cum Stop Tier III (document reason for decision and file in cum

file)file) Develop new intervention for Cycle 2 and record on Tier Develop new intervention for Cycle 2 and record on Tier

III form under “Intervention Cycle 2”III form under “Intervention Cycle 2”

Tier III Meeting 2: Tier III Meeting 2: Review of Intervention Cycle 1 and Review of Intervention Cycle 1 and

Development of Interventions for Cycle 2Development of Interventions for Cycle 2

Team signs under “Review of Cycle 1 Team signs under “Review of Cycle 1 Interventions and Development of Cycle 2 Interventions and Development of Cycle 2 Interventions” on page 3Interventions” on page 3

Set date for next review meeting (a minimum Set date for next review meeting (a minimum of 3 weeks)of 3 weeks)

During the second cycle of intervention, the During the second cycle of intervention, the referring teacher records student data and class referring teacher records student data and class average data on Progress Monitoring Chartaverage data on Progress Monitoring Chart

Tier III Meeting 3: Tier III Meeting 3: Review of Intervention Cycle 2 and Review of Intervention Cycle 2 and

Determination of Need for Additional Determination of Need for Additional ActionAction

Review effectiveness of Cycle 2 intervention Review effectiveness of Cycle 2 intervention and record results on Tier III form under and record results on Tier III form under “Results of Intervention Cycle 2”“Results of Intervention Cycle 2”

Tier III Meeting 3: Tier III Meeting 3: Review of Intervention Cycle 2 and Review of Intervention Cycle 2 and

Determination of Need for Additional Determination of Need for Additional ActionAction

Record overall outcomes under Section 4 on Record overall outcomes under Section 4 on Review of Tier III Plan. (Tier IIIB)Review of Tier III Plan. (Tier IIIB)

Tier III Meeting 3: Tier III Meeting 3: Review of Intervention Cycle 2 and Review of Intervention Cycle 2 and

Determination of Need for Additional Determination of Need for Additional ActionAction Team DecisionTeam Decision

Continue current interventionsContinue current interventions Modify interventions and continue Tier III ProcessModify interventions and continue Tier III Process Recommend for evaluation to IEP Committee OR Recommend for evaluation to IEP Committee OR

reevaluation if current EC studentreevaluation if current EC student Stop Tier III processStop Tier III process OtherOther

Obtain SignaturesObtain Signatures

Following the Final Tier III MeetingFollowing the Final Tier III Meeting

RTI Coordinator delivers all paperwork to EC RTI Coordinator delivers all paperwork to EC Program Specialist signing off on date of Program Specialist signing off on date of deliverydelivery

EC Program Specialist reviews process for EC Program Specialist reviews process for completeness of forms and appropriateness of completeness of forms and appropriateness of interventionsinterventions

Following the Final Assistance Team Following the Final Assistance Team MeetingMeeting

If incomplete, EC Program Specialist returns If incomplete, EC Program Specialist returns forms to the RTI Coordinator signed and dated forms to the RTI Coordinator signed and dated with reasons for corrective action neededwith reasons for corrective action needed

RTI Coordinator returns forms to EC Program RTI Coordinator returns forms to EC Program Specialist following corrective actionSpecialist following corrective action

EC Program Specialist again reviews process EC Program Specialist again reviews process for completeness of forms and appropriateness for completeness of forms and appropriateness of interventionsof interventions

Following the Final Tier III MeetingFollowing the Final Tier III Meeting

EC Program Specialist signs and records date EC Program Specialist signs and records date Tier III forms are accepted as completeTier III forms are accepted as complete

EC Program Specialist signs and records date EC Program Specialist signs and records date delivered to the IEP team facilitator delivered to the IEP team facilitator

Date of delivery is Referral to EC date and Date of delivery is Referral to EC date and begins the 90 day timelinebegins the 90 day timeline

Speech Language ReferralsSpeech Language Referrals

Issues involving articulation, voice, and Issues involving articulation, voice, and fluency, as well as a combination of language fluency, as well as a combination of language plus one of the above issues, are referred plus one of the above issues, are referred directly to the Speech/Language Pathologist.directly to the Speech/Language Pathologist.

Students with language issues ONLY must go Students with language issues ONLY must go through Tier I/ Tier II. through Tier I/ Tier II.

Contact your school speech/language therapist Contact your school speech/language therapist who will assist with intervention and data who will assist with intervention and data collection suggestions.collection suggestions.

