Response to Intervention (RTI) Components

 Best practice education (research- and evidence-based instruction)  Differentiated and collaborative instruction  Early Intervention  Direct, explicit, systematic instruction  Problem-solving model  Data driven decision-making

RTI Intervention Library

Intervention Library http://sccps-acorn/aa/rti/default.aspx

Tier 1-Process and Procedures

1. Complete universal screening or benchmarking at the school level. 2. Use research- and evidence-based instructional strategies to teach students. 3. Use Standards-based instruction to teach students (Common Core Georgia Performance Standards). 4. Provide core reading instruction addressing the five elements of reading (Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension). 5. Complete benchmark assessments in the Fall, Winter, and Spring. 6. Change or differentiate instruction, as needed (to include flexible, small groups). 7. Identify groups of students at-risk of failing academically or exhibiting chronic, persistent behavior difficulties that may need to participate in more intensive interventions. 8. If the majority of students at the grade level are not acquiring a skill then the skill should be re-taught.

1. Continue to provide Tier 1 instruction. 2. Complete Parental Consent for Screening form (hearing, vision, etc.). a. If a student fails the hearing screening, a letter should be provided to the parents to notify them of the need for further evaluation and a referral should be made to the district audiologist. Functional hearing screenings are acceptable. b. If a student fails the vision screening, a letter should be provided to the parents to notify them of the need for further evaluation. Parents must have the student’s vision examined by a doctor; results of the examination should be returned to the school. Functional vision screenings are acceptable. 3. The speech and language screening completed by the Speech-Language Pathologist/Speech Language Therapist, if necessary. 4. The motor screening completed by the Occupational or Physical Therapist, if necessary. 5. Complete the RTI Tier 2 Parent Notification Letter to inform parents/guardians that their child will be receiving small group instruction in the specific areas of need. 6. If student exhibits chronic, persistent behaviors, a RTI FBA/BIP must be completed at this time. 7. Provide small group interventions for at least four weeks; use the RTI Tier 2/3 Intervention & Progress Monitoring Documentation Form to record progress. 8. Administer progress monitoring probes at least every 2 weeks to measure student progress toward goal attainment (one baseline measure and at least two weekly data points per intervention). 9. Complete the RTI Tier 3/SST Referral Form if inadequate performance is documented at Tier 2. All areas must be addressed concerning student strengths and weaknesses! 10. Continue Tier 2 interventions if they are moving the student toward grade level performance. 11. Return the student to Tier 1 if they have met their goal.

Tier 3-Process and Procedures 1. Continue to provide Tier 1 instruction. 2. Send parent/guardian the Tier 3 Parent Invitation Letter, allowing sufficient time for parents to respond/attend. 3. Continue using the five step problem solving model to develop appropriate interventions. 4. Complete medical documentation form(s), if necessary (OHI, OI, VI, OT/PT, etc.-see Acorn) 5. Complete the RTI Tier 2/3 Interventions & Progress Monitoring Documentation Form at the meeting to plan interventions and document progress. 6. Give the Student Background Information Form to the parents/guardians to complete whenever the team considers referral for a comprehensive assessment. 7. Implement interventions for at least eight weeks; keep progress monitoring data on at least a weekly basis; and meet every four weeks to discuss student performance. 8. Move student to lower intervention tiers if the student meets their identified goal(s). 9. Make a determination of suspected disability and refer for a comprehensive evaluation if adequate progress is not demonstrated 10. Invite the school psychologist or DSS to the Tier 3 Referral meeting; the school psychologist should be invited to those initial referrals requiring a psychological evaluation; whereas, the DSS should be invited to all other initial referrals. The psychologist or DSS will review all RTI documentation and offer recommendations, as needed. 11. If a referral for a comprehensive evaluation is determined necessary, the school psychologist or DSS will explain Parental Rights and obtain signatures for the Consent for Evaluation. 12. After reviewing documents for compliance, the school psychologist or DSS will be responsible for uploading all RTI documents into TieNet. 13. Tier 3 interventions must continue until eligibility determination is complete.

1. Complete a comprehensive evaluation (Psychological and/or other evaluation as deemed appropriate and RTI data). 2. Follow specific guidelines listed in the initial referral procedures in Chapter 4 and eligibility procedures listed in Chapter 5. 3. Determine eligibility. 4. Develop the initial IEP, if needed. 5. Place and provide special education services with all entitled IDEIA benefits and protections. 6. Sign Consent for Placement. Reasons to Fast-track an Evaluation

 The student is demonstrating moderate to severe difficulties cognitively; academically, communicatively, and/or behaviorally.  The student demonstrates sensory or physical impairments such as vision impairments, hearing impairments, or orthopedic impairments.  The student demonstrates significant medical impairments such as a neurological problems, seizure disorder, etc.  The parents, although encouraged to use the RTI process, still request a comprehensive psychological evaluation (please contact your principal and program manager regarding these requests prior to referral).

Fast-track Process and Procedures

1. The RTI Coordinator will schedule a Tier 3/SST meeting; and notifies parent using the appropriate parent invitation letter. 2. Request that the parents bring in any independent assessments or medical information from physician/psychologist/psychiatrist, if available. 3. Request that staff bring all relevant data to the meeting (grades, tests, work samples, etc.). 4. Complete the RTI Tier 3/SST Referral Form, check “Fast track” box. 5. Develop RTI Tier 2/3 Intervention & Progress Monitoring Documentation Form and set up a meeting every four weeks. 6. Acquire a parent/guardian signature on the Parental Consent for Screening form (hearing, vision, etc.). 7. The psychologist or DSS will give the appropriate medical or sensory documentation forms to the parents (e.g. OHI Medical Form, etc.), if necessary, so that they can acquire a signature from their physician. 8. Implement the interventions and collect progress monitoring data on a weekly basis. 9. Acquire signatures on the Consent to Evaluation form once the Parental Consent for Screening form has been completed successfully and all medical forms have been received. 10. Invite the school psychologist to initial referrals requiring a psychological evaluation and the DSS to all other initial referrals; this step takes place at Tier 3 of the RTI process. The psychologist or DSS will review all RTI documentation and offer recommendations, as needed. 11. If a referral for a comprehensive evaluation is determined necessary, the school psychologist or DSS will explain Parental Rights and obtain signatures for the Consent for Evaluation. 12. Give the referral packet to your school psychologist so that they can assess the student 13. Continue to develop, implement, and progress monitor the Tier 2/3 interventions until the evaluation has been completed and eligibility determined.