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  1. Power Pack Click to begin

  2. 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. Click to advance

  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 Building an RtI Team Glossary and Index Tier-2 Referral Team Leader Introduction Tier-1 Tier-3 Tier-2 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? 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? 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? 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? Glossary Resources Bibliography What triggers a student referral? Who can refer a student to the RtI team? How can the RtI team encourage parent involvement? 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? 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? 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. Second Section of Notebook Form Form Form Form Form Form Form Form Form L1 L2 1M QC5 2F QC9 L4 IP QC2 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. 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. 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. 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. 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. RtI Professional Development Needs Assessment Survey form is completed by all staff members and compiled to formulate a campus-wide RtI professional development plan. The RtI Team Leader Activity Checklistis to be used by the RtI Team Leader to complete and maintain a record for each student who is referred for RtI services. 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. Ensure all teachers complete the Request for RtI Services formfor all students identified and submit to RtI Team Leader.

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

  8. RtI Forms Example Click to advance

  9. You can save the data typed into this form John Smith 9/12/2008 8:30 AM 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 List students in need of intervention (Form CL) Collect information from parent/guardian (Form SI) Collect, organize, analyze data for each student Conduct Universal Screenings Develop Intervention Plan (Form IP) Initial Meeting (Form 1M) Follow-up Meeting* (Form 1F) Revise Intervention Plan* (Form IP) Complete Health Information (Form L3) Complete form for Tier-2 Referral (Form R) Submit completed Referral Form to RtI Team Leader Gather detailed Information Develop Intervention Plan (Form IP) Revise Intervention Plan* (Form IP) Initial Meeting (Form 2M) Follow-up Meeting* (Form 2F) Refer to: 504, Special Ed. Other District Options Revise Intervention Plan* (Form IP) Follow-up Meeting* (Form 3F) Exit from RtI Process

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

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

  16. 3-Tier Intervention Flow Chart Tier -1 • 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. 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. Click to advance

  17. 3-Tier Intervention Flow Chart Tier -2 • 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. 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. Click to advance

  18. 3-Tier Intervention Flow Chart Tier -3 • 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. 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. If the interventions are successful, move student to Tier-2, Tier-1, or core instruction and continue to monitor progress. Click to advance

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

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

  21. Problem-Solving Method Action Plan What action should be taken to address the problem? • 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 Click to advance

  22. Problem-Solving Method Implementation How is the action plan implemented and monitored? • 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 Click to advance

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

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

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

  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… RtI Teacher Guide Click to advance

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