Does this look like your RTI team?Does this look like your RTI team?

Maybe this looks like your team!Maybe this looks like your team!

Best Practices for your Best Practices for your RTI TeamRTI Team

Presented by Sanders Presented by Sanders Intermediate and Primary SchoolsIntermediate and Primary Schools

PresentersPresenters Kristi Kee, PrincipalKristi Kee, Principal Lewis Elementary SchoolLewis Elementary School

Dr. Sandy Jordan-Kandel, Dr. Sandy Jordan-Kandel, CounselorCounselor

Sanders Primary SchoolSanders Primary School

Colleen Holthaus, PsychologistColleen Holthaus, Psychologist

Pamela Dingle, PrincipalPamela Dingle, Principal Sanders Intermediate SchoolSanders Intermediate School

Corinna Oliver, CounselorCorinna Oliver, Counselor Sanders Intermediate SchoolSanders Intermediate School

Gina McClenning, TeacherGina McClenning, Teacher Sanders Intermediate SchoolSanders Intermediate School

AgendaAgenda Flow ChartFlow Chart Administrator’s RoleAdministrator’s Role Lead Tier II Facilitator RoleLead Tier II Facilitator Role Tier II Coordinator RoleTier II Coordinator Role Tier II Group MeetingsTier II Group Meetings Teacher’s RoleTeacher’s Role Counselor’s RoleCounselor’s Role Psychologist’s RolePsychologist’s Role Special Education Lead Teacher’s RoleSpecial Education Lead Teacher’s Role Tips and ToolsTips and Tools

AdministratorsAttend and assist in Tier III

and Tier IV Meetings

Special Education Lead Teachers

Psychologist

Counselor

Tier IIFacilitator

Tier IIFacilitator

Tier II Facilitator

Tier IIFacilitator

Tier IIFacilitator

Tier IIFacilitator

Lead Tier IIFacilitator

Classroom Teachers

Overview of All TiersOverview of All Tiers

Tier I occurs with the whole classTier I occurs with the whole class Tier II occurs in small groups or with individual Tier II occurs in small groups or with individual

interventionsinterventions Tier III deals with individual interventionsTier III deals with individual interventions Tier IV deals with special educationTier IV deals with special education

A True Team ApproachA True Team ApproachThe success of the RTI Program depends on the The success of the RTI Program depends on the cooperation of several key members:cooperation of several key members:

ParentsParents TeachersTeachers AdministratorsAdministrators CounselorsCounselors Special Education TeachersSpecial Education Teachers School PsychologistsSchool Psychologists

Administrator’s RoleAdministrator’s Role

Attend the Tier III and Tier IV meetingsAttend the Tier III and Tier IV meetings Assist in notification of parents of meetings when Assist in notification of parents of meetings when

necessary (ex. parent does not attend the necessary (ex. parent does not attend the meetings or other issues that might occur)meetings or other issues that might occur)

Assist the teacher, counselor, or psychologist Assist the teacher, counselor, or psychologist when necessarywhen necessary

Available for consultation regarding interventions Available for consultation regarding interventions when necessarywhen necessary

Lead Tier II FacilitatorLead Tier II Facilitator

Consult with Tier II CoordinatorsConsult with Tier II Coordinators Oversee collection of correct Tier II dataOversee collection of correct Tier II data Forward a master copy of Tier II students to the Forward a master copy of Tier II students to the

counselor and psychologistcounselor and psychologist Access to appropriate strategies and Access to appropriate strategies and

interventions for academic and behavioral interventions for academic and behavioral concernsconcerns

Lead Tier II Facilitator’s RoleLead Tier II Facilitator’s Role Meet with the teacher, psychologist and Meet with the teacher, psychologist and

counselor when a student needs to be moved counselor when a student needs to be moved from Tier II to Tier III if it is not the regularly from Tier II to Tier III if it is not the regularly scheduled monthly Tier II meetingscheduled monthly Tier II meeting

Responsible for turning in Responsible for turning in completedcompleted Tier II Tier II folder to the counselorfolder to the counselor

Tier II ToolsTier II Tools Tier II Facilitator NotebooksTier II Facilitator Notebooks – Tier II facilitators – Tier II facilitators

receive a notebook that includes samples of receive a notebook that includes samples of interventions, data collection sheets and all Tier interventions, data collection sheets and all Tier II forms. II forms.

