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May 2015
HUMBLE INDEPENDENT SCHOOL DISRICT
RESPONSE TO INTERVENTION
(RtI)
DISTRICT GUIDEBOOK
May 2015
Humble Independent School District
Response to Intervention
Guidance Document
MISSION STATEMENT
Our purpose, in partnership with families and community, is to develop each child intellectually,
artistically, emotionally, physically, and socially so that all students are life-long learners, complex
thinkers, responsible global citizens and effective communicators.
VISION STATEMENT
We envision schools where students and staff are enthusiastically engaged in learning within local and
virtual environments. We see schools that encourage collaboration and cultivate a sense of belonging.
We see learning standards that are rigorous and relevant. We see learning standards that inspire
creativity and problem solving. Ultimately, we see schools that prepare students for many paths and
that empower them with skills to successfully live in a rapidly changing world.
DISTRICT GOALS:
The Humble ISD Board of Trustees adopted five district goals to achieve the mission and vision.
They are:
District Goal 1: Each student is on track to be college and career ready by graduation.
District Goal 2: HISD learning communities will provide students with a safe and nurturing school
environment.
District Goal 3: HISD will attract, develop, and retain world-class educators committed to serving
each student.
District Goal 4: HISD will develop and promote positive internal and external relations through
effective communication and the involvement of stakeholders.
District Goal 5: HISD will support the district’s vision and mission through operations that are
effective, efficient, and accountable.
May 2015
Contents LAWS SUPPORTING RESPONSE TO INTERVENTION (RTI) ................................................................................ 5
DEFINING “RESPONSE TO INTERVENTION” ........................................................................................................ 5
THE MAJOR COMPONENTS OF RTI ........................................................................................................................ 5
CHARACTERISTICS OF RTI ...................................................................................................................................... 6
HISD RTI ACADEMIC PYRAMID .............................................................................................................................. 7
THREE TIERS OF RTI DEFINITIONS ....................................................................................................................... 8
TIER 1: .................................................................................................................................................................................. 8 TIER 2: .................................................................................................................................................................................. 8 TIER 3: .................................................................................................................................................................................. 8
HUMBLE INDEPENDENT SCHOOL DISTRICT NONNEGOTIABLES .................................................................. 9
DISTRICT RTI DECISION-MAKING GUIDE ...........................................................................................................10
DISTRICT-WIDE ACADEMIC INTERVENTIONS – RTI READING .....................................................................11
DISTRICT-WIDE ACADEMIC INTERVENTIONS – RTI MATHEMATICS ..........................................................12
ELEMENTARY STRATEGIES ................................................................................................................................................. 13 SECONDARY STRATEGIES ................................................................................................................................................... 19
HISD RTI ACADEMIC FLOW CHART (K-5) ............................................................................................................22
HISD RTI ACADEMIC FLOW CHART (6-8) .............................................................................................................26
FREQUENTLY ASKED QUESTIONS ........................................................................................................................30
COMMON RTI ABBREVIATIONS AND TERMS .....................................................................................................39
FORMS ..........................................................................................................................................................................41
RTI TEAM DOCUMENTATION: TIER 1 PROBLEM SOLVING ................................................................................................................ 43 PROBLEM SOLVING IN RTI .................................................................................................................................................. 44 EXAMPLE OF RTI DOCUMENTATION ............................................................................................................................................ 45 ESSENTIAL CASE FACILITATOR RESPONSIBILITIES FOR CONSULTATION IN TIER 1 .................................................................................. 46 RTI TEAM DOCUMENTATION CHECKLIST ...................................................................................................................................... 47 RTI TEAM DOCUMENTATION: STAFF TRAINING ............................................................................................................................. 48 RTI TEAM DOCUMENTATION: TIER 1 LESSON PLAN REVIEW ............................................................................................................ 49 RTI TEAM DOCUMENTATION: TIER 1 INSTRUCTIONAL STRATEGIES FOR INCREASING ACADEMIC ENGAGEMENT TIME .................................. 51 RTI CLASSROOM OBSERVATIONS ................................................................................................................................................ 52 RTI TEAM DOCUMENTATION: TIER 1 PROBLEM SOLVING ................................................................................................................ 53 RTI DOCUMENTATION: PROBLEM SPECIFICATION CHECKLIST FOR TIER 1 CASE FACILITATOR INITIAL CONSULTATION .................................. 55 RTI DOCUMENTATION: TIER 1 CASE FACILITATOR FOLLOW-UP ........................................................................................................ 56 RTI DOCUMENTATION OF TIER 1 INSTRUCTIONAL INTERVENTIONS: BASIC READING ............................................................................. 57 RTI DOCUMENTATION OF TIER 1 INSTRUCTIONAL INTERVENTIONS: READING LITERACY ......................................................................... 58 RTI DOCUMENTATION OF TIER 1 INSTRUCTIONAL INTERVENTIONS: WRITTEN LANGUAGE ...................................................................... 59 RTI DOCUMENTATION OF TIER 1 INSTRUCTIONAL INTERVENTIONS: MATH ......................................................................................... 60 NOTIFICATION OF TIER 2 RTI TEAM MEETING .............................................................................................................................. 61 DOCUMENTATION OF TIER 2/TIER 3 RTI TEAM MEETING ............................................................................................................... 62 RTI DOCUMENTATION: TIER 2/TIER 3 INTERVENTION AND ASSESSMENT ........................................................................................... 65 RTI FIDELITY CHECKLIST: TIER 1 CURRICULUM AND INSTRUCTION STRATEGIES .................................................................................... 66 RTI FIDELITY CHECKLIST: TIER 2/TIER 3 INTERVENTIONS ................................................................................................................. 68 RTI TEAM END-OF-YEAR REVIEW: TIER SUMMARY DATA ............................................................................................................... 69
APPENDIX A ADDITIONAL INFORMATION ..........................................................................................................70
May 2015
ASSESSMENT OVERVIEW .................................................................................................................................................... 71 UNIVERSAL SCREENERS ..................................................................................................................................................... 72 PROGRESS MONITORING: THE BASICS ................................................................................................................................ 73
Humble ISD
May 2015 Page 5 of 73
Laws Supporting Response to Intervention (RtI)
Both the No Child Left Behind Act (NCLB 2001) and the Individuals with Disabilities Education
Improvement Act (IDEA 2004) focus on the quality of instruction that students receive in the general
education setting. NCLB and IDEA require the use of research-based instruction and interventions. RtI
focuses on effective academic and behavioral programs that result in improved student performance.
Using data-based interventions and interventions based on scientific research to determine eligibility
for learning disabilities is stressed in IDEA 2004. With an RtI approach, general education teachers
assume increased responsibility for delivering high-quality instruction to early-identified struggling
students. The diverse needs of these students must be addressed through a tiered problem-solving
system of timely interventions that increase in intensity and duration. RtI promotes the unity of general
education and special education to create a seamless system.
Defining “Response to Intervention”
Response to Intervention, or RtI, is the practice of meeting the academic and behavioral needs of all
students through a problem-solving process with three key elements:
High-quality instruction and research-based tiered interventions aligned with individual student need
Frequent monitoring of student progress to enable results-based academic and/or behavioral decisions
Use of student response data in making important educational decisions (such as those regarding
placement, intervention, curriculum, and instructional goals and methodologies)
The instructional approaches within the general education setting should result in academic and/or
behavioral progress for the majority of the students (80%). The primary focus of RtI is early
intervention to prevent long- term academic failure. Struggling students are identified using data-based
progress monitoring and are provided intensive instruction. The use of a scientifically validated
curriculum, as well as instructional methods expected in an RtI model, leads to school improvement.
Support services require collaboration among campus personnel such as counselors, interventionists,
special education teachers, and dyslexia teachers.
The Major Components of RtI
Data-based decision making—Critical educational decisions are based on assessment results. Data
are carefully analyzed to determine why academic or behavioral problems exist.
Universal screening—Universal screenings are assessments administered to all students to determine
as early as possible which students are at risk of not meeting academic benchmarks. These screenings
are administered three times per year in order to meet early intervention needs of all students.
Tiered model of delivery—The RtI process incorporates a tiered model of delivery of instruction. The
tiers reflect increasing intensification of interventions to meet the individual needs of students.
Progress monitoring—The monitoring of student progress is a research-based practice that produces
data about student growth over time. Progress monitoring is used to determine the effectiveness of
instruction and/or interventions.
Fidelity of implementation—Fidelity of implementation is achieved when the delivery of instruction,
assessments, and progress monitoring is carried out as it was designed to be.
Humble ISD
May 2015 Page 6 of 73
Characteristics of RtI
RtI meets the goals of the No Child Left Behind Act by helping with early identification of
struggling learners and by providing immediate intervention using scientific, research-based
instruction and teaching methods in order to improve educational outcomes.
RtI is a preventive approach used to intervene early when students show signs of not meeting
grade- level standards.
RtI generates high-quality instruction and interventions matched to student needs.
RTI uses the student’s learning rate and level of performance to make educational decisions.
RtI can be used to make referral decisions for students who do not respond to intensive
intervention (Tier 3) in the general education setting.
RtI provides data that can be used in the identification of students with specific learning
disabilities, as opposed to the traditional discrepancy model used to determine eligibility for
special education services.
RtI meets the educational needs of all students by providing direct, focused instruction to address
specific academic and/or behavioral needs.
Humble ISD
May 2015 Page 7 of 73
HISD RtI Academic Pyramid
Tier 3A
Tier 2
Special Education/IEP Specialized Instruction
5-10% of Students Students who did not respond adequately in earlier tiers.
Tier 3B
HISD RtI Academic Pyramid
Intensity Assessment Setting Interventionist 120 minutes weekly
Minimum 4-6weeks, may be repeated for 6 weeks
Progress monitoring, 2 times a week at student’s level of instruction
1 to 3 students in small group Reading or Math Interventionist, dyslexia specialist and/or other service provider
Decision Points: After 6 weeks – (1) Referral to SpEd (2) Section 504 (3) Continue in Tier 3 for 6 weeks or (4) Return to Tier 2
15% of Students Students who need intervention below grade.
Intensity Assessment Setting Interventionist 90 minutes weekly
Maximum 9-18 weeks, may be repeated for 9 weeks
Progress monitoring once a weeks at student’s level of instruction
6 to 10 students in small group in the classroom
Classroom teacher, co-teacher, interventionist, or other service provider
Decision Points: After 9 weeks – (1) Move to Tier III (2) Continue Tier 2 for additional 6 weeks or (3) Return to Tier 1
80% of Students Students receive intervention at academic grade level . ALL students / ELL Learners / SpEd and 504
Intensity Assessment Setting Interventionist 30 minutes weekly Minimum of 9 weeks, may be repeated for 9 weeks
Universal screening, progress monitoring once a week on academic grade level
General classroom instruction / Small group
Classroom teacher
Decision Points: After 9 weeks – (1) Move to Tier 2 or (3) Continue Tier 1 for additional 6 weeks
Tier 1
Humble ISD
May 2015 Page 8 of 73
Three Tiers of RtI Definitions
Tier 1: Tier 1 is the foundation of the RtI instructional model. In this tier, all students receive high-quality,
research-based instruction in the general education setting. Teachers deliver high-quality core class
instruction that is aligned with state standards and in which 80% or more of the students are successful.
Students in grades K-8 will be screened three times a year with valid and reliable reading and
mathematics assessments to determine areas where intervention is needed. Students will be identified
as “at risk” and assigned a case facilitator in Tier 1 if they fall below the district cut score on the
universal screening and demonstrate a lack of grade level success through a review of multiple data
sources. Teachers will differentiate instruction in grade-level classes for 9 weeks and will monitor the
progress of all students via documentation of universal screening and individual student results on state
assessments, curriculum-based assessments, district benchmark assessments, daily assignments, and
teacher-made assessments.
What critical areas need to be addressed in Tier 1 classroom interventions? The Individuals with Disabilities Improvement Act of 2004 (IDEA) and the No Child Left Behind Act
of 2001 (NCLB) advocate the use of interventions and instruction based on scientific research. Both
acts require effective reading and mathematics instruction that results in improved student performance
and a reduction in the number of students needing special education services. Essential components for
reading are phonemic awareness, vocabulary development, reading comprehension, phonics
instruction, and fluency, and those for mathematics are mathematics calculation and problem solving.
Tier 2: The RtI campus team may increase support to Tier 2 for students who are not making progress at Tier
1, typically about 10% of all students. Students are identified for individualized small-group instruction
delivered by teachers and/or interventionists, in addition to core class instruction. This intensified level
of intervention includes research-based programs, strategies, and procedures designed to supplement
and enhance Tier 1 activities. Tier 2 intervention is designed to be a minimum of 90 minutes per
week for 9-18 weeks.