What Do I Do When What Do I Do When Someone Hands Me a Someone Hands Me a

Parent Referral?Parent Referral?

Parent ReferralParent Referral

Discuss the process with the parent. Make sure Discuss the process with the parent. Make sure the parent understands what they are asking for.the parent understands what they are asking for.

Ask the parent what handicapping condition Ask the parent what handicapping condition he/she feels their student has.he/she feels their student has.

The referral must be in writing. If the parent is The referral must be in writing. If the parent is unable to put the request in writing, we are unable to put the request in writing, we are obligated to assist him/her.obligated to assist him/her.

However, do not ignore verbal requests!***However, do not ignore verbal requests!***

Parent ReferralParent Referral

Teacher Referral: 90 day timeline begins the Teacher Referral: 90 day timeline begins the day the RTI paperwork is delivered to the IEP day the RTI paperwork is delivered to the IEP TeamTeam

Parent Referral: 90 day timeline begins the Parent Referral: 90 day timeline begins the day the parent makes a written request for an day the parent makes a written request for an evaluation to determine eligibility for EC evaluation to determine eligibility for EC servicesservices

Parent Referral Parent Referral

Contrary to Popular Belief:Contrary to Popular Belief: A parent referral does NOT make the process A parent referral does NOT make the process

easier, in fact, it becomes more complicatedeasier, in fact, it becomes more complicated A parent referral does NOT remove ANY of the A parent referral does NOT remove ANY of the

required components necessary to determine required components necessary to determine eligibility for Exceptional Children’s serviceseligibility for Exceptional Children’s services

Parent ReferralParent Referral

A parent referral DOES create a necessity to A parent referral DOES create a necessity to perform various processes (Tier I, Tier II and perform various processes (Tier I, Tier II and III process, interventions, evaluation) III process, interventions, evaluation) simultaneously in order to meet the 90 day simultaneously in order to meet the 90 day timelinetimeline

Parent ReferralParent Referral

**MAKE SURE ALL TEACHERS KNOW TO GIVE **MAKE SURE ALL TEACHERS KNOW TO GIVE PARENT REQUESTS TO THE RTI COORDINATOR PARENT REQUESTS TO THE RTI COORDINATOR IMMEDIATELY**IMMEDIATELY**

When you receive a parent referral, immediately send the When you receive a parent referral, immediately send the “Parental Notification of Screening”“Parental Notification of Screening”

Notify EVERYONE:Notify EVERYONE: School AdministratorSchool Administrator EC Program SpecialistEC Program Specialist EC IEP Team FacilitatorEC IEP Team Facilitator School PsychologistSchool Psychologist Current TeacherCurrent Teacher

Parent ReferralParent Referral

Determine what information exists and what needs to Determine what information exists and what needs to be collectedbe collected Is the student currently receiving services in Tier I or Tier Is the student currently receiving services in Tier I or Tier

II? If not, the regular teacher will need to begin this II? If not, the regular teacher will need to begin this process immediately by completing the information on process immediately by completing the information on page 1 of the Tier I paperwork. The regular teacher will page 1 of the Tier I paperwork. The regular teacher will then immediately proceed with the Tier II process.then immediately proceed with the Tier II process.

What screenings are needed (vision, hearing, etc?)What screenings are needed (vision, hearing, etc?) Arrange for screenings and observations to be completedArrange for screenings and observations to be completed

ParentParent ReferralReferral

Schedule first Tier III meeting in conjunction Schedule first Tier III meeting in conjunction with the IEP Team Facilitator. The first Tier III with the IEP Team Facilitator. The first Tier III meeting will also be the EC referral meeting meeting will also be the EC referral meeting (IEP Team Facilitator will invite parent using (IEP Team Facilitator will invite parent using EC invitation form) EC invitation form)

Parent is formally invited and encouraged to Parent is formally invited and encouraged to attendattend

Meeting should be held within 2 weeks of Meeting should be held within 2 weeks of request receipt request receipt

Utilize student background data sheet.Utilize student background data sheet.

Parent ReferralParent Referral

At this point the process runs the same as a At this point the process runs the same as a teacher referral.teacher referral.

Consult with Program Specialist to insure that Consult with Program Specialist to insure that interventions and progress monitoring interventions and progress monitoring processes are appropriate.processes are appropriate.

At the completion of the Tier III process, the At the completion of the Tier III process, the final meeting will also occur concurrently with final meeting will also occur concurrently with the EC eligibility determination meeting.the EC eligibility determination meeting.