Tier II FoldersTier II Folders – Color coded file that includes – Color coded file that includes all forms necessary for Tier II and to move a all forms necessary for Tier II and to move a student on to Tier III. student on to Tier III.

Tier II FacilitatorsTier II Facilitators 2 teachers per grade level2 teachers per grade level Maintain Tier II notebookMaintain Tier II notebook Maintain Tier II logMaintain Tier II log Distribute purple foldersDistribute purple folders

Tier II Facilitator’s RoleTier II Facilitator’s Role Set the agenda of students to be discussedSet the agenda of students to be discussed Lead the monthly grade level meeting to Lead the monthly grade level meeting to

discuss students on the established agenda and discuss students on the established agenda and or any new studentsor any new students

Ensure that probes and strategies for students Ensure that probes and strategies for students discussed are recorded on the logdiscussed are recorded on the log

Discuss with the team whether student should Discuss with the team whether student should remain on Tier II or be moved to Tier IIIremain on Tier II or be moved to Tier III

Follow up meeting with each teacher in group to Follow up meeting with each teacher in group to check purple folder for correct Tier II data check purple folder for correct Tier II data collection after first week of interventioncollection after first week of intervention

Tier II Facilitator’s RoleTier II Facilitator’s Role Record date of initial and six week follow-up Record date of initial and six week follow-up

meetingsmeetings Compile log of Tier II students to turn in to the Compile log of Tier II students to turn in to the

Lead Facilitator, Psychologist and CounselorLead Facilitator, Psychologist and Counselor

All children can be successful with the right support!

Tier II Group MeetingsTier II Group Meetings

Distribution of purple folders to team membersDistribution of purple folders to team members Teachers identify 2 to 5 students in their Teachers identify 2 to 5 students in their

classroom with academic or behavioral concernsclassroom with academic or behavioral concerns Discuss appropriate interventions for academic Discuss appropriate interventions for academic

or behavioral concernsor behavioral concerns Discuss correct data collection methodsDiscuss correct data collection methods Discuss correct graphing of data collectionDiscuss correct graphing of data collection Discuss importance of baseline data for each Discuss importance of baseline data for each

Tier II student concernTier II student concern

Tier II Group MeetingsTier II Group Meetings Set date for review of each Tier II student’s dataSet date for review of each Tier II student’s data For student with behavioral concerns document For student with behavioral concerns document

the behavior and the intervention daily the behavior and the intervention daily For academic concerns document daily For academic concerns document daily

intervention with weekly probeintervention with weekly probe Discuss importance of completing all forms on Discuss importance of completing all forms on

the the Student Information Packet for Tier 2 Student Information Packet for Tier 2 ChecklistChecklist

Tier II Group MeetingsTier II Group Meetings Discuss importance of placing the red Discuss importance of placing the red

notification sheet in the student’s permanent notification sheet in the student’s permanent recordrecord

Discuss importance of keeping the data Discuss importance of keeping the data collection and work samples simplecollection and work samples simple

You don’t have to be “Super teacher” to be You don’t have to be “Super teacher” to be successful with RTI.successful with RTI.

Teacher’s RoleTeacher’s Role Attend Tier II meetingAttend Tier II meeting Identify 2-5 students with academic or Identify 2-5 students with academic or

behavioral concernsbehavioral concerns Collect baseline dataCollect baseline data Collect daily and weekly dataCollect daily and weekly data Match interventions to academic or behavioral Match interventions to academic or behavioral

concernsconcerns Notify parent when student is going to be Notify parent when student is going to be

referred to Tier IIIreferred to Tier III Notify counselor if the time and date of the Tier Notify counselor if the time and date of the Tier

III meeting will work for the parentIII meeting will work for the parent

Baseline DataBaseline Data Dolch Word ListDolch Word List DRADRA Running RecordRunning Record IMI Pre-TestIMI Pre-Test Writing AssessmentWriting Assessment Writer’s Workshop NotebookWriter’s Workshop Notebook Teacher Conference NotebookTeacher Conference Notebook Teacher Made Pre-Post TestsTeacher Made Pre-Post Tests Behavior Checklist or ChartBehavior Checklist or Chart