Tier 3: Students who have not responded adequately to interventions in Tiers 1 and 2 and are performing
significantly below grade level will move to Tier 3 and receive intensified, comprehensive intervention
in addition to their grade-level curriculum. Tier 3 typically addresses the needs of approximately 5-
10% of all students. Tier 3 intervention is designed to be 120 minutes for a minimum of 4-6
weeks.
For Dyslexia Pullout Services follow the specific intervention requirements identified in the student’s
individual accommodation plan.
Tier 3 is also the most intensive tier of instruction for students identified as eligible for special
education.
Students at this level receive specially designed instruction as determined by the ARD committee.
504 referrals and 504 students:
1. A 504 referral can occur at any point in the RtI process.
2. A student identified as 504 is not automatically a Tier 3 student. He/she is at level Tier 3
only if 504 services and accommodations are needed as a result of severe academic
deficiencies. Some 504 students will be successful at other RtI Tiers (including Tier 1).
Humble ISD
May 2015 Page 9 of 73
Humble Independent School District Nonnegotiables
The responsibility of the RtI team within each school will be the school’s administrator or the
administrator’s designee.
Universal screenings will be administered three times a year (fall, winter, and spring) to all
students in grades K–8, according to the district schedule.
Interventions will be implemented with fidelity.
Regularly scheduled RtI Committee meetings will be held with documented meeting minutes.
Documentation of student progress will be collected by teachers, case facilitators, and
interventionists and will be reviewed at regularly scheduled meetings focusing on assessment,
interventions, and fidelity.
Student intervention plans will be reviewed according to their tier status.
Data will be used to make any necessary additions or other changes to student intervention plans.
Student privacy is of the highest priority with the RtI team.
Service Tier 2/3 interventions for students assigned to ISS/DAEP.
Humble ISD
May 2015 Page 10 of 73
District RtI Decision-Making Guide
Tier 1
Reading universal screening: BOY, MOY and EOY
Istation
Cut score = 20th percentile.
Principal/administrator chairs a meeting with the campus RtI team. Data are analyzed to identify data trends for students whose scores fall below the cut score. RtI team consults with teachers regarding curriculum and instructional practices.
Teachers implement core curriculum and interventions for 9 weeks. Teacher administers assessment once a week and provides progress-monitoring data to the RtI team. The team reviews classroom and progress-monitoring data with the case facilitator and analyzes the progress of designated Tier 1 at-risk students.
Decision point: week 9. Identify students who continue to score below the cut score on week 9 screening and demonstrate a lack of progress. Schedule RtI meetings to discuss student move to Tier 2.
Tier 2
Strategic interventions: 9-18 weeks
Use research-based fluency average learning rates for goal setting (Fuchs et al. 2006).
Establish baseline data-point scores and develop aimline (goal).
Select appropriate intervention, to be delivered 90 minutes weekly.
Discuss intervention effectiveness and problem-solve as needed (use RtI standard protocol).
Assign intervention support and assessment support.
Begin intervention. Group size is 5–6 (elementary) and 6–8 (intermediate and up).
Administer progress-monitoring assessment 1 time per week. Decision point: week 9. Use a three-data-point decision rule to monitor progress, and
problem-solve if the intervention needs to be altered.
Continue intervention. Decision point: week 12-18. Reconvene the RtI team and analyze the data collected. If the
learning rate has increased, continue the intervention. If not, change the intervention and monitor progress; or if the learning rate falls significantly below established norms, begin Tier 3 interventions.
Tier 3
Intensive interventions: 4-6 weeks
Increase intensity of intervention to 120 minutes weekly.
Discuss intervention effectiveness and problem-solve as needed (use RtI standard protocol).
Continue intervention support and assessment support.
Begin intervention. Group size is 3 (all grade levels).
Increase progress monitoring to 3 times per week. Decision point: week 6. If the learning rate has increased, continue the intervention or exit
to Tier 2. If the learning rate has not increased, refer the student for Section 504 or special education evaluation.
Humble ISD
May 2015 Page 11 of 73
District-Wide Academic Interventions – RtI Reading
TIER 3 – Intensive Interventions Identified Istation Teacher Directed Lessons
Read 180- Secondary Only
Leveled Literacy Intervention (LLI) Kits- Elementary
TIER 2 – Intervention: Additional Instruction
Istation Teacher Directed Lessons
Read 180- Secondary Only
Leveled Literacy Intervention (LLI) Kits-
Elementary Only
Guided Reading
K-2 Pacific Learning Kits (Spanish only)
TIER 1 – Foundational Core Classroom Instruction
Balanced Literacy
Guided Reading
State/district curriculum
standards
Handwriting w/o Tears
Elementary and
Secondary Strategies
Classroom Guide (pages
12-19 of Guide Book)
Flexible small grouping
Istation- Student
Independent Use
Differentiated
Instruction
Journeys Curriculum
Knowsys- Middle
School
On our Way to English
(ESL)
Humble ISD
May 2015 Page 12 of 73
District-Wide Academic Interventions – RtI Mathematics
TIER 3 – Intensive Interventions Identified
Envision Intervention Kit 2.0 Elementary
Fast Math- Elementary
TIER 2 – Intervention: Additional Instruction
Envision Intervention Kit 2.0 Elementary
Fast Math-Elementary
TIER 1 – Foundational Core Classroom Instruction
State/district curriculum
standards
Elementary and Secondary
Strategies Classroom
Guide (pages 12-19 of
Guide Book)
Flexible small grouping
Strategies Guide
Differentiated Instruction
Envision 2.0
Pearson Professional
Resource
Humble ISD
May 2015 Page 13 of 73
Elementary Strategies
Example of Elementary Campus Interventions
Classroom Available (Tier 1)
Phonemic Awareness Activity Kit by Lakeshore Learning Materials (hands-on reading)
Small flexible grouping
Peer tutoring in learning stations
PBIS (positive behavioral interventions and supports)
Istation
Tier 2
Istation
Small flexible grouping
Leveled Literacy Intervention (LLI) Kits
Tier 3
3:1 grouping
Leveled Literacy Intervention (LLI) Kits
There are other programs available, too. We are putting these together at this time.
Intervention strategies (research-based book)
Progress monitor tools: Istation, Think Through Math, Star.
Strategies and materials needed for Tier 1 intervention (can be used in any tier level):
Letter Recognition Skill
Letter strips with the alphabet—recite and touch and name the letters daily. Also, name the initial, final,
and medial letters. Find and name the letters learned in class so far.
Letter mats and plastic letters—put the letters on the mat as quickly as possible and then name the letters in order.
Flash cards—name the letters as quickly as possible. Do them in order for at least two days a week and
then mix them up the other days.
Technology available: ______________________________________
These things should be done with consistency at every session.
Here are the research-based strategies that can be used:
Identifying similarities and differences
o Compare and contrast
o Analogies
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Linguistic and nonlinguistic representations
o Physical models
o Visual tools
o Kinesthetic representations (hands-on)
Cooperative learning
o Group engaged learning
o Multimedia
o Small group learning with a goal
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Based upon content from Robert J. Marzano
Humble ISD
May 2015 Page 14 of 73
Graphophonemic Knowledge: Phonics
Use the phonemic awareness Intervention Activities Guide or core curriculum intervention section
o Areas to address:
___ Letter name identification
___ Letter-to-sound linking
___ Word study for spelling and blending words on paper
Use __________ phonics kit
Use small group Guided Reading activities (Wright Group)
Technology available: ________________________________
These things should be done with consistency at every session.
Here are the research-based strategies that can be used:
Identifying similarities and differences
o Compare and contrast
o Analogies
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Linguistic and nonlinguistic representations
o Physical models
o Visual tools
o Kinesthetic representations (hands-on)
Cooperative learning
o Group engaged learning
o Multimedia
o Small group learning with a goal
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Based upon content from Robert J. Marzano
Phonemic Awareness
Use the phonemic Intervention Activities Guide
o Areas to address:
___ Listening to sounds
___ Rhyming
___ Syllables
___ Oral word blending (onset-rime blending)
___ Beginning sounds
___ Ending sounds
___ Middle sounds
___ Deleting sounds
___ Segmenting phonemes in words
___ Linking letters to sounds
___ Blending sounds for decoding
Use Phonemic Awareness Activity Kit (daily lessons are provided)
Use small group Guided Reading activities (Wright Group)
Technology available: _________________________________________
These things should be done with consistency at every session.
Here are the research-based strategies that can be used:
Identifying similarities and differences
o Compare and contrast
Humble ISD
May 2015 Page 15 of 73
o Analogies
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Linguistic and nonlinguistic representations
o Physical models
o Visual tools
o Kinesthetic representations (hands-on)
Cooperative learning
o Group engaged learning
o Multimedia
o Small group learning with a goal
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Based upon content from Robert J. Marzano
Comprehension
Use the phonemic Intervention Activities Guide or the core curriculum intervention section
o Areas to address:
___ Retell
___ Sequence
___ KWL chart—what we know, what we want to know, what we learned
___ Predicting
___ Question/answer—directed reading, cause and effect
___ Story elements
Bloom’s Taxonomy for questioning
Technology available: _______________________________
These things should be done with consistency at every session.
Here are the research-based strategies that can be used:
Identifying similarities and differences
o Compare and contrast
o Analogies
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Linguistic and nonlinguistic representations
o Physical models
o Visual tools
o Kinesthetic representations (hands-on)
o Charts/pictures/webs
Cooperative learning
o Group engaged learning
o Multimedia
o Small group learning with a goal
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Questions, cues, and advance organizers
Humble ISD
May 2015 Page 16 of 73
o KWL charts
o Analytical questions (Bloom’s Taxonomy)
o Inferences
Based upon content from Robert J. Marzano
Fine Motor/Writing
Use fine motor activity list
o Manipulatives should be used to strengthen finger muscles
o Daily practice of correct writing and letter formation should be done
These things should be done with consistency at every session.
Here are the research-based strategies that can be used:
Identifying similarities and differences
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Linguistic and nonlinguistic representations
o Physical models
o Visual tools
o Kinesthetic representations (hands-on)
Cooperative learning
o Group engaged learning
o Multimedia
o Small group learning with a goal
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Based upon content from Robert J. Marzano
Vocabulary (can be used with ESL students)
Picture cards for naming objects (daily)
Stories with questions for word meaning
Manipulating objects and naming them orally
ESL coordinator suggestions
These things should be done with consistency at every session.
Here are the research-based strategies that can be used:
Identifying similarities and differences
o Compare and contrast
o Analogies
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Linguistic and nonlinguistic representations
o Physical models
o Visual tools
o Kinesthetic representations (hands-on)
o Pictures
Cooperative learning
o Group engaged learning
o Multimedia
o Small group learning with a goal
Humble ISD
May 2015 Page 17 of 73
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Based upon content from Robert J. Marzano
Number Recognition
Number strips—orally count, touch, and name the numbers daily
Number mats with touch points
Number mats with plastic numbers or number cards—put numbers in order as quickly as possible
Flash cards—name the numbers as quickly as possible, in order for at least two days a week and mixed up
on the other days
These things should be done with consistency at every session.
Here are the research-based strategies that can be used:
Identifying similarities and differences
o Compare and contrast
o Analogies
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Linguistic and nonlinguistic representations
o Physical models
o Visual tools
o Kinesthetic representations (hands-on)
Cooperative learning
o Group engaged learning
o Multimedia
o Small group learning with a goal
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Based upon content from Robert J. Marzano
Math Problem Solving or Computation
o Use BL (below level) alternative teaching strategy in the core curriculum
o Reteach
o Use manipulatives with small group
o Repetition with flash cards
These things should be done with consistency at every session.
Here are the research-based strategies that can be used:
Identifying similarities and differences
o Compare and contrast
o Analogies
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Linguistic and nonlinguistic representations
o Physical models
o Visual tools
o Kinesthetic representations (hands-on)
o Charts and graphs
Humble ISD
May 2015 Page 18 of 73
Cooperative learning
o Group engaged learning
o Multimedia
o Small group learning with a goal
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Based upon content from Robert J. Marzano
Humble ISD
May 2015 Page 19 of 73
Secondary Strategies (Tier 1)
Think Through Math
Bloom’s Taxonomy level questioning
Brain-based strategies
Brainstorming
Marzano’s strategies
Small flexible grouping
Peer tutoring in learning stations
PBIS (positive behavioral interventions and supports)
Assigned mentor (check in with adult and help student manage assignments, time, and organization of
materials)
(Tier 2)
Istation
Small flexible grouping
Accelerated Reading/Math Instruction
(Tier 3)
Istation
Progress monitor tools: Istation, Think Through Math
Strategies and materials needed for Tier 1 intervention (can be used in any tier level):
Reading Comprehension and Vocabulary
Bloom’s Taxonomy questioning to inspire a deeper thinking
Use the following with reading passages, book chapters, and other literature:
o Retell and summarize
o Sequence events
o Use KWL chart—what we know, want to know, and learned
o Make predictions
o Use cause and effect
o Create story maps and list story elements
o Instigate thinking about inferences and underlying meanings
Use small group reading with peers and discussion groups
These things should be done with consistency at every session.
