Response To Intervention (RtI) Guide
Response to Intervention(RtI) GuideOconto Falls School DistrictElementary Level (4K-5)Updated 7/28/2014Page 1 of 18
Table of ContentsPurpose of this documentBelief Statements and Guiding PrinciplesRoles and ResponsibilitiesOverview of Tier I, Tier II and Tier III Instruction/InterventionTier I (Universal Level)Tier II (Selected Level)Tier III (Targeted Level)VisualsDistrict RtI FlowchartLiteracy Interventions at all TiersMath Interventions at all TiersNote on Specific Learning DisabilitiesImportant TermsResourcesPage 2 of 18
Purpose of this DocumentThis document will assist the Oconto Falls School District Administration, Teachers, Staff andParents with understanding and implementing our district’s Response to Intervention (RtI)framework for grades 4K-5. This manual is intended to provide guidance for implementationof RtI, but RtI is a process that will continue to evolve.Oconto Falls RtI Belief Statements and Guiding Principles All Children can learn and all Children can make progress. Our RtI framework starts with a strong core instruction that is differentiated to studentneeds. Our RtI system is based on data at all tiers for all students (including multiple datapoints, which correspond to teacher observation). An intervention plan includes supports provided in Tier I, along with supports at Tier IIand/or Tier III level. We believe it is best practice to keep Tier II interventions in place when adding a Tier IIIintervention. A Tier III can replace a Tier II intervention if that is best for a particularstudent. Progress Monitoring Data is essential for determining a student’s response to theintervention. We want to have students secure in their skills before removing an Intervention. Fidelity of instruction, interventions and progress monitoring is a basic foundation of RtI. Our goal is to maintain communication with parents throughout the RtI process.Page 3 of 18
Roles and ResponsibilitiesBuilding Principal Have the big picture understanding of the RtI process and identify key staff to answerparent or teacher questions. Support and Monitor grade level collaboration around Tier I instruction. Allow time for collaboration and professional development to support all levels of RtI. Continue to support a schedule to allow for Tier II and Tier III interventions for students. Participate in grade level data meetings. Continue to align RtI practices with SAGE, PALS, and report cards. Communicate to parents about the RtI process in personal communications and inwriting. Help problem solve with parents, teachers, or other staff when difficulties arise withinthe RtI system.Pupil Services Director Have the big picture understanding of the RtI process in the OFSD. Support pupil service staff involvement in the RtI process. Support funding, if possible, for Tier III interventions. Provide supervision and collaboration time for special education teachers and regulareducation teachers to collaborate around student progress in interventions.Regular Education Teachers Be knowledgeable about the OFSD RtI process for their grade level. Communicate with parents regarding their knowledge of RtI for their grade level. Deliver core curriculum with fidelity. Differentiate core curriculum in all areas to meet groups of students’ needs andindividual student needs. Provide Tier 1 interventions. In special circumstances provide Tier 2 Interventions and gather progress monitoringdata. Administer grade level benchmark assessments. Collaborate with grade level teams and specialists around students who are receivingintervention, as well as students who are exceeding benchmarks. Provide enrichment for students well above benchmark.Page 4 of 18
Title I Teachers or Reading/Math Support Teachers Be knowledgeable about the OFSD RtI process for the grade levels they support. Communicate with parents regarding the supports they are providing in writing and atparent/teacher conferences. Deliver Tier 2 interventions and Tier 3 interventions. Progress monitor students receiving interventions. Assist in gathering benchmark data. Collaborate with regular education teachers or special education teachers regardingstudents they share.Special Education Teachers Be knowledgeable about the OFSD RtI process for grade levels they have students. Communicate to parents regarding interventions for students they are supporting. Deliver instruction and intervention to identified special