Collecting Weekly DataCollecting Weekly Data Sight Word ListSight Word List Reading Conference Reading Conference Weekly Running RecordWeekly Running Record Math Questions targeting area of concernMath Questions targeting area of concern Flash Cards (math, sight words, vocab)Flash Cards (math, sight words, vocab) Writer’s Workshop conference targeting Writer’s Workshop conference targeting

concernconcern Daily documentation of behavior concernDaily documentation of behavior concern

Example of Weekly DataExample of Weekly Data Specific Concern:Specific Concern: Organizing Organizing

and generating thoughts and and generating thoughts and ideasideas

Specific Instructional Specific Instructional Objective:Objective: To take an idea and To take an idea and develop and organize it on develop and organize it on paperpaper

Educational Plan (Who, What, Educational Plan (Who, What, Where, When):Where, When): Student and Student and teacher; teacher facilitated teacher; teacher facilitated conferences targeting ideas; in conferences targeting ideas; in classroom setting; daily during classroom setting; daily during Writer’s WorkshopWriter’s Workshop

0

0.5

1

1.5

2

6 + 1 Rubric

Ideas11/13

Ideas11/16

Ideas11/20

Ideas12/11

Student Observation Sheet

Pre Conference Post Conference

Teacher’s RoleTeacher’s Role Obtain permission from the parents for a vision Obtain permission from the parents for a vision

and hearing (Tier II) and hearing (Tier II) Notify counselor when hearing and vision Notify counselor when hearing and vision

permission form is received permission form is received Document results of previous standardized tests Document results of previous standardized tests

and classroom assessmentsand classroom assessments Send home the Parent Questionnaire packet Send home the Parent Questionnaire packet

before the Tier III meeting before the Tier III meeting Complete the Complete the Response to Intervention Response to Intervention

Documentation and other required Documentation and other required forms on forms on students who require prolonged interventionsstudents who require prolonged interventions

1. STUDENT INFORMATION (Referring Teacher Completes 1 – 3)

A. Student Name: Last: First: Middle: B. Birth Date: C. Age:

D. School: E. Grade:

F. GTID #: G. Teacher:

H. Parents/Guardians: I. Cell #: J. Home #: K. Work #:

L. Student Address:

M. Number of Schools Attended to Date:

N. Languages Spoken in the Home:

O. Number of Years in US:

P. Number of years ELL:

Q. Languages Spoken by the Student:

R. Total Absences:

S. Total Tardies:

T. History of Attendance Issues:

2. CASE HISTORY What are your primary concerns? Specify: A. Has the child attended (or is the child attending) a preschool or Head Start program?

YES NO

Name of program or school:

B. Is this child age appropriate for grade level? YES NO

If no, check all of the following that apply:

Retained: (Specify Grade): Started School Late:

Held Out of School by Parents: Other: Specify:

C. Is the child’s hearing/vision within normal limits? Date: Hearing YES NO

Date: Vision YES NO

If no, attach documentation or explain.

D. Does the child have significant health concerns, major childhood illness/disease, or a diagnosed syndrome? Please attach medical report with diagnosis, if applicable.

YES NO

If yes, explain:

E. Does the child take medication on a regular basis? YES NO

If yes, explain:

As the counselor, sometimes it seems like your RTI world is spinning

out of control!

Counselor’s RoleCounselor’s Role Receive Receive completedcompleted Tier II folders to refer Tier II folders to refer

the student to the Tier III statusthe student to the Tier III status Set up the Tier III meetingSet up the Tier III meeting Notify the parent by mail of the Tier III Notify the parent by mail of the Tier III

meeting. The parent(s) need to be in meeting. The parent(s) need to be in attendance at these meetings.attendance at these meetings.