Technology available: _______________________________________
(Possibilities include Istation, Renaissance Learning with the Accelerated Reading program, )
Here are the research-based strategies (from Marzano) and learning styles:
Identifying similarities and differences
o Compare and contrast
o Analogies
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Prompt/praise
Linguistic and nonlinguistic representations and learning styles
o Physical models
o Visual tools
o Kinesthetic representations (hands-on, teacher modeling)
o Support text with pictures, graphics, and other visuals
o Verbalize expectations and directions for solving problems
o Engage students with hands-on learning experience—use tangible objects to represent text
o Act out text
Cooperative learning
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May 2015 Page 20 of 73
o Group engaged learning
o Multimedia
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Progress monitoring may be completed with the technology programs or a program such as Istation
comprehension.
Reading Fluency
Use reading passages with timed limits—set goals for improvement
Use the following with reading passages, book chapters, and other literature:
o Reread text several times
o Encourage students to read silently and then aloud
Use small group reading with peers
These things should be done with consistency at every session.
Technology available: _______________________________________
(Possibilities include Renaissance Learning with the Accelerated Reading Program, NovaNet.)
Here are the research-based strategies that can be used (from Marzano) and instructional intervention strategies:
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
Cooperative learning
o Group engaged learning
o Paired reading
o Multimedia
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Instructional intervention strategies
o Provide review and practice with text
o Integrate fluency learning into a game for motivation
o Allow students to compete with others and self
o Teacher modeling
Progress monitoring may be completed with the technology programs or a program such as AIMSweb R-CBM
for fluency.
Math Computation and Fluency
Timed drills with campus work pages
Use FASTDRAW strategy (mnemonics)
Use concrete objects and three-dimensional objects to represent math solutions
These things should be done with consistency at every session.
Technology available: _______________________________________
(Possibilities include Renaissance Learning with the Accelerated Math program, the Compass Learning math
program, and Destination Math.)
Here are the research-based strategies that can be used (from Marzano) and differentiated instruction:
Identifying similarities and differences
o Compare and contrast
o Analogies
o Visually discriminating
Reinforcing effort and providing recognition
o Students describe personal ways to use this information
o Monitor effort and achievement
o Prompt/praise
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Linguistic and nonlinguistic representations
o Physical models (concrete objects)
o Visual tools (advanced organizers)
o Teacher modeling
o Kinesthetic representations (hands-on)
Cooperative learning
o Group engaged learning
o Multimedia
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Progress monitoring may be completed with the technology programs or a program such as Accelerated Math.
Motivation and Organization
PBIS (positive behavioral interventions and supports)
Write directions, model directions, and have students retell or rephrase the directions
Use the buddy system
Assign a mentor for check-in and individual help for motivating and organizing
These things should be done with consistency at every session.
Technology available: _______________________________________
Here are some behavioral intervention strategies:
Directions
o Give clear, simple, and precise directions
o Model or show visual directions
o Check students for understanding of directions
o Post rules
Redirecting behavior
o Allow students time to regain control and focus
o Monitor effort and achievement
o Prompt/praise
o Team with partners for a task
Motivate
o Provide a positive and trusting classroom environment
o Follow through with consequences and rewards
o Use student’s likes and needs to encourage completion of tasks
o Use extrinsic and intrinsic motivators—rewards, verbal praise, and individual needs for
personal gain
Organization
o Demonstrate ways to organize materials—give students examples
o Allow a few minutes of class time to have students organize materials together and help each
other
o Assign a buddy for assignments and organizing
o Assign a mentor staff for checking in with assignments, organizing, and progress
o Multimedia use for organizing ideas
Setting objectives and providing feedback
o Personal goals for the student are set
o Assessment feedback (progress monitor)
Progress monitoring may be completed with a checklist of expectations. Periodically the checklist should be
used and compared to previous checklists. This will help in determining progress.
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Tier
1
HISD RtI Academic Flow Chart (K-5)
Administer Universal Screeners in Reading at the beginning, middle, and end of the year. Refer to District Assessment Calendar for specific dates.
Principal/RtI Chairperson convenes campus RtI team. A cut score of 20th percentile is used to analyze data trends.
Campus RtI team meets with teachers regarding curriculum and instructional practice.
Universal Screening DECISION POINT
Student is at or below the 20th
percentile
Teacher completes the “HISD RtI Student Identification Process K-5” form to determine which students are designated Tier 1 Identified. Then progress monitor once a week until student has received nine weeks of general classroom instruction. Progress monitoring occurs on grade level at this point.
Student is above the 20th
percentile
Continue working with the student in the general education classroom using Tier 1 instruction OR schedule meeting with the RtI Team for further assistance.
Student is above the 20th
percentile
Continue working with the student in the general education classroom using Tier 1 instruction OR schedule meeting with the RtI Team for further assistance.
Student continues to score below the 20th percentile OR supporting documentation demonstrates a lack of progress.
Move to Tier 2 and complete designated forms.
Student consistently scores above the 20th percentile AND supporting documentation shows progress. Discontinue progress monitoring and continue with Tier 1 differentiated instruction.
9 Week DECISION POINT Meeting
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Tier
2
Student is at or below the 20th percentile on the most recent Universal Screener, growth
rate is flat, OR growth rate has been less than average for 18
weeks. At the RtI meeting, complete the HISD designated form and move to Tier 3.
Student is at or below the 20th percentile on the most recent
Universal Screener AND growth rate is less than
average. At the RtI meeting, complete the HISD designated form and continue in Tier 2. See Tier 2 directions above.
Student is above the 20th percentile on the most
recent Universal Screener OR growth rate is average
or above average.
At the RtI meeting, complete the HISD designated form and move to Tier 1.
Tier 2
9-18 weeks, 90 minutes supplemental instruction 5 to 1 grouping Discuss intervention effectiveness and problem solve as needed.
Select appropriate interventions from the HISD Tier 2/3 intervention list.
Establish baseline data-point scores and develop nine week goal. Refer to “How to Set a Goal” in the Progress Monitoring Section of the HISD K-12 RtI Guide.
Assign intervention and assessment support.
Deliver intervention in 30 minutes sessions, 3 times per week, in a 5 to 1 grouping.
Administer progress monitoring 1 time per week as outlined in Progress Monitoring Section of the HISD K-8 RtI Guide.
Prior to the 9 week decision point meeting, the teacher completes the HISD designated form.
12-18 Week Decision
After 12 weeks in Tier 2, the RtI team will determine whether to move the student back to Tier 1 or move to Tier 3.
9 Week DECISION POINT
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Tier
3
Student is at or below the 20th percentile on the most recent Universal Screener,
growth rate is flat, OR growth rate has been less than average. Proceed to referral for further evaluation (Special Education or 504).
Student is above the 20th percentile on the most recent Universal Screener, OR growth
rate is average or above average.
Move to Tier 2 and see Tier 2 directions.
Tier 3
Min. 120 mins. per week for 4-6 weeks, 3 to 1 grouping Discuss intervention effectiveness and problem solve as needed.
Select appropriate interventions from the HISD Tier 2/3 intervention list.
Establish baseline data-point scores and develop six week goal. Refer to “How to Set a Goal” in the Progress Monitoring Section of the HISD K-8 RtI Guide.
Assign intervention and assessment support.
Administer progress monitoring 1 time per week as outlined in Progress Monitoring Section of the HISD PK-12 RtI Guide. There must be 9 points of data within Tier 3.
Prior to the 6 week meeting, the teacher completes the HISD designated form.
6 Week DECISION POINT Meeting
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Post- Referral
Tier 3 Student meets eligibility for Special Education services. Follow the Special Education process.
Student meets eligibility for 504 services. Follow the 504 Committee process.
Student does not meet eligibility .
RtI team meets with evaluator to review results of evaluation. Evaluator discusses strengths, weaknesses, and recommended interventions.
The RtI team in collaboration with the evaluator determines a plan for the student. This includes suggestions for instruction and interventions based on the evaluation. The RtI team determines if Tier 2 or Tier 3 interventions are appropriate for the student. If the student will continue Tier 2 or Tier 3, an intervention plan is created and the RtI process is followed.
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Tier
1
HISD RtI Academic Flow Chart (6-8)
Administer Universal Screeners in both Math and Reading at the beginning, middle, and end of the year. Refer to District Assessment Calendar for specific dates.
Principal/RtI Chairperson convenes campus RtI team. A cut score of 20th percentile is used to analyze data trends.
RtI team meets with teachers regarding curriculum and instructional practice.
Universal Screening DECISION Point
Student is at or below the 20th percentile
Teacher completes the HISD designated form to determine which students are designated Tier I Identified. The identified students on the campus monitoring list are progress monitored every 3 weeks until student has received nine weeks of general classroom instruction. Progress monitoring occurs on grade level at this point.
Student is above the 20th percentile
Continue working with the student in the general education classroom using Tier I instruction OR schedule meeting with the RtI Team for further assistance
Schedule RtI meeting to discuss potential student move to Tier 2. Teacher completes HISD designated form and gathers all supporting documentation, including progress monitoring data, to be presented at the RtI meeting for consideration.
9 Week DECISION POINT
Student continues to score below the 20th percentile OR supporting documentation demonstrates a lack of progress.
Move to Tier 2 and complete HISD designated form.
Student consistently scores above the 20th percentile AND supporting documentation shows progress.
Discontinue progress monitoring. Complete the HISD designated. Continue with Tier 1 differentiated instruction
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Tier
2
Student is at or below the 20th percentile on the most recent Universal Screener, growth rate is flat, OR growth rate has been less than average for 18 weeks. At the RtI meeting, complete the HISD designated form and move to Tier 3.
Student is at or below the 20th percentile on the most recent Universal Screener AND growth rate is less than average. Continue in Tier 2. See Tier 2 directions above.
Student is above the 20th percentile on the most recent Universal Screener OR growth rate is average or above average.
At the RtI meeting, complete the HISD designated form and move to Tier 1.
Tier 2 Minimum 90 minutes distributed throughout the week for 9 weeks, small group Discuss intervention effectiveness and problem solve as needed. Select appropriate interventions from the HISD Tier 2/3 intervention list. Establish baseline data-point scores and develop nine week goal. Refer to “How to Set a
Goal” in the HISD K-12 RtI Guide. Assign intervention and assessment support. Administer progress monitoring 1 time per week. Prior to the 9 week decision point meeting, the teacher completes HISD designated
form.
12-18 Week Decision
After 12-18 weeks in Tier 2, the RtI team will determine whether to move the student back to Tier 1 or move to Tier 3.
9 Week DECISION POINT
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Tier
3
Student is at or below the 20th percentile on the most recent Universal Screener, growth rate is flat, OR growth rate has been less than average. Proceed to referral for further evaluation (Special Education or 504).
Student is above the 20th percentile on the most recent Universal Screener, OR growth rate is average or above average. Move to Tier 2
Tier 3
Increase intensity of Tier 2 interventions: 120 distributed minutes – small group Discuss intervention effectiveness and problem solve as needed.
Select appropriate interventions from the HISD Tier 2/3 intervention list.
Establish baseline data-point scores and develop six week goal. Refer to “How to Set a Goal” in the HISD K-8 RtI Guide.
Assign intervention and assessment support.
Administer progress monitoring a minimum of 2 times per week. There must be 9 points of data within Tier 3.
Prior to the 6 week meeting, the teacher completes HISD designated form.
6 Week DECISION POINT Meeting
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Post- Referral
Tier 3 Student meets eligibility for Special Education services. Follow the Special Education process.
Student meets eligibility for 504 services. Follow the 504 Committee process.
Student does not meet eligibility .
RtI team meets with evaluator to review results of evaluation. Evaluator discusses strengths, weaknesses, and recommended interventions.
The RtI team in collaboration with the evaluator determines a plan for the student. This includes suggestions for instruction and interventions based on the evaluation. The RtI team determines if Tier 2 or Tier 3 interventions are appropriate for the student. If the student will continue Tier 2 or Tier 3, and intervention plan if created and the RtI process is followed.
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Administer Universal
Frequently Asked Questions
What is the purpose of the RtI team? Each campus will have a team that implements an RtI approach, according to the process outlined in
the model adopted by the district. The purpose of the team is to make data-based decisions regarding
students who are experiencing difficulties in academic and/or behavioral domains. The team will
develop an intervention plan to promote improvements in the student’s academic performance and/or
classroom behavior and will provide the teacher with support to implement the interventions. Teachers
will be provided the support and resources they need to implement the interventions at each of the
three RtI tiers.
