1. Power Pack Click to begin

2. Click to advance Congratulations! The RtI process has just become much easier. This team member notebook contains all the information and forms needed for the successful implementation of RtI on your campus.

3. RtI Notebook Organization The first section of the notebook guides you through the RtI process with an easy-to-understand question and answer format. All the information for successful implementation can be found in this first section. Click to advance

4. First Set of 8 Tabs Introduction What is Response to Intervention (RtI)? What are the major components of RtI? Why do we need the RtI process? Where does the RtI initiative begin? What does the RtI process mean for teachers? What is the 3-Tier Model? Tier-1 What does Tier-1 mean? What is universal screening? How often should universal screenings occur? When is the Tier-1 Initial Meeting initiated? What is the duration of an intervention? Tier-2 Referral What triggers a student referral? Who can refer a student to the RtI team? How can the RtI team encourage parent involvement? Tier-2 What does Tier-2 mean? What is the focus of Tier-2? What actions must occur prior to Tier-2? When should the Tier-2 Follow-up meeting be scheduled? When is a student referred to Tier-3? Tier-3 What does Tier-3 mean? What is the focus of Tier-3? Is there a step-by-step guide? When should a student be referred to special education? Building an RtI Team What is an RtI team? What are the attributes of an effective RtI team? Who is on the RtI team? What are the roles of the RtI team? Team Leader What are the responsibilities of the Team Leader in the RtI process? What is fidelity and integrity of RtI Implementation? How does the Team Leader monitor the fidelity and integrity of the RtI process? Glossary and Index Glossary Resources Bibliography Click to advance

5. RtI Notebook Organization The second section of the notebook provides all the forms and guides necessary to ensure the proper documentation for the effective implementation of the RtI process. Each tab is clearly marked and each section contains a forms checklist. Click to advance

6. Ensure all teachers complete the Request for RtI Services form for all students identified and submit to RtI Team Leader. L1 Form Second Section of Notebook The RtI Team Leader Activity Checklist is to be used by the RtI Team Leader to complete and maintain a record for each student who is referred for RtI services. L2 Form Parent Invitation/Notification for RtI Meeting form is used to invite parents or guardians to an RtI meeting to discuss ways to better meet the needs of their child. L4 Form RtI Professional Development Needs Assessment Survey form is completed by all staff members and compiled to formulate a campus- wide RtI professional development plan. QC2 Form Classroom Observation form is used to assess the consistency of the delivery of high-quality, classroom instruction and how the student is responding to the instruction. QC5 Form RtI Effectiveness Survey is used to provide an overview of expectations for the RtI approach. It is also used to guide the team as they work to implement the RtI process. QC9 Form Tier -1 Initial Meeting form is used in stage 1 of the RtI process. All steps on this form correspond to the steps on the Tier -1 Quick Reference Guide. 1M Form The Intervention Plan form is developed for each identified concern for each identified student. It assists with developing the plan, listing resources, implementation, and monitoring. IP Form Tier -2 Follow-up Meeting form is used in stage 3 of Tier-2. This meeting takes place to evaluate previous interventions, determine placement options, and discuss next steps in the RtI process. 2F Form

7. RtI Notebook Organization All the forms in the notebook are included in an electronic format for easy printing. Click to advance

8. Click to advance RtI Forms Example

9. John Smith 9/12/2008 8:30 AM You can save the data typed into this form Click to advance

10. Parent letters are in English and Spanish Click to advance

11. All forms are provided in MS Word and may be customized

12. RtI Notebook Organization Laminated cards are provided to guide team members through the RtI process. Click to advance

13. Stages in the RtI Process Initial Meeting (Form 2M) Develop Intervention Plan (Form IP) Follow-up Meeting* (Form 2F) Revise Intervention Plan* (Form IP) Follow-up Meeting* (Form 3F) Revise Intervention Plan* (Form IP) Exit from RtI Process Refer to: 504, Special Ed. Other District Options Complete Health Information (Form L3) Gather detailed Information Complete form for Tier-2 Referral (Form R) Submit completed Referral Form to RtI Team Leader Initial Meeting (Form 1M) Develop Intervention Plan (Form IP) Follow-up Meeting* (Form 1F) Revise Intervention Plan* (Form IP) Conduct Universal Screenings Collect, organize, analyze data for each student List students in need of intervention (Form CL) Collect information from parent/guardian (Form SI)

14. RtI 3-Tier Model - Academic Click to advance

15. RtI 3-Tier Model - Behavioral Click to advance

16. Provide high-quality core instruction and behavioral supports by highly-qualified teachers. Conduct universal screenings. Analyze student data and make recommendations. Initiate the Tier-1 Initial Meeting for students who fail universal screenings. Provide whole or small group differentiated instruction. Implement scientifically research-based interventions and monitor progress regularly using Curriculum-Based Measurement (CBM). Document interventions and monitor progress in the Intervention Plan. Conduct a Tier-1 Follow-up Meeting and make placement decisions. Tier -1 If the interventions are successful, return student to core instruction and continue to monitor progress. If the interventions are not successful, refer student to Tier-2. 3-Tier Intervention Flow Chart Click to advance