Keep a log of all Tier III meetings Keep a log of all Tier III meetings Keep a log of all Tier II and Tier III Keep a log of all Tier II and Tier III

studentsstudents

Counselor’s RoleCounselor’s Role Notify all Tier III members of the meetingsNotify all Tier III members of the meetings Lead the Tier III meetingsLead the Tier III meetings Ensure that notes are taken during the Tier III Ensure that notes are taken during the Tier III

meetings meetings Schedule follow up Tier III meetings when Schedule follow up Tier III meetings when

neededneeded Turn the Turn the completed Tier IIIcompleted Tier III folder over to the folder over to the

psychologist when the student is referred to Tier psychologist when the student is referred to Tier IVIV

Psychologist’s RolePsychologist’s Role Must be present at all initial and annual Must be present at all initial and annual

evaluation meetings especially where a 2102 evaluation meetings especially where a 2102 Form is involvedForm is involved

Attend Tier III meetingsAttend Tier III meetings Consult with the teachers, lead facilitator and Consult with the teachers, lead facilitator and

Tier II Facilitators to find appropriate strategies Tier II Facilitators to find appropriate strategies and interventions relevant to the student’s and interventions relevant to the student’s academic or behavioral concerns academic or behavioral concerns

Make recommendations based on student Make recommendations based on student concernsconcerns

Psychologist’s RolePsychologist’s Role Collection of data relevant to the targeted Collection of data relevant to the targeted

concerns of the studentconcerns of the student Collect and review master list of Tier II and Tier Collect and review master list of Tier II and Tier

III students III students Transfer of folder and other information to Tier Transfer of folder and other information to Tier

IV when a referral is made to Tier IV (based on IV when a referral is made to Tier IV (based on time guidelines)time guidelines)

Attend IEP meetingsAttend IEP meetings

Special Education Lead Special Education Lead Teacher’s RoleTeacher’s Role

Attend Tier III meeting when it is a Attend Tier III meeting when it is a possible referral to Tier IV possible referral to Tier IV

Consult with teachers regarding Consult with teachers regarding appropriate interventions for student appropriate interventions for student concerns when necessary concerns when necessary

Make recommendations based on data Make recommendations based on data and interventions presented at the Tier III and interventions presented at the Tier III meetingmeeting

Special Education Lead Special Education Lead Teacher’s RoleTeacher’s Role

Complete eligibility reportComplete eligibility report Refer the student back to Tier III or for an IEP Refer the student back to Tier III or for an IEP

meeting based on data and testing conducted by meeting based on data and testing conducted by the teacher and psychologistthe teacher and psychologist

Inform administrators of student outcomeInform administrators of student outcome

Sometimes the old strategies will not work!

Tips and ToolsTips and Tools Before the Tier III meeting with the parent, the Before the Tier III meeting with the parent, the

counselor meets with the teacher to discuss counselor meets with the teacher to discuss what to expect at the Tier III meeting and what what to expect at the Tier III meeting and what information will be discussed.information will be discussed.

Tips and ToolsTips and Tools Meetings are typically scheduled during a Meetings are typically scheduled during a

teacher’s planning time and on a specific teacher’s planning time and on a specific day.day.

Tips and ToolsTips and Tools Create a strategy file that is accessible to all Create a strategy file that is accessible to all

teachers.teachers. The strategy file includes examples of academic The strategy file includes examples of academic

and behavioral strategies pulled from Picasso and behavioral strategies pulled from Picasso and I2I.and I2I.

Staff members should add appropriate strategies Staff members should add appropriate strategies to the file.to the file.

Tips and ToolsTips and Tools Minutes from Tier III meetings are printed on Minutes from Tier III meetings are printed on

blue paper. This makes it easy to look back in blue paper. This makes it easy to look back in the file and determine recommendations that the file and determine recommendations that were made at the last meeting. were made at the last meeting.

Tips and ToolsTips and Tools If speech or language is a concern, the speech If speech or language is a concern, the speech

teacher should begin consulting with the teacher teacher should begin consulting with the teacher at the Tier II level. After 6 weeks of intervention at the Tier II level. After 6 weeks of intervention the Tier II team will review the information and the Tier II team will review the information and determine the next appropriate steps. determine the next appropriate steps.

Tips and ToolsTips and Tools When a student is ineligible for special When a student is ineligible for special

education, complete a summary sheet to be education, complete a summary sheet to be placed in Tier III folder indicating status of the placed in Tier III folder indicating status of the student.student.

Tips and ToolsTips and Tools Remember every child doesn’t need to be on Remember every child doesn’t need to be on

RTI. RTI should be used for the lowest 5% of RTI. RTI should be used for the lowest 5% of students.students.

Three Keys to SuccessThree Keys to Success

CONSULTATIONCONSULTATIONDOCUMENTATIONDOCUMENTATIONACCURACYACCURACY

Celebrate Your Success!