2. What is Response to Intervention?
A system of providing (and
documenting) academic
and/or behavioral supports in
tiered levels of intensity.
RTI is driven by data!
RTI is mandated by the state
of Florida as part of the
identification process for
students with a Specific
Learning Disability (SLD).
4. Tier 1: Core Instruction
All students receive high-quality, research-based, data-driven
instruction in the general education setting with DIFFERENTIATION
for individual student needs as necessary.
Tier 1 includes differentiation within the core/general education
curriculum:
Using a graphic organizer or visual checklist for the steps of how to
solve multi-step word problems.
Providing students with two answer choices to choose from when orally
answering an open ended comprehension question in Wheatley.
Providing visual access (+ prompts to refer to) a helpful anchor chart
Having students orally dictate their responses and then providing
support to them in writing their response.
5. Tier 1 Interventions
Academic Behavior
Wheatley Multi-student Behavior Charts
Eureka Class Dojo
Fundations Team points
Lexia/Zearn
6. When do I need to start
documentation of Tier 1
interventions?
Indicators that documentation should START:
Scored below the 25th percentile on MAP
Student is reading below grade-level:
Kindergarten- NOT showing growth past pre-Reading STEP
First Grade- At or below STEP 2
Second Grade- At or below STEP 4
Student has made minimal to no academic growth or is
failing a subject even WITH differentiation.
Student has significant behavior concerns that are
impacting his/her learning and/or the learning of others
AND student is NOT responding to Tier I behavior supports
such as Dojo, Group points, or Multi-student behavior
charts.
7. One of my scholars is NOT responding
to Tier I supports…Now What?
DATA DATA DATA!!!
At LEAST 4-6 weeks of it!
As soon as you see an indicator, start
collecting data!
MUST show that differentiation occurred
EX: Documentation of support beyond
DOJO (e.g.: Student response to Table
points, Dojo charts, etc.)
EX: Documentation of support beyond
whole group lessons (e.g.: Guided Reading
progress, Note on exit tickets of
differentiation such as graphic organizer
or access to visual anchor chart)
Feel free to reach out to your ESE team
for ideas on how to differentiate and
collect data!
8. Complete RtI Referral Form
to schedule a meeting with
your RtI Coordinator.
NOTE: Anyone can make a
referral if there are
significant concerns about
a child’s academic progress
or emotional well-being.
This form can also be
completed if you have
speech or language
concerns!
Making a Referral for RtI Supports
9. Speech Referrals –
All speech referrals go in the SLP’s
mailbox (Mrs. Brooks).
Academic/Language Referrals –
All academic/language referrals go to
Shush’s (K-1st) or Di Paolo’s (2nd)
mailboxes.
Behavioral Referrals –
All behavioral referrals will go to
Langford’s mailbox.
Who do I give my RtI Referral
Form to?
10. Referral Process, continued…
The RtI Designee (Shush, Di Paolo, Langford, or Brooks) will
review the referral:
Please be detailed when filling out the referral (teacher
anecdotal records, MAP scores, STEP scores, end of module or
unit assessments/grades are all helpful).
If it is a behavioral/social-emotional based referral, school staff
may perform a classroom observation as part of the process of
reviewing the referral.
After reviewing the referral, the RtI Coordinator will
determine the necessity of beginning the RtI process and
scheduling a meeting.
You will be informed of this meeting via Outlook Calendar Invite.
11. What to expect: The first RtI
Meeting
Who?
The RTI team—The learning specialist and
general education teacher.
The school SLP, counselor, parent, and
administrators are invited, as needed, too.
What?
You will need to bring:
Documentation of all
interventions/differentiation
STEP data, MAP data, assessments, report
cards, and exit tickets
Where?
Your classroom OR a Learning Specialists’
Office
When?
The RTI team will meet on Wednesdays
during your planning time and/or after
school, as needed.
12. What to expect: The first RtI
Meeting
The learning specialist will take notes on
the concerns discussed.
The team will decide on appropriate
interventions to support the student in a
targeted area of need.
The team will set one to three achievable
goals that they would like the student to be
able to accomplish after receiving support.
The team will set a timeline (typically 6
weeks) for how long interventions will be
implemented and progress tracked toward
student achievement of the goals.
At the conclusion of the meeting, the
learning specialist will provide each member
with a copy of the forms. Interventions are
initiated the following day with progress
monitoring taking place immediately.
13. Tier 2: Targeted Instruction
Students who may need more
support in addition to the
core curriculum.
Some students – 10% to 15%
of student population should
be receiving Tier 2
instruction.
Tier 2 interventions and data
documentation are
implemented by the general
education teacher.
Small groups of 5 to 6
students.
14. Interventions
Tier 2 - Academics
Guided Reading
Wheatley Small Groups
(Reteach block)
Eureka Small Groups
(During ZEARN time)
Small group Fundations
Tier 2 - Behavior
Individualized behavior
charts
Behavior conferencing
(Documentation of what
was discussed with
student)
15. Example of Tier II
Documentation
Academic Data
Guided Reading Progress
Monitoring Trackers
Student work that took
place AFTER Tier II small
group:
Exit tickets
Problem sets
Sight word/letter name
and sound records
Behavioral Data
Class Dojo Reports
AFTER behavior sheet
and/or other
interventions have taken
place
Individualized behavior
sheets
Behavioral Data
Collection Forms
ABC forms
Frequency tracker
16. My scholar is NOT responding to
Tier II Supports….now what?
The RtI team will meet after 4-6 weeks of
data collection has been done for Tier II.
At this meeting they will determine the
success of the tier II supports (Data!!)
If the team determines that the tier II
supports are insufficient in helping the
student to grow in the targeted area, more
intensive interventions will be put into
place (Tier III). (OR: Tier II supports can be
continued, modified, or discontinued, as
appropriate.)
Moving to Tier III should NOT be taken
lightly. This likely means that the student
will be referred to MRT to determine
whether or not they may need special
education services.
***PLEASE MAKE SURE INTERVENTIONS ARE
IMPLEMENTED WITH FIDELITY***
17. Tier 3: Intensive Instruction
Students who need individualized interventions.
Few students – 5% of student population
receives Tier 3 instruction
Tier 3 interventions and data documentation are
implemented by the SPED team.
Individualized instruction/groups of up to 3
students.
18. Tier III Interventions
(Always implemented by a
member of the ESE team)
Tier 3- Academics
Research-based
intervention programs
implemented 2-
4x/week, in groups of 1-
2 students:
SPIRE Reading Program
Phonics for Reading
Learnable Linguistics
Multisensory
Intervention
Tier 3- Behavior
Functional Behavior
Assessment (FBA) Plan is
written, with formal FBA
meeting held
Individual and/or group
counseling with Ms.
Langford using a
research-based
behavioral intervention
Room 14: A Social
Language Program
