Hudson RTIResponse to Intervention

Understanding the Process

• This presentation is a general guide to understanding the RTI process.

TIER 1

TIER 2

TIER 3

Tier 1dd• Student is identified for significant

difficulties, either academic or behavioral• Teacher implements general classroom

interventions and documents in notes (DMAC)

• Continue for 9 weeksSuccess

? YES

NO

Continue using normal classroom

interventions

Good teaching practice

• Teacher holds parent conference• Parent completes information sheets

and health forms• Health form is forwarded to nurse

NO

AND

Teacher contacts RTI Coordinator to request Tier

2 meetingAND

Tier 2 meeting

scheduled

TIER 1TIER 2

Tier 2• Teacher provides Tier 1 data,

information sheet, and health form

• Committee develops initial plan in DMAC (intervention plan)

• Teacher implements interventions for 9 weeks, monitoring every 3 weeks

Hold follow-up meeting to

review data/progress

Success?YESModify goals

NO

NO

• Modify interventions

• Continue implementation for 9 weeks

Success?

Hold follow-up meeting to

review data/progress

YESModify goals

NOTIER 2

TIER 3

Tier 3NO

• Develop Tier 3 interventions with guidance from Special Services

• Implement interventions for 9 weeks

Hold follow-up meeting to

review data/progress

Success?YES

Continue implementation of interventions and

progress monitoring

NO

TIER 3SPECIAL

EDUCATION

Develop Tier 3 interventions

with guidance from Special Services. Implement

interventions for 9 weeks.

Hold follow-up meeting to review progress/data.

If successful, continue interventions. and progress monitoring. If unsuccessful, consider referral to

Special Education. During meeting, teacher provides Tier 1

information, information sheet, and health form. Committee develops initial plan in DMAC. Tier 2 interventions continue for 9 weeks, with progress monitoring every 3 weeks in DMAC.

Hold follow-up meeting to review progress/data. If successful, modify goal and

continue progress monitoring. If unsuccessful, modify interventions and continue process for 9

additional weeks.Hold follow-up meeting to review

progress/data. Continue process if successful. If unsuccessful, move to Tier 3.

Student identified for significant behavioral or academic difficulties.

Teacher documents Tier 1 interventions in DMAC as notes only. Continue interventions for 9 weeks.

Continue if successful. If unsuccessful, teacher holds parent conference. Parent completes information sheet and health form.

Copy of health form is given to nurse. Teacher contacts RTI Coordinator to request Tier 2 meeting. Move to Tier 2.

RTI IS NOT INTENDED FOR ALL

STUDENTS, AND ONLY A SMALLPERCENTAGESHOULD BE

TIER 3.

Intervention Examples:

Tier 1 Interventions (80-90% of students) “Universal” interventions that are provided to ALL students. These are system-wide and prevention focused. Interventionist: General Ed Teacher Setting: Regular Classroom Environment Examples: High Quality Instruction, Evidence Based Practices, Differentiated Instruction, Research based core curriculum,Classroom reinforcement systems, Corrective feedback for academic and/or behavioral errors, clear rules and procedures, predictable and consistent consequences, paired reading, peer tutoring, i-station, morning/afternoon tutorials , pre-teaching strategies, re-teaching …….

Tier 2 Interventions (5-10% of students)Identified students with marked difficulties that have not responded to Tier 1 interventions Typically small group supports, “supplemental supports”Typically 2-3 times per week Evidence based practices Interventionist: General Ed teacher or specialized teacherSetting: May be in the classroom or pull outExamples of Academic: ARI, Fast ForWord, Read 180, Dyslexia therapy, iPass …..Examples of Behavior: School or community based mentors, check-in check-out, group social skills training, individual reinforcement systems, behavioral contracts, self-management training …….

Tier 3 interventions (1-5% of students)Targeted students that have not responded to Tier 1 or Tier 2 interventions Individualized Intensive intervention (Frequency and/or duration may account for intensity) Targeting specific skill deficits Daily intervention – typically longer in duration than previous interventions (60 minutes/full class period)Interventionist: Typically a specialist in the particular area of deficit Setting: Typically outside the classroomExamples of Academic: Individualized reading or math instruction focused on the specific skill deficits. Special individualized programing…Examples of Behavior: Individual social skills training, Individual counseling or skill training with LSSP, interagency involvement…

Next Steps..

• RTI is a process, not a program, that will be modified as best practice and research changes

• RTI is a support system for students who are struggling significantly

• Administrators/teachers should attend RTI training for academic and behavioral interventions