education students. Progress monitor students who are receiving intervention. Collaborate with regular education teachers regarding the students they share.Reading Coordinator/Title I Coordinator/Intervention Specialist Schedule data meetings and benchmark assessments for grades 4K-5. Research interventions and support staff in delivering interventions with fidelity. Provide diagnostic reading assessments if needed to help target interventions and sharethis information with parents. Provide Tier 3 interventions. Progress monitor the students they are providing Tier III interventions. Continue to align RtI practices with SAGE, PALS, and report cards. Coordinate Title I programming for Tier 2 and Tier 3 students, including Title I budget.School Psychologist Be knowledgeable about the OFSD RtI process. Provide diagnostic assessments for math or written language, as appropriate, to helptarget interventions in cases where the team is not sure where to target interventions. Share these evaluations with parents and staff. Progress Monitor Tier III students who are identified by the team. Provide Tier III interventions, as appropriate. Help maintain the use of Aimsweb as a tool for progress monitoring. Research and share information regarding research based interventions and assessmenttools.Page 5 of 18
Intervention Paraprofessional Provide Tier III interventions to identified students under the supervision of the ReadingCoordinator and School Psychologist. Progress Monitor Tier III students who they are providing interventions, as well as otherTier III students identified for that person to progress monitor. Support Benchmark Assessments by entering data for grade levels and preparing thesematerials for grade level meetings. Take notes at grade level meetings to document discussions and student’s identified forintervention. Support maintaining RtI binders for all grade levels.Parents Read information that is sent home regarding the RtI process. If they need clarification or have questions, parents seek out the principal or teachersfor more information. Support and demonstrate strong attendance at school. Support students at home by reviewing homework, providing time/space for practice athome and maintaining communication with school about their child.Page 6 of 18
Overview of Tier I, Tier II and Tier III Instruction/InterventionTier I – Core Instruction and Intervention - This level of instruction is what all studentsreceive. 80% or more of students should respond to this level of instruction within thegeneral education setting.Tier I Instruction is: A core curriculum delivered with fidelity. Differentiated learning activities (e.g., mixed instructional grouping, using of learningcenters, peer tutoring) to address individual needs Accommodations to ensure all students have access to the instructional program. Universal screening determines current functioning and progress monitoring for Tier Istudents. Students not responding to instruction based on classroom based assessments shouldbegin receiving a Tier I Intervention, implemented by the classroom teacher. A Tier I intervention is a plan or program in place to help increase student growth that isconsistent and increases the amount of instructional minutes for that student within thegeneral classroom. Tier I Assessments – Benchmark Assessments or other formative assessments Tier I Parent Notification – Report CardTier II – Selected Level of Interventions This level of instruction must be done in addition tothe core instructional time. This type of intervention should be effective for about 15% ofstudents who are not meeting benchmark.Tier II is: Typically done within a small group of no more than 5 students. Often additional, pull-out instruction for 20-30 minutes, 3-5 times per week by a Title Iteacher (OFES) or Academic Support Teacher (Abrams). Offered to students who qualify for Title I services (OFES) or academic support services(Abrams). Offered to students who are identified at grade level data meetings to be missing 2-3pre-determined benchmarks on benchmark assessments after Tier I interventions havebeen implemented. Offered to students missing 3 benchmarks, before or after Tier I interventions aredocumented. Tier II Assessments – Monthly or Bi-monthly progress monitoring Tier II Parent Notification – Letter from Title I or Academic Support Program indicatingarea of support and contact information.Page 7 of 18
