Small-Group Activity: Write Your Own Script Each member of your group will first read through the RTI Team Introductory Script (p.68). Jot down the most important points of that script. As a group, decide on the key points of the script that should be included in your team meetings. Write those down. Prepare a new script for your building (outline of talking points or a formal script). Be prepared to share with the large group.

Team Roles Coordinator Facilitator Recorder Time Keeper Case Manager

RTI Team Consultative Process Step 1: Assess Teacher Concerns 5 Mins Step 2: Inventory Student Strengths/Talents 5 Mins Step 3: Review Background/Baseline Data 5 Mins Step 4: Select Target Teacher Concerns 5-10 Mins Step 5: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring 5 Mins Step 6: Design an Intervention Plan 15-20 Mins Step 7: Plan How to Share Meeting Information with the Student’s Parent(s) 5 Mins Step 8: Review Intervention & Monitoring Plans 5 Mins

RTI Team Teacher Referral Form pp. 66-67

Small-Group Activity: Complete the RTI Teacher Referral Form As a group, look over all of the sections of the Referral Form The member of your group who best knows the student that you are using as a ‘practice case’ should take the lead in filling out the referral form on that student. The rest of the group should provide assistance, coaching, and encouragement to the referring teacher as needed as he/she fills out the form.

Small-Group Activity: Practice Meeting Select members of your group to serve as facilitator, recorder, time-keeper, & case manager. Consult your ‘RTI Team Companion Guide’ (pp. 69-75) as the group moves through the steps of the meeting. Run your mock-meeting as though it is the real thing. Any member can call a ‘time-out’ to ask questions about the meeting process or to get feedback from other team members about his/her performance.

RTI Team Debriefing Questions How closely did your team follow the overall meeting steps and process? What step(s) presented challenges, and why? How useful was the student data presented at the meeting? What additional data (if any) do you wish that you had had prior to this meeting? How did your team make use of the classroom or student data to help you to select intervention(s)? [Question for the ‘Referring Teacher’] How supportive and collegial was your team in working with you? Do you have suggestions for your team to make teachers feel more comfortable coming to these meetings? What specific area(s) should your team concentrate on during the next practice meeting to be more successful? Reflect on this practice meeting, and come up with one or more practical ideas to improve your team’s effectiveness at actual meetings.