17. Complete the Tier-2 Referral. Hold a Tier-2 Initial Meeting. Develop an Intervention Plan. Provide small group targeted skill instruction that supplements and reinforces high-quality core instruction and behavioral expectations. Provide small group interventions in 8-12 week cycles. Use CBM to determine intervention effectiveness and student’s responsiveness to interventions. Document interventions and monitor progress in the Intervention Plan. Conduct a Tier-2 Follow-up Meeting and make placement decisions. Tier -2 If the interventions are successful, move student to Tier-1 or core instruction and continue to monitor progress. If the interventions are not successful, refer student to Tier-3. 3-Tier Intervention Flow Chart Click to advance

18. Develop an Intervention Plan. Provide intense, individualized interventions in addition to core instruction delivered by highly-trained staff. The interventions target skill deficits. Use CBM to closely monitor the effectiveness of interventions and the student’s responsiveness to the interventions. Document interventions and monitor progress in the Intervention Plan. Conduct a Tier-3 Follow-up Meeting and make placement decisions. Tier -3 If the interventions are successful, move student to Tier-2, Tier-1, or core instruction and continue to monitor progress. If the interventions are not successful, the RtI team determines whether or not to continue Tier-3 interventions or to refer a student to Section 504, special education, or other district options. 3-Tier Intervention Flow Chart Click to advance

19. Problem-Solving Method Identification What is the problem? Intervention Plan What actions should be taken to address the problem? Implementation How is the action plan implemented and monitored? Evaluation Did the interventions work? What is next? Analysis Why does the problem exist? Click to advance

20.  Screen students and collect data  Review school-wide academic and behavioral data  Identify students with problems  Define the problems Problem-Solving Method What is the problem? Identification  Analyze and interpret student data  Identify specific skill area deficits  Formulate hypothesis Why does the problem exist? Analysis Click to advance

21. Problem-Solving Method  Develop a goal-oriented intervention plan  Use data to match interventions to student needs  Designate who will implement interventions  Decide when, how often, group size, and location for intervention delivery  Determine resources needed  Specify the Curriculum-Based Measurement (CBM)  Establish benchmark expectations  Determine professional development needed What action should be taken to address the problem? Action Plan Click to advance

22.  Apply differentiation in grouping and in strategies  Monitor progress frequently/repeatedly over time  Monitor the effectiveness of the interventions  Monitor student’s responsiveness to interventions  Verify occurrence of research-based instruction/interventions  Maintain data documentation  Modify and adjust as needed Problem-Solving Method How is the action plan implemented and monitored? Implementation Click to advance

23.  Review progress using data documentation  Determine if the intervention worked  Revise or adjust the intervention plan  Make placement decision Problem-Solving Method Did the interventions work? What is next? Evaluation Problem-Solving Method Identification What is the problem? Intervention Plan What actions should be taken to address the problem? Implementation How is the action plan implemented and monitored? Evaluation Did the interventions work? What is next? Analysis Why does the problem exist? Click to advance

24. 1.Follow a step-by-step process of problem solving to identify problems and hypothesize the reasons problems are occurring for students. 2.Prioritize when multiple problems are identified. 3.Develop an intervention plan that focuses on one or two major concerns. 4.Focus on a specific skill area in academic and/or behavioral domains when selecting interventions. 5.Use data to match interventions to student’s needs. 6.Verify that interventions are research-based. 7.Ensure the plan is carried out in a timely manner by a skilled individual. 8.Monitor delivery of interventions for fidelity and integrity. 9.Determine the success of an intervention by using the questions in the Implementation Guide Team Member Notebook. 10.Revise or adjust interventions based on data. Developing Effective Interventions Click to advance

25. Focuses on academic and behavioral domains Features six categories for each domain Contains strategies for each category RtI Tier-1 Wheel Click to advance Academic Domain Reading Mathematics Writing Assessment Grouping Differentiation Behavioral Domain Giving Directions Transitions Learning Environment Redirection Challenging Behaviors Time Management

26. Behavior Strategies Guide Proactive strategies for behavior management Tools for responding to misbehavior in a consistent manner Techniques for prevention of misbehavior

27. RtI Strategies Flip Chart Builds a common knowledge base about RtI among faculty and staff Provides suggestions for implementation of multi- tiered instruction Presents evidence-based academic and behavioral strategies to differentiate instruction Click to advance

28. Also available… Click to advance RtI Teacher Guide

29. If you have any questions, please don’t hesitate to call us at 800-585-5258!