What are the roles of the campus based RtI team? The roles of the campus team are to increase support for high-quality curriculum and instruction based
on data collected, to provide consultative support to teachers by aligning existing school resources, and
to focus the decision-making process using data. The campus RtI team engages in two distinct
functions. One is to analyze the universal screening data in order to interpret trends and identify
struggling learners who fall below the predetermined cutoff score. The team reviews the data to
determine whether there are deficits in Tier 1 curriculum or delivery of instruction that may be
contributing to students’ inability to meet standards. The team uses the data in this sense to provide
consultation to teachers and other staff on improving Tier 1 interventions and whole-class instruction.
The second function of the team is student- centered, focusing on individual student needs. The team
carries out this function after Tier 1 problem solving has been addressed and fidelity of curriculum and
instruction is established. At this time, the team problem-solves to decide on individual interventions
aimed at increasing the learning rate of the struggling learner.
Who is on the RtI team? Each campus will have a core team (5 or 6 members) that will meet regularly at specified dates and
times. The team is accountable for most of the RtI process and is multidisciplinary, including an
administrator, a counselor, a diagnostician, a classroom teacher or teachers, an interventionist, and
parents.
Campus administrator—Participation by an administrator is key to the RtI team’s
effectiveness. The administrator’s responsibilities include the following:
Scheduling the team meeting’s time and location
Maintaining communication between the team members, the principal, and
administrative staff
Recruiting new members
Maintaining documentation of the team process
Scheduling and attending additional meetings when deemed necessary
Ensuring that the RtI team process is monitored and evaluated for effectiveness
Participating in a district-wide RtI planning committee
Case facilitator—Each identified student must have an assigned case facilitator. Most team
members will function in this role at some time on a rotating basis. The case facilitator is
responsible for the following:
Aiding teachers and staff in communicating with the assigned data collector
Examining existing data, such as grades, attendance records, cumulative folder, and
discipline folder
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Consulting with the school nurse and other staff for feedback
Participating in meetings with parents, if scheduled
Monitoring the intervention process as indicated in the RtI plan
Data collector—The data collector gathers information, organizes the presentation of data,
manages data reports on interventions, and plots student progress.
All students identified within the RtI process need to be monitored so that the intervention
outcome can be measured. (This monitoring is the responsibility of the assigned case
facilitator.) The data collector is responsible for the following:
Gathering and comparing measurable data to determine the outcome of the RtI plan
Creating a report for the campus RtI team, highlighting the effectiveness of the
instructional support plan for individual students, as well as the overall process
Record keeper—This team member is responsible for scripting and documenting the meetings.
Timekeeper (optional) —To keep the group on task and the meetings within their allotted
amount of time, one team member may serve as a timekeeper, using a timer to structure the
pace of the meeting.
Who conducts the campus-wide screening process? The campus RtI team is responsible for overseeing the universal screening process. Universal
screenings will be conducted on every student. The classroom teacher or other school personnel
conduct the screenings and report the results to the campus RtI team. Careful documentation of
screening results is important for accurate identification of students’ needs.
If the results of universal screening suggest that an individual student is performing below standards,
then interventions by the classroom teacher need to be developed and implemented at Tier 1. District-
approved interventions are used to prevent students from failing to meet academic and/or behavioral
expectations and thus requiring more intensive interventions. The goal of district-approved interventions
is to proactively teach and support desired academic and social behavior for all students. Confidentiality
must be safeguarded, although district-approved screening records should be accessible to teachers and
staff who work with a student. Note: Universal screening is not considered to be an individual
evaluation and therefore does not require prior parental notice or consent.
What happens during Tier 1? All students are provided high-quality core instructional and behavioral supports in the general
education setting.
Universal screenings of mathematics and reading are administered to all students by a team of
school personnel and/or the classroom teacher to determine each student’s level of proficiency.
A team approach is used to analyze and screen data to identify any problem areas in the
curriculum, instruction, the environment, or learners.
Using the problem-solving model, the RtI team defines the problem in concrete, measurable
terms.
Differentiated instruction is used within the classroom, and student response to the instruction
is monitored.
Adjustments in instructional strategies for all students in the classroom are reflected through
whole-group and small-group differentiated instruction.
Identified students are provided interventions based on data from ongoing assessments.
Identified students receive interventions usually in small, teacher-led flexible groups. The
intervention occurs during the regular school day in the general education classroom with a
review of student progress every 2 weeks.
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The intervention schedule is based on how frequently the teacher needs to meet with and
provide direct instruction to each group per week (e.g., group meets daily, group meets 3 times
per week) and the number of minutes per meeting time (e.g., 10 minutes, 20 minutes).
A progress monitoring tool is used to track students’ response to intervention, and a minimum
of 3 data points are collected within 6 weeks.
Campus administrators monitor the fidelity and integrity of classroom instruction and
interventions.
Interventions and progress are documented in the student’s instructional support plan, which is
kept in the student’s RtI folder.
What critical areas need to be addressed in Tier 1 classroom interventions? The Individuals with Disabilities Improvement Act of 2004 (IDEA) and the No Child Left Behind Act
of 2001 (NCLB) advocate the use of interventions and instruction based on scientific research. Both
acts require effective reading and mathematics instruction that results in improved student performance
and a reduction in the number of students needing special education services. Essential components for
reading are phonemic awareness, vocabulary development, reading comprehension, phonics
instruction, and fluency, and those for mathematics are mathematics calculation and problem solving.
What happens during Tier 2? Tier 2 instruction/interventions are delivered inside the classroom or in a pull-out setting
outside the classroom to students who are not achieving state and grade-level standards through
core instruction and district-approved Tier 1 interventions.
Identified students are provided with research-based interventions based on data from ongoing
assessments.
Small, flexible, teacher-led instructional groups are formed, based on student data and
observations.
Students with similar instructional needs are grouped together, limiting the size of the group
according to the intensity of instruction needed.
Identified students in grades K–8 receive interventions in small groups during the regular
school day for two 6-week periods.
Academic instructional time is increased. How often and how long the teacher meets with each
small group varies, depending on student needs.
Campus administrators monitor the fidelity and integrity of classroom instruction and
interventions.
The CBM data are used to assess student response.
Instruction is adjusted, based on each student’s response to the provided intervention.
Interventions and student progress are documented in the Tier 2 intervention plan.
A progress-monitoring tool is used to identify which students continue to need assistance and to
determine the specific kinds of skill deficits that must be addressed.
The collaborative RtI team analyzes assessment data, determines the progress that has or has
not been made, develops individualized interventions, monitors interventions, and identifies
students who need further support provided at Tier 3 or with special education.
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What happens during Tier 3? Individualized instruction is provided in addition to core instruction in the general education
classroom.
Multiple interventions and services are delivered by specially trained staff.
The student-teacher ratio is reduced.
The intensity and frequency of support services are adjusted as students achieve targeted skills. Students continue to move fluidly between and among the tiers.
Instructional time is increased.
Student progress is tracked weekly, using progress-monitoring tools to determine intervention effectiveness and the students’ response to the intervention(s).
Campus administrators monitor the fidelity and integrity of classroom instruction and interventions.
How often does the RtI Team meet and when would follow-up meetings be needed? The campus based RtI meetings should occur on a regular basis, such as weekly or bi-monthly. The
Tier 2/3 interventionist or case manager can request a campus RtI meeting at any time when a student is
not making progress and a problem solving session is necessary to determine providing additional
support, changing of interventions, or if the student is at the end of the Tier intervention time and a Tier
change may be needed.
How do you know if student responded to the intervention? If the student makes the average growth rate expected as defined by the campus based team, he or she
responded to the intervention. The process of ongoing progress monitoring provides data to support
this. This type of data is usually charted and the chart will provide a visual analysis of the student’s
progress. Additional information such as Tier 1 student products, in-class tests, and performance on
district /state assessments is also used.
How are the average growth rates for the purpose of determining whether or not
the student responded to the intervention, established? They are typically established by using researched based standards for growth rates, such as those
published by Dr. Lynn Fuchs, Dr. Mark Shinn, and Dr. Edward Shapiro.
Documentation is a very important part of RtI, what documentation represents
enough data for decision making? Documentation forms should include student products and assessments in Tier 1 instruction, teacher
and team communication with parents, teacher interviews, parent interviews, the team process itself,
definition of outcome goals, observations of the student, progress monitoring and fidelity of
implementation.. Critical to problem solving are the forms used to document the fidelity of the RtI
process. The following is an example of the flow of data collection (Ogonosky, 2008):
Universal screening results and documentation • Classroom observations
• Review of records
• Documentation of level of curriculum taught and instructional intervention
• Parent notification of concerns
RtI referral • Parent notification of RtI meeting
• Teacher/staff notification of RtI meeting
• Problem identification form
• Student information form
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• Classroom observations
• Minutes/notes of problem-solving meeting
• Intervention plan/fidelity documentation
• Progress monitoring/CBM results
• Progress reports
Documentation of progress monitoring/CBM results • Description of interventions
• Student work samples
• Follow-up documentation of fidelity
• Data for formal request for multidisciplinary assessment: health history, progress reports,
and campus RtI team reports (minutes and notes)
• Remember that the campus team’s chairperson is responsible for checking with team case
managers to make sure all forms are completed at the specified time in the process.
Are there “basics” of a strong problem solving process? Yes. Common variables that insure a strong team process include:
Confidentiality is ensured at all times.
Meetings are held in a timely manner (schedule weekly times and review individual students
every 4- 6 weeks)
An agenda is displayed and communicated during the meeting
Time limits are honored.
Staff and student needs are carefully addressed and honored.
Creative use of auxiliary personnel and other appropriate resources occurs when planning the
intervention.
Team members who represent a variety of experience and expertise are included in the
discussion as needed.
A campus RtI library of resources is available for team members and staff
Teams building activities and team staff development are provided in order for the team to
stretch and grow.
What are the components of the RtI Problem Solving Process? The problem process is designed to promote increased in learning outcomes for all students. The first
type of problem solving involves the universal screening data where the data is analyzed in terms of
trends to Identify instructional strategies and interventions necessary to support staff and also to
document informal consultations and data collection. The next type of problem solving is focused on
the individual student where the data is analyzed by the RtI team specific to the student. Here the
problem is objectively defined in a measurable manner and a plan of instruction and intervention
support is developed. Then the team will review the plan and monitor for fidelity and outcomes.
Fidelity in the problem solving process refers to the team ability to problem solve in a consistent
manner by using a process designed to increase student achievement. Fidelity of the process is
enhanced when the campus team uses a scripted procedure for carrying out the problem solving
process.
Is there a recommended way to hold a team problem solving meeting? Yes. It is recommended that the team follows a scripted agenda to ensure fidelity of the team problem
solving process and to provide a framework for accurate documentation of deliberate and thoughtful
analysis of problems and solutions. An example of this process is as follows:
Step 1: Assess Teacher Concerns • Review all Tier 1 data (including observations of classroom and fidelity of instruction)
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• Review teacher lesson plans and student products
• Review any additional information regarding Tier 1 interventions, parent input, outside sources
of information
Step 2: Inventory student strengths and talents • Provide examples of learning and behavioral skills that are demonstrated strengths of the
student-use data to support and measure the strengths
Step 3: Review all Tier 1 documentation from case manager Step 4: Select targeted
academic and/or behavioral concerns • Based upon data review identify and define skill deficits impacting the students ability to
progress and achieve commensurate with peers.
Step 5: Review Baseline data and set goals • Baseline data provides the starting point of the intervention (academic instructional rate,
behavioral rates) Goal setting should use norms for determining adequate weekly process (i.e. Shinn, Shapiro, Fuchs) such as increasing fluency of reading rates by correct words per minute or math computation by digits correct per minute.
Step 6: Design the Intervention Plan • Select intervention strategy based upon district guidelines (instructional strategies identified,
strategic programs identified etc.) aligned with Tier 1 data collection and design entry as baseline point.
• Determine location where intervention is going to occur • Discuss and plan for when the intervention will be delivered based upon district guidelines,
such as Tuesday and Thursday mornings 9:30-10:00 am. • Identify staff who will be responsible for the instruction and fidelity of the intervention
Step 7: Plan for method of documenting progress and fidelity • Specify who will be collecting the progress monitoring data (note: in Tier 1 this is done by
the classroom teacher and in Tiers 2 &3 this person is selected by the RtI campus team). • Determine when fidelity check will be completed by administrator (i.e. 2 weeks after
initiation of intervention).