Tier III – Targeted Level Intervention - This level of intervention will be in addition to theuniversal level of instruction and in most cases would also be in addition to Tier IIinterventions. This type of intervention would be needed for about 5% of students, includingspecial education students.Tier III is: Implemented with individuals or small groups of students, Focused on single or small numbers of discrete skills. Diagnostic testing may be neededto identify specific areas of need. Provides substantial numbers of instructional minutes in addition to those provided toall pupils. Tier III Assessments – weekly or more frequent progress monitoring Tier III Parent Notification – Can be done at a parent meeting, via phone or in writingwith area of support needed and contact information.Page 8 of 18
OCONTO FALLS SCHOOLDISTRICT RTI FLOW CHARTUniversal Classroomcurriculum Benchmarkassessments(BMA)Insufficient progressmadeTier 1Sufficient progressmade student misses 1 or 2BMA Teacher implementsTier 1 interventionInsufficient progressmadeInsufficient progressmadeTier 2Sufficient progressmade student misses 2 ormore BMA Progress monitor 2xper monthTier 3 Change in interventionfrom Tier 2 More targeted and/orintensive Progress monitor weeklySufficient progressmadeAcademic achievementassessmentInsufficient progressmadeTier 3 Change in Tier 3intervention Progress monitor weeklyPage 9 of 18Insufficient progressmadeSLD Referral
Tier 1 Literacy InterventionsGrade LevelProgram NameLiteracy nessTime NeededWho can do?AvailabilityLocation(Additional )15minutes2-3x/week—depending on theneeds of the studentsClassroomteachersOFES itional )15minutes2-3x/week—depending on theneeds of the studentsClassroomteachersOFES andAbramsClassroomsK-2Comprehension(Additional )20minutes2-3x/week—depending on theneeds of the studentsClassroomteachersOFES andAbramsClassrooms3-6Comprehension(Additional )20minutes2-3x/week—depending on theneeds of the studentsClassroomteachersOFES andAbramsClassrooms5K-2nd3rd-8thWord Study Cards arefound at s/bk574 wordstudycards.pdfPage 10 of 18
2-5Comprehension(Additional )20minutes2-3x/week—depending on theneeds of the studentsClassroomTeachersOFES andAbramsReadingOfficeClassroom orTitle 1teacherstrained inLiteracy LinkOFES andAbramsClassroomsORIn place of thecomprehension fromthe small groupinstruction.(Additional )15minutes2-3x/week—depending on thestudents’ needs inalignment with theLiteracy Linkcontinuum.4k-1Phonological andPhonemicAwarenessK-6Comprehension(Additional )15minutes2-3x/week—depending on theneeds of the studentsClassroomTeachersOFES andAbramsReadingOffice1-5Phonics(Additional )15minutes2-3x/week—depending on theneeds of the icsPhonological andPhonemicAwarenessFluencyComprehension30 minutes3-4x/week—depending on theneeds of the studentsTrained Titleor classroomteachersOFES andAbramsTitle 1roomsFluency(Additional )15minutes2-3x/week—depending on theneeds of the studentsClassroomTeachersOFES andAbramsOnline2-5LLIRead Live or /readlive.htmPage 11 of 18
2-55K-8Moby Maxhttp://www.mobymax.com/Fluency(Additional )30minutes2-3x/week—depending on theneeds of the studentsTrained Titleor classroomteachersOFES nal )15minutes2-3x/week—depending on theneeds of the studentsClassroomTeachersOFES andAbramsOnlineTier 2 & 3 Literacy InterventionsGradeLevel5k-5Program NameLiteracy Target AreaTime NeededWho can do?AvailabilityLocationLLIPhonicsPhonological andPhonemic AwarenessFluencyComprehension30-45 minutes4-5x/weekOFES andAbramsTitle 1rooms4k-1Phonological andPhonemic Awareness30-45 minutes2-3x/weekAligned withthe LiteracyLinkcontinuum.-316 Licensedteachers trainedin LLI-Aninstructionalassistant trainedin LLI andoverseen by ahighly qualifiedreading teacher-316 Licensedteacherstrained inLiteracy Link-Aninstructionalassistant trainedin Literacy Linkand overseen bya highlyqualifiedreading teacherOFES andAbramsTitle 1 rooms2-5Fluency30-45 minutes4-5x/week-316 Licensedteacherstrained inLiteracy LinkTrained in RaveO-Aninstructionalassistant trainedin Rave-O andoverseen by ahighly qualifiedreading teacherOFES andAbramsTitle 1 roomsPage 12 of 18
