1. RTI Annual Training 2017-2018 Westside High School Presented by Elizabeth Schad October 6, 2017
28 May 2018

2. The Vision of the Richmond County School System is to create:
The Mission of the Richmond County School System is to build a world class school system through education, collaboration and innovation.
The Vision of the Richmond County School System is to create:
a world class
globally competitive school system
where all students will graduate
and are college/career ready *

3. RtI is a process used to help students that experience academic and/or behavioral challenges become successful by: putting interventions (additional instruction) in place and monitoring to see what works in helping that student move closer to success.

4. Teacher Training of RtI/SST
The purpose of the RtI/SST process is to:
intervene with student problems
interact at general education levels
implement prescribed interventions

5. Response to Intervention
RTI IS NOT AN AUTOMATIC ROAD TO
SPECIAL EDUCATION!
Special Education is delivered at the most intensive level of intervention (TIER 4 on the Georgia RTI pyramid)

6. The finish line and beyond…*

7. WHERE ARE THE STUDENTS IN NEED OF RtI ? ways to identify students:
Universal Screener: i- Ready
Child Find Records Review
RtI Yearly reports: EOY- End of Year & Start Up reports
Parent requests for testing and RtI process

8. Universal Screener- Math & Reading
Progress Monitoring Recommendations:
Students more than one grade level below (Red): every two weeks
Students one grade level below (Yellow): once a month
Students on or above grade level (Green): at least once each 9 weeks
Review data and move through tiers as needed as a team every 4-6 weeks
Make referrals to Tier 3 as the data requires *

9. most times parents just want HELP for their kids
Parent request
Reality:
most times parents just want HELP for their kids
28 May 2018

11. TIER I Evidence-based curricula and strategies in place for all students. (Regular Ed. Curriculum)

12. TIER II
Focus
For students identified with marked difficulties who have not responded to TIER 1 efforts.
Program
Program, strategies, and procedures designed and employed to supplement, enhance, and support TIER 1
Grouping
Homogenous small group instruction (e.g. -1:4, 1:5)
Time
Minimum of 30 minutes per day, maximum 3 times weekly, in small group, in addition to 90 minutes of core instruction
Assessment
Progress monitoring weekly on target skill to ensure adequate progress and learning (preferably 2 times weekly)
Interventionists
Personnel determined by the school (e.g. a classroom teacher, a specialist teacher, an external interventionist)
Setting
Appropriate place designed by the school; may be within or outside of the classroom

13. At TIER II
Parent is notified by letter that additional small group instruction may be needed for student
Small group instruction is provided in addition to the core curriculum
Progress monitoring is administered frequently to determine whether a change in delivery or strategy is required
Data are analyzed by classroom general education teachers for decision making
Taken from: Special Education Rules Implementation Manual, Part I, Georgia Department of Education, April 18,2011. pg.51

14. Tier III
Focus
For students identified with marked difficulties, and who have not responded to TIER 1 or TIER 2 efforts
Program
Sustained, intensive scientifically based interventions
Grouping
Homogeneous small group instruction (1:1, 1:2, 1:3)
Time
Student will continue to receive TIER II intervention plus TIER III intervention. The amount of time will be determined by the SST team
Assessment
Progress monitoring twice a week or at a minimum weekly on target skill to ensure adequate progress and learning
Interventionist
Personnel determined by the school (e.g. a classroom teacher, a specialist teacher, or and external interventionist)
Setting
Appropriate setting designated by the school (may be within or outside the classroom)

15. TIER III
Parent is notified and invited to participate in a TIER III meeting
Baseline and progress monitoring data from Tier 2 are analyzed to create specific goal(s) for student improvement
The RTI/SST may determine the need for additional information on a student including the use or administration of informal or formal measures to gather individual data in the area of concern
The interventions are continued if the student is making progress using the RTI/SST interventions; however, if progress toward the goal is minimal, RTI/SST members will revise or change the intervention
Taken from: Special Education Rules Implementation Manual, Part I, Georgia Department of Education, April 18,2011. pg.51

16. Description of the process at RtI Westside High School:
Who: Our school & RtI Team (name them) What: RtI meetings When: Share meeting days & times Where: Share location How: Using data as an organized and prepared team Why: To assist our students with success academically & behaviorally