Step 8: Design plan for parent communication • Designate parent contact (most often case manager) • Specify date parent will be notified on progress
Step 9: Review Intervention Plan and Obtain signatures of team members • Decide on follow-up meeting date (often 6 weeks after start of intervention) • Designate a case-manager follow-up date (usually 2 weeks into intervention process) • Have all members present sign intervention plan documentation
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Assessment and Intervention
Why is it so important to focus on data in the RtI process? Assessments are critical for problem solving solutions in an RtI model. The assessment process is used
to gather information about students and interventions. This data provides the campus team an
objective way to quantify and measure student’s academic and behavioral needs.
What is the difference between a percent score and a percentile score? The term "percent" is an abbreviation of the Latin phrase per centum, which literally means "by the
hundred.” A percent score represents the proportion of test material answered correctly out of a
hundred. A percentile score is one of most common methods to interpret norm-referenced assessments.
Percentile scores range from 1 to 99 and tell the test interpreter the percentage of individuals in the
norm-group that the test taker outperformed.
What is curriculum based measurement? Curriculum based measures are assessment procedures that use direct observation and recording of a
student’s performance based upon fluency probes. The probes are brief (1-3 minutes for reading and 5-
7 minutes for math) and focus on measuring rate of responding using basic skills or comprehension and
application measures.
What is universal screening? Universal screeners are brief assessments administered to all students at least three times per year to
determine as early as possible which students are not progressing in the core curriculum at the expected
rate. Trends in universal screening data are analyzed to determine if core curriculum and instruction
practices are meeting the needs of the majority of the students (80%). Then, students whose scores on
the screening fall below a predetermined level (typically below the 25th percentile & known as the cut
score) are given additional support as needed and monitored carefully by the RtI team.
Who conducts the universal screening process? The RtI team should be responsible for overseeing the implementation of the universal screening
process. The classroom teacher is responsible for conducting the universal screenings and reporting the
findings to the designated data collector. Fidelity of universal screening is very important. Careful
documentation of results is important for accurate identification of students’ needs. If the results of
universal screening suggest that an individual student is performing below the cut score, then
instructional interventions need to be developed and implemented at Tier1. Universal screening data
should be accessible to teachers and staff who work with a student. Note: Universal screening is not
considered to be an individual evaluation and therefore does not require prior parent notice or consent.
What is progress monitoring? Progress monitoring is a scientifically research-based data collection process that illustrates student
growth over time in the core curriculum and intervention. After interventions are provided to the
identified students, frequent progress monitoring occurs. Data is collected and analyzed to determine
the effectiveness of interventions, to make changes as needed, and to support decisions regarding
moving students from tier to tier. The data from progress monitoring provides a picture of the student’s
academic growth rate and it is used to make instructional and intervention changes to promote student
proficiency of targeted skills.
What other assessments are used in the RtI problem solving model? Multiple assessments that are a natural part of the educational system should be used and include
formative and summative assessments; criterion referenced assessments, in-class tests, standardized
district assessments, state assessments and student grades.
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Is a certified teacher the only person who can administer the interventions? No, a highly trained and competent paraprofessional can be utilized to administer some of the standard
protocol computer-based interventions. It is important the interventionist is trained and demonstrates
competency for implementing the intervention. A certified teacher should be managing the prescribed
interventions and supporting the paraprofessional.
Who will provide the additional intervention(s) at Tiers 2/3? The RtI team makes this decision based on available qualified staff, master schedules, and resources
that are available. Creative uses of staff and time may be necessary.
When during the day can a student receive the planned additional Tiers 2/3
interventions? A creative arrangement of a students’ day is necessary in order for the student not to miss academic
instructional time. Many districts have realigned master schedules in a manner that allows for a daily
activity period that can be used for intervention time. Some campuses use before or after school
tutorial time for intervention delivery. Be careful when doing this as it is imperative the student can
attend during those times to ensure fidelity.
Are shortened assignments, reduced answer choices, oral administration of tests,
preferential seating, and breaking down instructions considered Tier 1
interventions? Tier 1 interventions are researched based strategies focusing on differentiated instructional practices.
Tier 1 does not preclude using accommodations; however they are not considered as research-based
best instructional practices.
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Secondary RtI
Who is responsible for providing the vision and mission for how RtI will work on
our secondary campus? The foundations should be made based upon collaboration between district level administrators and
campus principals. The process should be a natural extension of the problem solving models being
instituted in the district elementary campuses.
What is the focus of RtI at the middle and high school levels? The focus is on improving teacher led instruction and support in the general education content areas.
Teacher support is given to help the deliver their content effectively and teaching students strategies
for connecting with the curriculum. Secondary campus RtI teams should focus on the delivery of
high quality instruction based upon state curriculum standards and providing a safe school
environment through positive behavioral support systems. Students should also be taught study and
organizational skills. A large focus within the secondary model is to incorporate explicit literacy
based instruction within the context of the content area lesson.
If the issue is prevention should we focus all our efforts on the elementary school
RtI process and not on secondary school RtI? No. While it seems odd to refer to prevention in terms of secondary school instruction, the term
prevention at this level takes on a different meaning. One should focus on drop-out prevention and
increasing high school graduation rates. This is why the focus has been on increasing literacy
instruction because it is a vital part of ensuring academic success in middle and high schools.
Is RtI delivered in the same manner in secondary schools as it is designed in
elementary? Middle and high schools are vastly different learning communities than elementary schools. Although
there are similarities in the problem solving process the actual structure of supports will vary with
campus needs. Specific universal screening tools may not be as prevalent for the secondary education
setting; however, curriculum-based content vocabulary matching, district common assessments, and
criterion referenced assessments may be used as universal screening tools to assist educators in
making data-based decisions regarding student performance.
Vocabulary embedded literacy instruction is often referred to as RtI in the
secondary schools, who is going to deliver that instruction? The answer is simple: content area teachers are expected to recognize their roles in delivering
literacy embedded instructional techniques as part of their daily instruction. Teachers are supported
in this endeavor by their campus administrators and RtI teams who use a school wide shared mission
and collective responsibility for addressing student needs.
Humble ISD
May 2015 Page 39 of 73
Common RtI Abbreviations and Terms
CBM – curriculum-based measurement
IDEA – Individuals with Disabilities Education Improvement Act of 2004
IEP – individualized education plan
LD – learning disability
NCLB – No Child Left Behind Act of 2001
PBS – positive behavior support
RtI – Response to Intervention
academic engagement time – The amount of time a student is actively participating in instruction
(excluding transition times).
aimline – A visual representation (line) on a progress-monitoring graph that connects the baseline data
point to the outcome goal.
baseline data point – An initial score that indicates a student’s skill level before intervention; the
starting point in curriculum-based measurement of the student’s response to the intervention.
behavior action plan – A plan designed by the campus RtI team to teach appropriate behavior
strategies and responses to students.
benchmark – An assessment of group performance against a standard at defined points in time to
measure progress toward meeting the standard.
case facilitator – An RtI committee member assigned to consult with staff regarding a student’s needs
and interventions.
clinical utility – The capacity to make a decision possible, based upon the data presented.
common assessments – Assessments created by a team of educators for identifying students who need
additional time and support and for designing instructional strategies to promote skill acquisition.
core curriculum – Instructional content that specifies skills aligned with grade-level state standards
that must be addressed.
curriculum-based measurement (CBM) – Any set of assessment procedures that uses direct
observation and recording of a student’s performance in a local curriculum to gather information for
making instructional decisions.
cut score – Within RtI, a preset score against which assessment results can be compared to help RtI
teams identify struggling learners.
data-based decision making – The process of analyzing assessment data to determine why a student’s
academic or behavioral problem exists and then deciding on a research-based strategy to address the
specific problem.
differentiation of instruction – An approach to teaching and learning in which students have multiple
options for taking in information, making sense of ideas, and demonstrating their understanding;
requires teachers to be flexible in adjusting their methods and the curriculum to suit students, rather
than expecting students to modify themselves for the curriculum.
fidelity – The degree to which something is carried out as designed, intended, and planned.
fluency – An acceptable level of mastery of a skill.
Humble ISD
May 2015 Page 40 of 73
formative assessment – A dynamic aspect of the instructional process that provides information for
making timely adjustments to enhance learning; considered integral to developing the delivery of
instruction by evaluating the delivery and relevance of the curriculum.
functional behavioral assessment – A collection of information about events that predict and
maintain a student’s problem behavior; used to construct a behavior action plan.
instructional level – A level of the curriculum that is challenging to a student, but not so challenging
that the student is frustrated.
intervention – Any process that is intended to increase learning or modify a student’s behavior.
lack of progress – A student’s failure to demonstrate expected learning rates relative to the baseline
data point after an RtI intervention plan has been implemented with fidelity.
learning rate – The pace of a student’s skill acquisition; one of the elements used for making
decisions in RtI.
multigate system – A system that uses multiple steps and indicators for identifying students who are at
risk for emotional and behavior problems.
norm-referenced assessment – A measure of performance in terms of an individual’s standing in
some known group, such as all of a district’s students at a particular grade level.
outcome goal – The targeted goal of an intervention plan.
probes – In terms of progress monitoring and curriculum-based measurement, refers to brief repeated
assessments of an academic skill.
progress monitoring – Frequent measurement of student progress in a brief, repeatable, reliable, and
scientifically valid way; usually performed at predetermined intervals to allow for timely modification
of instructional design to suit the student’s needs.
research-based strategies – Instructional designs and recommendations that have been demonstrated
through formal scientific research to improve learning.
RtI model – A conception of the process known as Response to Intervention for delivering research-
based instruction and interventions to facilitate student learning.
RtI standard protocol – A method of problem solving that provides structure for choosing
appropriate standard interventions to address the most common student weaknesses.
summative assessment – Assessment that is used to give a grade to a student; a measure of
cumulative student learning, such as an end-of-semester exam or a state-mandated test.
three-data-point decision rule – A decision-making rule within the RtI problem-solving process that
analyzes three consecutive progress-monitoring data points against the expected goal (must have a
minimum of nine data points).
universal screening – A type of assessment administered to all students to determine, as early as
possible, which students are likely to experience difficulty learning, due to a lack of foundational
skills. Universal screenings are used as predictors of success within a grade level and are administered
three times per year in order to meet early-intervention needs of all students.
Humble ISD
May 2015 Page 41 of 73
FORMS
Humble ISD
May 2015 Page 42 of 73
PROBLEM SOLVING IN RTI (DATA TO CONSIDER)
Humble ISD
May 2015 Page 43 of 73
RtI Team Documentation: Tier 1 Problem Solving (Complete this form after universal screenings have been administered.)
Campus: __________________________________ Date: ___________ Date of Screening:___________ Grade: _________ Area: Reading _______ Math _______ Cut Score: _____________ TEAM DATA ANALYSIS PLAN OF ACTION FOR TIER 1 CURRICULUM AND INSTRUCTION MEMBERS IN ATTENDANCE ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
May 2015 Page 44 of 73
PROBLEM SOLVING IN RtI
Instruction
Appropriate instructional level
Teacher enthusiasm
Opportunities for reflection
Varied, frequent methods of assessment and feedback
Opportunities for student choice
Use of varied teaching strategies
Providing a “just-right” task – zone of proximal development
Authentic and meaningful tasks
Opportunities for collaboration/social learning
Use of humor
Documenting growth and sharing info with child
Connecting new learning to prior knowledge
Curriculum
Developmentally appropriate
Cross-curricular connections
Relevant to student interests
Cultural relevancy
Balance of skills vs. concepts
Giving abstract concepts a real-world focus
Environment
Student sense of safely
Peer relationships
Student relationship with teacher
Proximity to distractions
Welcoming, warm atmosphere
Physical conditions in classroom (i.e. warm/cold, dim/bright, spacious/cramped, clean/dirty, organized/cluttered)
Student ownership in classroom space
Classroom structures
Arrangement of learning space, furniture, and kids
Noise level
Accessibility to materials and needed items or space Appropriate levels/types of sensory stimulation
Learner
Student relationships with peers, teacher
Learning styles and intelligences
Sense of belonging
Special needs of learners
Acceptance of responsibility as a learner
Health/hygiene of student – physical, emotional well-being
Child’s perception of self as a learner
Attitude and motivation to learn
Confidence
Opportunities/exposure – prior knowledge to build upon
Connection to what is purposeful/meaningful to the learner
Ability to attend or focus
Basic needs – sleep, food, shelter
May 2015 Page 45 of 73
Example of RtI Documentation Instruction
Appropriate instructional level*
Teacher enthusiasm*
Opportunities for reflection*
Varied, frequent methods of assessment and feedback*
Opportunities for student choice*
Use of varied teaching strategies*
Providing a “just-right” task – zone of proximal development*
Authentic and meaningful tasks*
Opportunities for collaboration/social learning*
Use of humor*
Documenting growth and sharing info with child*
Connecting new learning to prior knowledge
__________________________________
Delivery and pacing of instruction
Teaching & learning style
Appropriate use of adaptations (i.e. technology)
Teacher’s knowledge of subject area
Teacher’s comfort teaching content
Level of student engagement
Clearly stated expectations
Relationship between student and teacher
Relationship between new learning and prior knowledge
Regular opportunities for success
Sequencing/scaffolding – breaking down into smaller steps
Variety of instructional design
Use of varied materials and resources
Rigorous expectations
Curriculum
Developmentally appropriate*
Cross-curricular connections*
Relevant to student interests*
Cultural relevancy*
Balance of skills vs. concepts*
Giving abstract concepts a real-world focus*
_________________________________
Knowledge of current curriculum and previous knowledge (?)