1-5Barton Reading andSpelling ProgramPhonological andPhonemic Awareness30-45 minutes3-5x/week2-5Visualizing andVerbalizingComprehension30-45 minutes3-4x/weekK-5Fast ForwardBasic Reading SkillsReading FluencyReadingComprehension5 days aweek for aMinimum of30 minutes persession3-5Read Naturally/Read LiveReading Fluency3-5times/week for30 minutes ormorePage 13 of 18-316 Licensedteacherstrained inBarton-Aninstructionalassistant trainedin Barton andoverseen by ahighly qualifiedreading teacher-316 Licensedteacherstrained inVisualizing andVerbalizingOFES andAbramsReading Room--OFESSpecial EducationRooms---AbramsOFESReading Room-316 Licensedteacherstrained in FastForward(online)-Aninstructionalassistant trainedin Fast Forwardand overseen bya highlyqualifiedreading teacher-316 Licensedteacherstrained in ReadLive (online)-Aninstructionalassistant trainedin Read Liveand overseen bya highlyqualifiedreading teacherOFES/AbramsWeb basedOFES/AbramsWeb based
Tier 1, 2, and 3 Math InterventionsGradeLevel5K-3Program NameMath Target AreaTime NeededWho can do?AvailabilityLocationEnvisions Math – Diagnosisand Intervention System –Part 1 (grades K-3)(Additional )15 minutes2-3x/week—dependingon the needs of thestudentsClassroomteachersOFES andAbramsClassrooms4-6Envisions Math – Diagnosisand Intervention System –Part 2 (Grades 4-6-(Additional )15 minutes2-3x/week—dependingon the needs of thestudentsClassroomteachersOFES andAbramsClassroom5K-8Moby Maxhttp://www.mobymax.com/From Envisions - Assessstudents' ability using thistime-saving system forassessment, diagnosis,intervention, andmonitoring. Organized bystrand, tied to lessonconcepts, and addressinga range of grade levels, itis ideal for use in summerschool, after-schoolprograms, or regularclasses. Each part of thissystem contains aTeacher's Guide and tests.From Envisions - Assessstudents' ability and trackprogress using this timesaving system forassessment, diagnosis,intervention, andmonitoring. Organized bystrand, tied to lessonconcepts, and addressinga range of grade levels, itis ideal for use in summerschool, after-schoolprograms, or regularclasses. Each part of thissystem contains aTeacher's Guide and tests.Math FactsMath Reasoning(Additional ) 20-30minutes2-3x/week—dependingon the needs of thestudentsClassroomTeachersOFES andAbramsOnlineK-5X-TRA Math –http://xtramath.org/Math Facts (addition,subtraction, multiplicationand division)(Additional )10-20minutes2-3x/week—dependingon the needs of thestudentsClassroomteachersOFES andAbramsOnlineK-8Key Math - 3Math FactsMath ReasoningAdditional Instructionalmaterials. 3-5 days/weekdepending on the needsof the studentsTitle ITeachers orunder theirsupervisionwith a para.OFES andAbramsReadingRoom –OFES,Special Ed.Room AbramsPage 14 of 18
Note on Specific Learning DisabilitiesBeginning December 1, 2013 school districts will be required to use RtI to identify a specificlearning disability. A general review of criteria used after 12/1/13 will include a studentmeeting all three criteria below:1. Inadequate Classroom Achievemento Documented by not meeting universal screening data and classroom basedassessmentso Also documented by scores of 1.25 SD below the mean on national normedassessment of academic achievement2. Insufficient Response to 2 Intensive Interventionso The rate of progress is the same or less than that of his or her same-age peerso The rate of progress is greater than that of his or her same-age peers, but will notresult in the referred child reaching the average range of his or her same agepeers in a reasonable period of time.o The rate of progress is greater than that of his or her same-age peers, but theintensity of the resources necessary to obtain this rate of progress cannot bemaintained in general education.3. Exclusions (insufficient RtI and in adequate classroom achievement must not beprimarily related to:o Environmental, economic disadvantage or cultural factorso Lack of appropriate instruction in reading, including in the essential componentsof reading instructiono Lack of instruction in matho Limited proficiency in Englisho Any other impairmento Lack of appropriate instruction in the area (s) of potential specific learningdisability under consideration.For the complete SLD law: http://dpi.wi.gov/pb/pdf/sldrule.pdfPage 15 of 18