17. Meetings are scheduled 7- 10 days in advance (best practice)
Points to remember
Meetings are scheduled days in advance (best practice)
Parents and key members are invited and expected to attend
Tier 3-At least 3 members are present –per GADOE-Rule : (referring teacher + 2 others: Principal, Counselor, Psychologist, Social Worker, SPED teacher, etc. )
Meetings are timely & efficient ( min. recommended.)
Interventions are conducted timely and with fidelity
Before, after or Saturday school – must find a way- NO EXCUSES

18. Recommended 1st TIER 3 meeting format pg. 23 of Quick Guide –Checklist
1. Introduction
2. Purpose of the meeting
3. Teacher(s) present area(s) of concern, baseline data, interventions used and progress monitoring (results)
4. Team discusses and agrees on next steps. Parents are encouraged to share concerns and suggestions.
5. Follow-up meeting date is set.
6. Summary of meeting is read and agreed upon.
7. Team members sign summary of meeting. Copies are given to the parent.
** Recommended that Vision & Hearing be obtained before the meeting.

19. Recommended 2nd TIER 3 meeting format SAME FORMAT AS PREVIOUS MEETINGS
1. Introduction
2. Summary of previous meeting is read.
3. Teacher(s) present area(s) of concern, baseline data,
interventions used and progress monitoring (results)
4. Teams discusses and agrees on next steps.
5. IF not referred for SPED consideration, follow-up
meeting date is set- BASED UPON TEAM.
6. Summary of meeting is read and agreed upon.
7. Team members sign summary of meeting. Copies are
given to the parent.

20. TEACHERS are responsible for:
See the “RTI Quick Guide for Teachers” in the RTI Quick Guide, page 13
Teachers may be responsible for obtaining Vision & Hearing consent and following up on the screening
Parent/Teacher conferences should already be happening
RtI is not to serve as a Parent/Teacher conference

21. Tips for TEACHERS at the meeting
Start with the positive about the student- smile, greetings, helping behaviors, attendance, etc.
Move to the problem areas- be objective- JUST THE FACTS! (scores, assignments, etc.) (Johnny is reading at a 2nd grade level and is in 5th grade)
Speak in a language parents understand- explain acronyms, scores and numbers
Ask if everyone understands because it is very technical information
Discuss what interventions have been tried
Brainstorm next steps for team decisions
28 May 2018

22. How to access the forms on Infinite Campus.
Go to Infinite Campus and access the student's records
Click "Index" (Tab on left)
Click "RTI"
Below the child's name click the "documents" tab.  A new set of tabs will then appear above the ‘documents list' box.  Click "New Document"
On the box that appears, click the box next to "Create New Simple Form".  A new box will appear saying, 'No form selected' click on the arrow next to it
Scroll down and click on the form that you need
Once you have completed the form click SAVE
You are done.😊
NOTE**Signed documents need to be scanned and uploaded
28 May 2018

23. Infinite Campus & RED Folders
Forms that require a signature- Summary of Meeting, Parental consent
Make a copy of the Summary of Meeting for teachers
Hard copy and place into the RED FOLDER: Problem ID, Summary of Meeting, Data to Support Interventions
Flag Tiers 2 & 3
Hold work samples until a referral to SPED is made (if a referral is necessary)
28 May May 2018

24. Referrals to Special Education
Students who are not successful through the RtI/SST process may be referred for consideration for Special Education services
Use the Initial Referral Checklist pg. 24
Parents/guardians may also formally request that their child be evaluated for Special Education consideration
Consent for evaluation forms can only be obtained from the school psychologist
Language/Speech Pathologist must be involved with speech referrals
RtI Facilitator will assign a teacher/staff person to conduct observations

25. Once the referral packet is complete:
Once the referral packet is complete: *one copy must be submitted to Psychological Services and *one copy must be submitted to Special Education *within 5 days

26. Takeaways….. RtI is a Response to a problem RtI is a process
RtI should not be thought of as the first step toward SPED
General Education teachers are responsible for initiating the RtI process – SPED teachers are used as resource in process
All General Education (all subjects) can begin the process
Based on data, not feelings
The RtI process can be used for academic or behavior
28 May May 2018