Making use of all available resources
Look at whole curriculum and key indicators
Motivating to students
Supplement according to what kids need
Break it down into manageable chunks
Addresses district and state expectations
Modify materials to meet individual student needs
Collaborate with other staff
Modify the delivery of instruction for learning style
Does it connect to the learner?
Global picture vs. sequential
Pacing
Field trips and “cool” stuff
Modify skill level to fit interests
Less is more (depth of understanding vs breadth)
Environment
Student sense of safety*
Peer relationships*
Student relationship with teacher*
Proximity to distractions*
Welcoming, warm atmosphere*
Physical conditions in classroom (i.e. warm/cold, dim/bright, spacious/cramped, clean/dirty, organized/cluttered)*
Student ownership in classroom space*
Classroom structures*
Arrangement of learning space, furniture, and kids*
Noise level*
Accessibility to materials and needed items or space*
Appropriate levels/types of sensory stimulation*
_________________________________
Child-centered
Familiarity with space
Available resources and materials
Amount of space
Feel of classroom – orderly/chaotic
Weather
Time of day
Smells
Color
Location in building
Parent relationships with teachers
Visuals in classroom
Seating arrangements
Ever-changing learning spaces
Availability for physical movement
Smaller class sizes
Use of music
Enthusiasm/motivation
Connected to environment-green space, fresh air
PBS
Post expectations
Learner
Student relationships with peers, teacher*
Learning styles
Sense of belonging*
Special needs of learners*
Acceptance of responsibility as a learner*
Health/hygiene of student-physical, emotional well-being*
Child’s perception of self as a learner*
Attitude and motivation to learn*
Attitude and motivation to learn*
Confidence*
Opportunities/exposure-prior knowledge to build upon*
Connection to what is purposeful/meaningful to the learner*
Ability to attend or focus*
Basic needs – sleep, food, shelter* _________________________________
Determination/persistence
Family background
Home environment
Student interests
Self-efficacy
Self-confidence
Self-image
Stress levels
Gift of time
Accountability
Comfort level in environment
Situational, personal events in student’s live
Previous experiences with school-successes, problems
Willingness to take risks
Language, understanding
Medical concerns
Length of time a student needs to master a concept or skill
Individualized routines
May 2015 Page 46 of 73
Essential Case Facilitator Responsibilities for Consultation in Tier 1
1. After universal screening has been administered, the campus RtI team (of which the case facilitator is a member) completes the following tasks:
a. Reviews the universal screening data on all students and analyze trends. b. Makes team-member assignments for each of the students to be supported.
i. Assigns the staff member (an administrator) who will be responsible for checking fidelity.
ii. Assigns the staff member (other than the case facilitator) who will be responsible for student observation.
c. Schedules and documents a teacher consultation to discuss the following (this consultation occurs no later than 1 week after the initial team meeting):
i. Concerns about the student ii. Tier 1 strategies to address these concerns iii. How to accomplish the reading, math, or behavior documentation iv. Program-monitoring technique to be used
2. Within a week after the teacher consultation, the case facilitator meets with the student’s teacher (or teachers) to do the following:
a. Determine whether the teacher has begun implementing a Tier 1 strategy. If not, the case facilitator and the teacher problem-solve together to find out why not and what support the teacher needs (e.g., the facilitator assists the teacher with finding proper resources and/or informs the RtI team of the teacher’s need for support).
b. Determine whether the teacher has any questions regarding the strategies c. Determine whether the teacher needs any additional resources to implement the
strategies d. Determine whether the teacher is still satisfied with the strategies designed. If not,
the case facilitator and the teacher problem-solve together to minimally modify strategy and/or the case facilitator informs the RtI team.
e. Update documentation to include additional information collected since the previous consultation.
3. The case facilitator checks with the student’s teacher (or teachers) approximately every 2 weeks for the duration of the intervention and performs the following tasks:
a. Determines whether the strategy and the program monitoring are being implemented as designed.
b. Determines whether the teacher is maintaining the appropriate documentation c. Documents the conversations and any additional information provided by teacher d. Reports back to the RtI team regarding student progress.
May 2015 Page 47 of 73
RtI Team Documentation Checklist Campus: ____________________________ Case Facilitator: _____________________________
Student: ____________________________ Grade: ____ Teacher(s): ______________________
Tier 1 Documentation (ongoing and completed every 9 weeks)
___ Review of universal screening trends - Dates: _________ , __________ , __________ ___ Review of lesson plans in area of concern ___ Review of student work samples ___ Review of case facilitator consultation documentation ___ Review of classroom observations focusing on curriculum, instruction, environment,
and learner ___ Review of fidelity checks ___ Review of 4 sources of assessment (screening, diagnostics, progress monitoring,
outcomes)
Note: All sources of documentation are attached to the team meeting form used by the district.
Tier 2 Documentation (weekly progress monitoring and completed every 9 weeks)
___ Review of intervention design ___ Review of intervention alignment with diagnostic and progress-monitoring data ___ Review of student growth (Tier 1 grade level; include all formative assessments and
student work samples) ___ Review of student growth (Tier 2 instructional level, measured by diagnostics and
progress monitoring) ___ Fidelity checks on Tier 2 intervention ___ Team decisions regarding analysis of multiple sources of data, intervention status, and
student support (change in tiers, etc.).
Note: These data are collected with the ongoing Tier 1 data collection.
Tier 3 Documentation (intensified weekly progress monitoring and completed in 4–6 weeks)
___ Review of intervention design ___ Review of intervention alignment with diagnostic and progress-monitoring data ___ Review of student growth (Tier 1 grade level); include all formative assessments and
student work samples) ___ Review of student growth (Tier 3 instructional level measured by diagnostics and
progress monitoring) ___ Fidelity checks on Tier 3 intervention ___ Team decisions regarding analysis of multiple sources of data, intervention status, and
student support (change in tiers, etc.).
Note: These data are collected with the ongoing Tier 1 data collection.
Referral for Section 504 or Special Education Evaluation
___ Completion of district forms (include all RtI problem-solving information) - Date: _____
May 2015 Page 48 of 73
RtI Team Documentation: Staff Training
TIER 1 High-quality instructional and behavioral supports are provided for all students within
general education. Training Date Coaching Date Teacher Implementation Date
Universal screening __________ ___________ ___________ Diagnostics __________ ___________ ___________ Progress monitoring __________ ___________ ___________
Description of Content • Collection and sharing of benchmark data among teachers, principals, district staff, and parents
(data are collected in fall, winter, and spring) • Specific, objective measures of problem areas, not anecdotal information or opinions
TIER 2 Students whose performance and rate of progress lag behind those of peers in
their classroom, school, or district receive more-specialized prevention or remediation within general education. Training Date Coaching Date Teacher Implementation Date
Baseline data collection __________ ___________ ___________ Diagnostics __________ ___________ ___________ Progress monitoring __________ ___________ ___________ Written plan of accountability __________ ___________ ___________ Comparison of pre- and post-
intervention data __________ ___________ ___________
Description of Content • Curriculum-based measurement (CBM) to determine whether the problem area is an issue with
the student or the core curriculum • Which interventions will be tried that are different? Who will deliver them? When? Where? For
how long? • Frequent collection of a variety of data for examining student performance over time and
evaluating interventions, in order to make data-based decisions • Data-based decision making for intervention effectiveness
TIER 3 Tier 3 includes all the elements of Tier 2. The difference between Tier 2 and Tier 3 is the
frequency and group size of the intervention treatment.
Training Date
Increased intensity of interventions __________
Description of Content • The most intensive phase of RtI • Fidelity of intervention ensured by documentation • Referral for multidisciplinary assessment for special education if progress monitoring does not
establish improvement after intervention phase is implemented
May 2015 Page 49 of 73
RtI Team Documentation: Tier 1 Lesson Plan Review Teacher: _______________________ Content Area: _________________________ Grade: _________ Date of Review: ________________
Lesson Plan Element
Excellent (4 points)
Accomplished (3 points)
Satisfactory (2 points)
Beginning (1 point)
Score
Alignment with state standards
Lesson supports core curriculum, aligned to state standards. Bench-marks are stated and appropri-ately used to guide lesson plan development.
Lesson provides connections to core curriculum, referenced to state standards. Benchmarks are stated and connected to lesson plan development.
Lesson appears to relate to core curriculum and state standards, but alignment is not explicit. Benchmarks are stated but not explicitly connected to lesson plan development.
Lesson does not provide connection to core curriculum or state standards. Benchmark information is absent.
Instructional goals and objectives
Goals and objectives are stated clearly and aligned to standards incorporating concepts, principles, and cognitive skills within the area of study. Lesson plan provides a list of student outcomes at end of lesson. Learners can determine what they should know and be able to do as a result of instruction.
Goals and objectives are stated. Objectives are listed and refer-ence standards. Learners are able to determine what they should know and be able to do as a result of instruction.
Goals and objectives are provided but are not clear and might not be realistic, given the lesson content. Objectives do not sufficiently address benchmarks.
Objectives are not listed, are unclear, and do not align with state standards or benchmarks.
Instructional strategies
Differentiated instructional strate-gies are stated clearly and aligned with evidence-based practices. Lesson procedures are complete, deep, and flexible. Lesson offers extensions for higher-level learn-ing, and adaptations are evident for students with special needs. Plan identifies potential barriers to lesson and offers alternative instructional strategies.
Most strategies are appropriate to learning and are evidence based. Lesson procedures are complete but lack depth in details for adapt-ing lesson for students for higher-level learning. Plan is not com-plete in adaptations for students with special needs. Lesson is not clear on addressing potential barrier, nor does it offer alternative strategies.
Some strategies are appropriated and have evidence-based support. Procedure lacks depth and does not offer strategies for adaptations to students with higher-order learning or special needs. Teacher may need to seek out resources for completion of lesson.
Instructional strategies are missing or are not appropriate to lesson content. Lesson appears incom-plete. Teacher role is not clearly defined. Teacher will need to invest significant time and effort in order to implement lesson.
Learning tasks
Tasks are listed that are aligned with goals and objectives of lesson. Task concepts are engag-ing in reasoning, reflection, anal-ysis, and synthesis of learning and evaluation of information. Students create their own product/process. Tasks build on previously learned information and require student to build on that knowledge. Authentic learning experiences are provided.
Most tasks are aligned with goal and objectives. Most tasks are engaging in reasoning, reflection, analysis and synthesis of learning and evaluation of information. Tasks require students to investi-gate and create their own product/process. Most tasks build on previously learned information.
Tasks are somewhat aligned to goals and objectives. The tasks engage students in the application of previously learned material using multiple representations, but students are not required to make connections among them.
Tasks listed are tangentially related to goals and objectives. Tasks require only limited practice. Student task completion relies on recall and identification only of previously learned information. The structure of the tasks listed does not encourage intrinsic motivation.
May 2015 Page 50 of 73
Lesson Plan Element
Excellent (4 points)
Accomplished (3 points)
Satisfactory (2 points)
Beginning (1 point)
Score
Resources All needed materials are listed. Necessary supplies are readily accessible through technology or teacher resources center.
Plan has a materials list but is missing some details. Most supplies appear to be available through technology or teacher resource center.
Plan has a materials list, but important details may be missing such as quantity and type of materials. Tangential connections to technology resources are listed.
Items essential for plan implemen-tation are not evident or listed. Details are omitted and little information is available regarding access to technology or teacher resources.
Assessment Assessments are aligned with benchmarks and lesson objec-tives. Strategies are described in detail for data collection. Rubrics for scoring are included. Design of assessment is for progress monitoring, feedback, and differentiation of content.
Some assessments are aligned with benchmarks and lesson objectives. Design of assessment is diagnostic and evaluative, with some reference to progress monitoring.
Assessments appear related to benchmarks and lesson objectives. Assessment information is vague and may or may not be designed to drive instruction.
There is no evidence of assessment connected to benchmarks or lesson objectives. Reference to assessment relies solely on paper-and-pencil tasks or outcomes.
Use of technology
Plan provides information for access to real-world situations through video, audio, graphics. Multisensory applications are represented and provide multiple opportunities for skill building. Selection and application of tech-nology are appropriate to learning environment and outcomes.