Important TermsAccommodations – Individualized adaptations to curricular material or the student’senvironment that do NOT change , alter, or lower expectations for the child (ex. Preferentialseating, headphones in classroom, study carrel, verbal redirection, repeating directions, smallgroup, multi-sensory teaching strategies, changing the layout of a test/assignment to makeless visually stimulating, reading tests/quizzes aloud, etc ).Additional challenges for Enrichment - Additional challenges are research-based strategiesthat are systematically used with a student or group of students whose screening data indicatethat they are likely to exceed benchmarks. The intensity of the challenge is matched to theintensity of student need and can be adjusted through many dimensions including length,frequency, and duration of implementation.Benchmark Assessment (Also called Universal Screening) – Grade level assessment with a mixof assessments from formative (Fountas and Pinnell) to screeers (AIMSweb) to ComputerAdaptive Tests (MAP). Grade level benchmarks are set for each assessment and thesebenchmark assessments provide for identifying students not meeting benchmarks, who mayneed more intervention.Collaboration - Collaboration is a process where people work together toward common goals.This process builds and implements a model that identifies and provides supports to studentsto increase their academic and behavioral success through data based decision making. It canbe a place to review interventions or to plan interventions.Culturally responsive practices – Culturally responsive practices account for and adapt to thebroad diversity of race, language, and culture in Wisconsin schools and prepare all students fora multicultural world. Within Wisconsin’s vision for RtI, culturally responsive practices areevident in and infused throughout all levels of each of the three essential elements.Data-based Decision Making - Data-based decision making is the process of makinginstructional decisions for student success (both academic and behavioral) through ongoingcollection and analysis of data.Differentiated instruction – Differentiation is a way of teaching in which teachers modifycurriculum, teaching methods, resources, learning activiti
This manual is intended to provide guidance for implementation of RtI, but RtI is a process that will continue to evolve. Oconto Falls RtI Belief Statements and Guiding Principles All Children can learn and all Children can make progress. Our RtI framework starts with a strong core instruction that is differentiated to student needs.
Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257-272. Response to Intervention Tier 1: Universal Instruction & Classroom Intervention RTI & Individual Classroom Interventions. What does Response to Intervention look like for an individual student (Tier 1:
(National Center on Response to Intervention) National Center on Response to Intervention 6 RTI as a Preventive Framework RTI is a multi-level instructional framework aimed at improving outcomes for ALL students. RTI is preventive and provides immediate support to students who are at-risk for poor learning outcomes.
overview of DDS terms, please see the RTI Data Distribution Service User’s Manual. Chapter 1 1-2. 2-1 2. Configuring RTI Recorder . This configuration file provides a configur ation that can be used with the tutorial found in the RTI Recorder Getting Started Guide to learn about how to modify RTI
Socorro ISD Response to Intervention 2020-2021 This manual is designed to guide schools and each campus RtI Team in the implementation of RtI, as well as the documentation for students coded at-risk. 2 Response to Intervention (RtI) is a system in which a multi-tiered
interventions. The study attempted to determine if the high school implemented the essential components of RtI with fidelity, defined as “implemented RtI as it was intended by the program developers” (Mellard & Johnson, 2008, p. 240). The study found that not all essential components of RtI were implemented with
RTI can be used to ensure appropriate identification of students with disabilities By encouraging practitioners to implement early intervention, RTI implementation . behavior Struggling students are identified by implementing a 2-stage screening process. The first stage, universal screening, is a brief assessment for all students conducted at .
Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289. Response to Intervention www.interventioncentral.org Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and
Elements of Organizational Behavior The organization's base rests on management's philosophy, values, vision and goals. This in turn drives the organizational culture which is composed of the formal organization, informal organization, and the social environment. The culture determines the type of leadership, communication, and group dynamics within the organization. The workers perceive this .
