1. Morgan County Schools Response to Instruction
RtI
Morgan County
Schools Response to
Instruction

2. RtI Response to Instruction
RtI is not another program or layer of instruction. RtI is an instructional framework that facilitates an integrated instructional approach, “connecting the dots” between general education, special education, gifted education and supplemental services. It promotes the provision of high quality, standards based instruction and intervention that meets not only the academic, but social, emotional and behavioral needs of the learner.

3. RtI combines assessment and intervention, along with core instruction within a multi-tiered system to facilitate student achievement and alleviate inappropriate behaviors. Much of the success of the RtI model can be attributed to its collaborative approach to problem solving. The collaborative model brings a wealth of experience and expertise to the “table”, when identifying learner needs and determining strategies that will effectively remediates the learner’s area of weakness.

4. RtI Instructional Tiers

5. Tier 1
High-quality classroom instruction using research-based programs and instructional methods, universal screens a minimum of three times per year.

6. Components of Tier 1 Instruction

7. Tier 2
Focused supplemental instruction in small groups, research based interventions targeted at specific strengths and needs, progress monitoring.

8. Components of Tier 2 Instruction

9. Tier 3
Intensive interventions specifically designed to meet individual needs, instruction delivered in small groups or individually, frequent progress monitoring.

10. Components of Tier 3 Instruction

12. Problem Solving Teams
Tier 2
Tier 3

13. Tier 2 Problem Solving Team
Where Grade Level Meetings
Data Meetings
Department Meetings
When Monthly
Bi-Monthly
Who Classroom Teachers and
Other Designated Personnel

14. Designated Members and Roles
Team Leader Facilitates Meeting
Recorder Records Minutes of
Meeting and Plan
Time Keeper Paces Discussion and
Review of Data
Strategist Leads Group in Determining
Appropriate Instructional
Strategies

15. Team Leader Should:
Keep a master calendar scheduled one semester in advance
Review Referrals and Place on Agenda
Archive all student plans and documentation in a Tier 2 binder

16. Tier 3 Problem Solving Team
Where Leadership Meeting
When Monthly
Bi-Monthly 
Who Required :
Administrator
Others may include:
Counselor
Reading Coach
Interventionist
Auxiliary Members

17. Designated Members and Roles
Team Leader Facilitates Meeting
Recorder Records Minutes of Meeting
and Plan
Time Keeper Paces Discussion and
Review of Data
Strategist Leads Group in Determining
Appropriate
Instructional Strategies

18. Team Leader should:
Keep a master calendar scheduled one semester in advance
Review Referrals and Place on Agenda
Archive all student plans and documents in a Tier 3 individual student folder

19. Special Educator’s Role in the Tier 3 PST
Special Education teacher may be invited as an auxiliary member but it is not recommended that they serve as a part of the core team

20. Parent’s Role in the Tier 3 PST
The parent must receive an invitation to serve as a team member and participate in all Tier 3 meeting when their child is on the agenda
The meeting may proceed if the parent chooses not to attend

21. Addendum
Invite the parent to the first Tier 3 Problem Solving Team meeting.
Even those who attend will not ask about coming again…..if they do let them attend. Don’t send invitation to every Tier 3 meeting. Child was retained in our system. After meeting with the principal and the Supt they call the SDE. They called and asked do you have an intervention plan for Little Johnny? Did you implement the Plan. Fidelity Checklist is huge!!!! Did the school invite the parent to the meeting?

22. Tier Placement Initial Universal Screener Additional Assessments
Students below 25th Percentile
Data Collection / Progress monitoring
Team Decision
Documentation

23. Data Points
Data points measure the student’s response to the strategies implemented
Data points are taken from assessments
Assessments demonstrating minimum gain, no gain, or regression may count as one data point
Data points must be taken on the targeted skill to collect evidence

24. Rate of Improvement (ROI)
Determine level of skill expected at year’s end (Goal)
Subtract BASELINE score from the GOAL to get needed gain (Growth)
Divide GROWTH by # of available weeks of intervention to the GOAL ROI (weekly rate of improvement needed to reach year-end goal)
Formula: Goal minus baseline, divided by the # of weeks of intervention equals ROI
GOAL – BASELINE___________
# of weeks of intervention = GOAL ROI

25. Minimum Requirement for Movement from Tier 2 to Tier 3
Three Data Points
6 Weeks of Intervention
Data Collection / Every 10 days

26. Minimum Requirement for Movement from Tier 3 to Tier 4
Six Data Points
Six Weeks of Tier 3 Intervention
Six Weeks of additional Intervention
Total of 12 Weeks of Intervention
Progress monitoring / Data Collection
every 5 days

28. Documentation Sign-in Sheets Required Forms and Documents
Tier 2 Binder
Tier 3 Student Folders

29. Administrator’s Responsibilities
Audit Tier 2 Binders
Tier 3 Student Folders
Attend Tier 2 Meeting Periodically