Plan provides for use of tech-nology to enable students to be meaningfully involved in real-world applications using video, audio, graphics. Lesson’s use of technology encourages student involvement in use of technology and is appropriate.
Plan lists technology but is not focused and does not drive student involvement to affect learning outcomes.
Plan lists technology that is not appropriate to learning outcomes or environment. The technology treats students as passive recipients of information and is not clearly designed.
Total points per column
Scoring Rubric for RtI Team Documentation of Tier 1 Lesson Plan Review 27–28 points: Excellent 25–26 points: Accomplished 23–24 points: Satisfactory Below 23 points: Beginning Note: If score is below 23, team will problem-solve to determine which supports are needed and how the lesson plan needs to be
redesigned to align at-risk learners with access to curriculum and instruction.
May 2015 Page 51 of 73
RtI Team Documentation: Tier 1 Instructional Strategies for Increasing Academic Engagement Time
Teacher/Content Area: ______________________________________ Student: Date: _____________
Key Points Salient Features Consistency of Implementation Fidelity Check
High-quality, research-based activities
Yes No Are aligned with state curriculum standards/content objectives.
Yes No Are rigorous and relevant to content designed for high student interest and multisensory involvement.
Yes No Provide students with choice of activity. Yes No Assess student age, interests, needs,
learning styles, and developmental level when designing activity.
Yes No Use a variety of activities in order to avoid practice effects and saturation, which can inhibit on-task engagement.
Attendance Work Samples Classroom Observations Notes:
Fidelity Check Classroom Observations Lesson Plan Review Notes:
Positive outcomes for students
Yes No Students take ownership in their learning. Yes No Student engagement increases when
students are presented with activities based on their interest and ability level.
Yes No Allowing for choice of product increases student motivation.
Yes No Ability to build foundational skills increases when activity is individualized for students.
Attendance Work Samples Classroom Observations Notes:
Fidelity Check Classroom Observations Lesson Plan Review Notes:
Teacher planning
Yes No Review curriculum strands based on state expectations.
Yes No Determine which materials and resources are necessary.
Yes No Align activity with direct instruction embedded in lesson plans.
Yes No Determine product assessment tool (e.g., rubrics) and evaluation methods.
Yes No Plan for sharing with grade/content teachers.
Attendance Work Samples Classroom Observations Notes:
Fidelity Check Classroom Observations Lesson Plan Review Notes:
We assure that the above-noted intervention(s) were conducted as disclosed.
____________________________________ __________________________________ ___________________________________ Principal/ RtI Team Chair Classroom Teacher/Service Provider Case Facilitator
May 2015 Page 52 of 73
RtI Classroom Observations Student: ______________________________ Grade: ______ Date of Observation:___________
Teacher: ______________________________ Campus: ________________________________
Observer: ____________________________ Time of Day: From __________ to ___________
Teacher-Student Ratio: __________________ Instructional Level of Lesson: ___________________
Time on Task: (Circle on task [+] or off task [–] at 10-second intervals.)
+ – + – + – + – + – + – + – + – + – + – + – + – + – + – + –
Class/Subject Observed: (Observation should be in the area of suspected disability.)
English/LA Reading History/Social Studies Science
Math Specials Other: Other:
Student-Teacher Ratio during Observation Period:
Students: Fewer than 10 10–15 16–20 More than 20
Classroom Arrangement:
Rows of desks Grouped desks Tables Centers Other:
Classroom Interaction with Teacher: Yes No Not Observed Comments:
Demanded teacher attention
Was attentive to instruction/instructor
Had excessive concern with achievement
Participated in class discussion
Responded appropriately to: Praise Correction
Required firm discipline
Was out of seat without permission
Work Behavior:
Began tasks promptly
Had short attention span
Was easily distracted
Appeared prepared and organized for activity
Follows oral instruction
Follows written instruction
Works effectively in: Small group Large group Alone
Appears to work to limit of ability
Classroom Interaction with Peers:
Interacts with peers appropriately
Disturbed others: Frequently Occasionally Not at any time
Comments: ____________________________________________________________________ _____________________________________________________________________________
May 2015 Page 53 of 73
Signature of Observer ____________________________________ Position_________________________________________
RtI Team Documentation: Tier 1 Problem Solving (Complete this form after universal screenings have been administered.)
Campus: _______________________________ Date: __________ Date of Screening: ________ Grade: _______ Area: Reading ______ Math ______ Cut Score: ___________ TEAM DATA ANALYSIS PLAN OF ACTION FOR TIER 1 CURRICULUM AND INSTRUCTION MEMBERS IN ATTENDANCE _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________ _____________________________________ ____________________________________
May 2015 Page 54 of 73
May 2015 Page 55 of 73
RtI Documentation: Problem Specification Checklist for
Tier 1 Case Facilitator Initial Consultation (Limit to 2 primary areas.)
Student: _______________________________ Teacher: _______________________________
Case Facilitator: _________________________ Return by: _____________________________
Academic Readiness Language _____ Recall of personal information _____ Expressive language _____ Shape recognition _____ Receptive language _____ Color recognition _____ 1:1 correspondence _____ Number identification _____ Uppercase letter identification _____ Lowercase letter identification _____ Counting _____ Recitation of alphabet _____ Other areas: _______________________________
Reading Math _____ Pre-literacy skills _____ Quantity Specify: _____ Number recognition _____ Number concepts _____ Calculation accuracy _____ Applications _____ Sight words _____ Word problems _____ Fluency: (accuracy and quickness) _____ Measurement _____ Vocabulary development _____ Pre-algebra concepts _____ Comprehension _____ Math vocabulary
Writing _____ Fine motor or handwriting _____ Conventions (punctuation, capitalization) _____ Language (sentence structure, grammar, vocabulary) _____ Construction of story (prose, action, sequence, theme) _____ Fluency _____ Spelling
Behavior Description (type, frequency, duration, setting): _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Please complete and return to the RtI team after initial teacher consultation.
May 2015 Page 56 of 73
RtI Documentation: Tier 1 Case Facilitator Follow-up
Student: _______________________________ Teacher: _______________________________
Case Facilitator: _________________________ Initial Contact Date: ______________________
Week ______ Tier ______ Are the interventions being implemented as designed? Y / N If not, why not? ________________________________________________________________ _____________________________________________________________________________ Are additional supports/resources needed? _____________________________________________________________________________ _____________________________________________________________________________ What is intervention outcome? Was there a response to intervention? Y / N _____________________________________________________________________________ _____________________________________________________________________________ Have there been classroom observations for fidelity? Y / N Have there been classroom observations for documentation of curriculum, learner, and environmental variables? Y / N
Week ______ Tier ______ Are the interventions being implemented as designed? Y / N If not, why not? ________________________________________________________________ _____________________________________________________________________________ Are additional supports/resources needed? _____________________________________________________________________________ _____________________________________________________________________________ What is intervention outcome? Was there a response to intervention? Y / N _____________________________________________________________________________ _____________________________________________________________________________ Have there been classroom observations for fidelity? Y / N Have there been classroom observations for documentation of curriculum, learner, and environmental variables? Y / N
Week ______ Tier ______ Are the interventions being implemented as designed? Y / N If not, why not? ________________________________________________________________ _____________________________________________________________________________ Are additional supports/resources needed? _____________________________________________________________________________ _____________________________________________________________________________ What is intervention outcome? Was there a response to intervention? Y / N _____________________________________________________________________________ _____________________________________________________________________________ Have there been classroom observations for fidelity? Y / N Have there been classroom observations for documentation of curriculum, learner, and environmental variables? Y / N
May 2015 Page 57 of 73
RtI Documentation of Tier 1 Instructional Interventions: Basic Reading
Student: ______________________________________Teacher(s): _________________________________________________________
Student Date of Birth: _______ Grade:________Date of Review: ___________Case Facilitator: ____________________________________
Instruction and Curriculum Tier 1 Core Instruction Supports
Targeted Area of Instruction
Description of Participation in Core
Curriculum (amount of time, mode of
instruction, lesson plan objectives)
Has Student Been Provided
Appropriate Core Curriculum?
Strategies (interventions)
Consistency of Implementation
Fidelity Check
Phonemic awareness
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Phonics
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Fluency
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Vocabulary
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Comprehension
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
We assure that the above-noted intervention or interventions were conducted as disclosed.
__________________________________ __________________________________ __________________________________ Principal/RtI Team Chair Classroom Teacher/Service Provider Case Facilitator
May 2015 Page 58 of 73
RtI Documentation of Tier 1 Instructional Interventions: Reading Literacy Student: _______________________________________Teacher(s): __________________________________________________________
Student Date of Birth: ________ Grade:________Date of Review: ___________Case Facilitator: _____________________________________
Instruction and Curriculum Tier 1 Core Instruction Supports
Targeted Area of Instruction
Description of Participation in Core Curriculum (amount of time, mode of instruction, lesson plan objectives)
Has Student Been Provided Appropriate Core Curriculum?
Strategies (interventions)
Consistency of Implementation Fidelity Check
Fluency of text reading
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Vocabulary (as defined as the breadth and depth of knowledge about the meaning of words)
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Comprehension
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Background knowledge related to content of text
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Higher-level reasoning skills
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Motivation and engagement for understanding and learning from text
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
We assure that the above-noted intervention or interventions were conducted as disclosed.
__________________________________ __________________________________ __________________________________ Principal/RtI Team Chair Classroom Teacher/Service Provider Case Facilitator
May 2015 Page 59 of 73
RtI Documentation of Tier 1 Instructional Interventions: Written Language
Student: ____________________________________________Teacher(s): ______________________________________________________
Student Date of Birth: _____________ Grade:________Date of Review: ___________Case Facilitator: _________________________________
Instruction and Curriculum Tier 1 Core Instruction Supports
Targeted Area of Instruction
Description of Participation in Core Curriculum (amount of time, mode of instruction, lesson plan objectives)
Has Student Been Provided Appropriate Core Curriculum?
Strategies (interventions)
Consistency of Implementation Fidelity Check
Writing content
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Mechanics of writing
Yes No
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
We assure that the above-noted intervention or interventions were conducted as disclosed.
__________________________________ __________________________________ __________________________________ Principal/RtI Team Chair Classroom Teacher/Service Provider Case Facilitator
May 2015 Page 60 of 73
RtI Documentation of Tier 1 Instructional Interventions: Math
Student: ____________________________________________Teacher(s): ______________________________________________________
Student Date of Birth: _____________ Grade:________Date of Review: ___________Case Facilitator: _________________________________
Targeted Area of Instruction
Tier 1 Core Instruction Supports
Instructional Strategies (interventions) Consistency of Implementation Fidelity Check
Math concepts and problem solving
Explicit instruction Y N
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Multiple examples Y N
Think-aloud approach Y N
Visual representations to problem-solve Y N
Use of multiple heuristic strategies Y N
Peer-assisted instruction Y N
Math Computations
Explicit instruction Y N
Attendance Work samples Formative assessment
Fidelity check Classroom observations Lesson plan review
Multiple examples Y N
Think-aloud approach Y N
Visual representations to problem-solve Y N
Use of multiple heuristic strategies Y N
Peer-assisted instruction Y N
We assure that the above-noted intervention or interventions were conducted as disclosed.
__________________________________ __________________________________ __________________________________ Principal/RtI Team Chair Classroom Teacher/Service Provider Case Facilitator
May 2015 Page 61 of 73
Notification of Tier 2 RtI Team Meeting To: _______________________________________________ Date: ______________________ Purpose: RtI team meeting to discuss Tier 1 interventions and progress. Please be prepared to present documentation of curriculum, instruction, interventions, and any other data you have collected on the following child to the RtI team.
Student: __________________________________ Grade: ________ Please bring copies of the following, as applicable. Check off each item as it is filed:
_____ Documentation of Tier 1 Instruction and Interventions form _____ Attendance records _____ Health screening _____ Multiple intelligence learning profile _____ Grades printout _____ Photocopies of all standardized and criterion-referenced tests/assessment data _____ ARI/AMI/title documentation _____ Lesson plans _____ Student work samples (e.g, journal, spelling tests, math computation) _____ Discipline record printout _____ Any other documentation that shows Tier 1 classroom interventions _____ Home Language Survey _____ Parent conference documentation
If you have any questions, please contact an RtI team member before your assigned time. Thank you, ______________________________ RtI Team Chair
May 2015 Page 62 of 73
Documentation of Tier 2/Tier 3 RtI Team Meeting
Student: _______________________________ Teacher: _______________________________
Case Facilitator: _________________________ Date of Meeting: ________________________ Step 1: Problem Identification
Tier 1 Instructional strategies used and student outcomes
Core curriculum support documentation
Academic engagement strategies documentation
Student multiple intelligence profiles and learning inventories
Student work samples
Lesson plans/schedules
Assessments (including but not limited to fluency probes, common assessments, and district benchmarks)
Additional Tier 1 strategies used
Any additional data (e.g., attendance and tardy records, parent contacts, conferences)
Step 2: Inventory of Student Strengths and Talents
Step 3: Health and Other Variables Affecting Learning
Documentation indicates:
May 2015 Page 63 of 73
Step 4: Selection of Targeted Areas of Intervention
List two targeted concerns:
1. _______________________________________________________________________ 2. _______________________________________________________________________
Note: Add these concerns to the Targeted Area of Instruction section on the Documentation of Tier 2 or 3 Intervention and Assessment form.
Step 5: Baseline Data Review and Goal Setting
Content area: _________________________________ Instructional level: ________________ Goals (expected weekly growth and number of intervention weeks):
Step 6: Design of Intervention Plan
Hypothesis statement: ___________________________________________________________ _____________________________________________________________________________
Strategic intervention(s) identified: ________________________________________________
Where: ______________________________________
When: ______________________________________
Resources needed:
Interventionist assigned: _________________________________
Data collector (progress monitoring): __________________________________
Step 7: Method of Progress Monitoring
Data collector: _________________________________________
Where: _____________________________
When: _____________________________
Fidelity check (date): __________________
May 2015 Page 64 of 73
Step 8: Parent Communication Plan
Parent contact: ________________________________________
Time: ________________________________________________
Step 9: Intervention and Monitoring Review
Members in agreement? ____ Yes ____ No
Follow-up meeting date: __________________
Case manager consultation follow-up date: ____________________
Step 10: Signature record (All members in attendance sign.)
Name Position
Chairperson
Teacher of Record
Case Manager
Timekeeper
Data Manager
Scribe
Interventionist
Team Member
Team Member
Parent
May 2015 Page 65 of 73
RtI Documentation: Tier 2/Tier 3 Intervention and Assessment Interventionist: _____________________________ Student: _______________________________ Grade: ____________ Tier: __________
Instructional Skill(s)/Level Date Day of Week No. of
Minutes
Progress-Monitoring Data
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
M T W Th F
CBM probe level _____ WCPM _____ DCPM _____ BCPM _____
Abbreviations: WCPM, words correct per minute; DCPM, digits correct per minute; BCPM, behaviors correct per minute.
May 2015 Page 66 of 73
RtI Fidelity Checklist: Tier 1 Curriculum and Instruction Strategies
Student: ________________________________________ Teacher: ________________________________________ Grade: _____________
Date and Time: ______________________________________ Class Size: ___________ Observer: ___________________________________
Grouping: _______ Whole-Class Instruction _______ Small Group _______ Paired ______ Individual (1:1)
Description of Lesson Objective: Specific to Core Instruction Delivery:
Yes Sometimes No Not Observed Observation Descriptor Notes
______ ______ ______ ______ Lesson plan objective is clearly communicated to students.
______ ______ ______ ______ Lesson plan objectives are evident in student work samples.
______ ______ ______ ______ Teacher delivers instruction consistent with lesson plan objectives.
______ ______ ______ ______ Delivery of instruction allows time for practice of objective.
______ ______ ______ ______ Teacher has necessary resources to differentiate content, process, and product.
______ ______ ______ ______ Teacher-student interactions are positive, reinforcing strong teacher-student relationships.
______ ______ ______ ______ Teacher provides continuous constructive feedback to students.
______ ______ ______ ______ Measured academic engagement time of class is high.
May 2015 Page 67 of 73
Specific to Differentiation of Content for Struggling Student(s): (Check all that are observed.)
Cooperative Learning Learning Environment Student Products Differentiation Suggestions
___ Small group ___ Cooperative learning
roles ___ Variety of criteria for
grouping Other: ___ __________________ ___ __________________
___ Classroom management ___ Classroom organization ___ Classroom centers ___ Behavior rules posted ___ Student objectives
posted ___ Reinforcing effort Other: ___ __________________ ___ __________________
___ Physical representations (models, books, etc.)
___ Musical representations ___ Poetry ___ Dramatic responses
(play, role-playing, reenactment)
Other: ___ __________________ ___ __________________
___ Student work samples ___ Presentation of material ___ Use of manipulatives ___ Classroom organization ___ Use of visual
representations
Multiple Intelligences Questioning Strategies Research-Based Strategies Notes
___ Print—printed or written word
___ Aural—listening ___ Interactive
verbalization ___ Visual—seeing visual
descriptions such as pictures and graphs
___ Haptic—sense of touch or grasp
___ Kinesthetic—whole-body movement
___ Olfactory—smell and taste
___ Linguistic intelligence (“word smart”)
___ Logical-mathematical intelligence (“number/ reasoning smart”)
___ Spatial intelligence (“picture smart”)
___ Bodily-kinesthetic intelligence (“body smart”)
___ Musical intelligence (“music smart”)
___ Interpersonal intelligence (“people smart”)
___ Intrapersonal intelligence (“self smart”)
___ Naturalist intelligence (“nature smart”)
___ Implicit vs. explicit questions
___ Higher order vs. lower order
___ Analytical ___ Reflective ___ Summarizing ___ Wait time ___ Modeling ___ Anchor activities ___ 4-step problem-solving
approach ___ Timed drills to increase
fluency ___ Use of student response
cards ___ Graphic organizers ___ Vocabulary instruction ___ Self-monitoring chart ___ Homework planner
May 2015 Page 68 of 73
RtI Fidelity Checklist: Tier 2/Tier 3 Interventions
Student: ________________________________________ Interventionist: ___________________________________ Grade: _____________
Date and Time: ___________________________________ Observer: _______________________________________
Grouping: _______ Small Group _______ Paired _______ Individual (1:1)
Description of Instructional Level Lesson Objective: Specific to Delivery of Intervention:
Yes No Not Observed Observation Descriptor Notes
______ ______ ______ Intervention skill-building objective is clearly communicated to students.
______ ______ ______ Intervention objectives are evident in student work samples.
______ ______ ______ Interventionist delivers instruction consistent with program design.
______ ______ ______ Intervention level matches student instructional level (measured at baseline).
______ ______ ______ Repeated practice of objectives is aligned with measured skill deficits.
______ ______ ______ Interventionist has necessary resources to deliver intervention as designed.
______ ______ ______ Interventionist provides continuous constructive feedback to students.
______ ______ ______ Documented intervention time is consistent with RtI plan.
Rev 9/15/15 Page 69 of 73
RtI Team End-of-Year Review: Tier Summary Data
Campus: ________________________ Review Date: ________ Chair: ___________________________
Tier 1 Tier 2 Tier 3
Special Education Referrals Movement between Tiers
Number Referred
Number Qualified 1 2 2 3 3 2 2 1
Kindergarten
Reading
Math
Behavior
Grade 1
Reading
Math
Behavior
Grade 2
Reading
Math
Behavior
Grade 3
Reading
Math
Behavior
Grade 4
Reading
Math
Behavior
Grade 5
Reading
Math
Behavior
Campus Totals Tier 1 Tier 2 Tier 3
Number Referred
Number Qualified 1 2 2 3 3 2 2 1
Reading
Math
Behavior
Rev 9/15/15 Page 70 of 73
APPENDIX A ADDITIONAL INFORMATION
Rev 9/15/15 Page 71 of 73
Assessment Overview Universal Screeners
Universal screeners are assessments administered to all students to determine as early as possible which
students are at risk of not meeting academic goals.
Universal Screeners are norm referenced measures of automaticity or fluency in the short term memory.
Universal screeners are administered on grade level three times a year.
They are not diagnostic in nature or standards based.
No accommodation or modifications are allowed for universal screening.
Progress Monitoring Progress monitoring is a brief assessment to determine if students are making adequate progress.
Progress monitoring occurs at the student’s instructional level over an extended period of time.
They are not diagnostic in nature.
Progress monitoring is measuring rate of improvement.
If a student’s IEPs allows him/her to have accommodations during testing, they are to be provided for all
progress monitoring assessments.
Progress monitoring tools/measures should match the specific intervention/deficit.
Diagnostic Assessments:
Diagnostic assessments are designed to provide the teacher with an understanding of the prior knowledge
and skills, as well as the strengths and specific learning needs of their students.
Diagnostic assessments are conducted before instruction is given.
Examples of Diagnostic assessments used in HISD are:
o ISIP – K-8 Reading
o ISIP – 3-8 Math
o TMSDS (Texas Mathematics and Science Diagnostic System (TMSDS)/ MSTAR(Middle School Students
in Texas Algebra Ready)/– Grades 5-8 Math
o HEMI – K-2 Math
o TMSFA(Texas Middle School Fluency Assessment) – 7th
grade reading
Formative Assessments:
Formative assessments provide ongoing feedback to improve learning and occur during the learning
process.
Formative assessments are a planned process that can involve many different activities.
Examples of Formative assessments used in HISD are:
o Informal teacher questions/observations
o Conversation with student
o Working portfolio
o Journal writing
o Anecdotal Records
o Exit Tickets
o Unit assessment questions used during the unit to guide instruction.
Summative Assessments Summative assessments occur when teachers evaluate a final product.
Summative assessments are the last opportunity for students to demonstrate standards after a specified
learning period.
Examples of Summative assessments are:
o STAAR/TAKS
o Mid-term and Finals
o District Benchmarks
o Unit assessments when used at the end of a unit
Rev 9/15/15 Page 72 of 73
Administer Universal Screener
Analyze Campus
Data
Identify Students
Progress Monitor
Universal screening is the 1st
step in identifying the students who are at risk for learning difficulties. Its
main purpose is to evaluate academics and identify students whose performance is not consistent with that of
their peers. Universal screening is typically administered to all students three times per year, at the beginning
(BOY), middle (MOY), and end (EOY).
The campus RtI team is responsible for overseeing the universal screening process. Universal screenings in
HISD will be conducted on every student in grades PK-8. The classroom teacher or other school personnel
conduct the screenings and report the results to the campus RtI team. Careful documentation of screening
results is important for accurate identification of students’ needs.
If the results of universal screening suggest that an individual student is performing below standards,
interventions should be designed for each student based on their individual strengths and weaknesses.
These students will continue within the continuum of the tiers as determined by the RTI team. These students
will be continuously monitored through Progress Monitoring. District-approved interventions are used to
prevent students from failing to meet academic and/or behavioral expectations and thus requiring more
intensive interventions. The goal of district-approved interventions is to proactively teach and support desired
academic and social behavior for all students. Confidentiality must be safeguarded, although district-approved
screening records should be accessible to teachers and staff who work with a student.
An effective and practical universal screener should be brief and simple, so that it does not take a lot
of instructional time and quickly identifies those who are lagging behind their peers. These assessments should
also be simple enough to administer on a wide scale, and easy to grade and analyze without any specialized
training.
A secondary purpose for universal screeners is that it allows campus teachers, facilitators, and administrators
to examine the effectiveness of Tier 1 instruction. According to Andrea Ogonosky (The Response to
Intervention Handbook), when we collect and analyze the data from the universal screener, we should be able to
easily identify the 15-20 percent of students performing below their grade level peers. If more that 20% of the
students in a class or grade level are performing poorly, then personnel should consider the following variables:
Effectiveness of core curriculum
Required developmental and prerequisite skills
Student background information
Skills that are the building blocks for acquiring higher-order skills
Engagement of students and emphasis of learning
Compliance on meeting the required accommodations/modifications as outlined in IEP/504 plans
Classroom designs, procedures, and expectations
After analyzing the data, the RTI team either rules out curriculum and instructional practices as causes of
concern or takes action to improve them where needed. The team uses an RTI student identification
form to help determine which students to target. The students are then designated as struggling learners,
and the classroom teacher will be given ideas and support to boost their learning.
Universal Screeners
Rev 9/15/15 Page 73 of 73
Progress Monitoring: The Basics Administer Universal Screener-Campus Data-Identify Students-Programs
Goal of Progress Monitoring (PM):
estimate rates of student improvement (ROI)
identify students who are not demonstrating adequate progress
compare the efficacy of different forms of instruction and design more effective, individualized
instruction programs for struggling learners
PM is a brief assessment; usually 1-3 minutes for reading and 5-7 minutes math to determine if
students are making adequate progress (automaticity).
PM data should be collected, evaluated and used on an ongoing basis; data must be charted.
PM assessments should be given at evenly spaced intervals (at least 1 x per week) for a reasonable
amount of time. (Typically 6-9 weeks, but allowances are made based on specific instructional
programs).
Universal screeners occur at the student’s grade level, whereas progress monitors are given at the
student’s instructional level. To determine instructional level, administer the progress monitoring tool
moving down by grade level until they are at approximately the 50th
percentile.
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