Response to Intervention (RtI) Step by Step Process

▲Student fails to respond to documented research-based differentiated instructionand core instructional strategiesor displays speech/language that is not age appropriate. Teacher consults with professional staff and intensifies instruction. If student does not make adequate progressdespite sustained Tier I efforts orstudent exhibits history of no progress,(10-12 weeks/6-8 weeks speech),teacher presents data, including universal screener assessment, at Grade Level Meeting (GLM). For Head Start Centers, teacher consults with Head Start Director and evaluation staff.

▲Data guides decision to initiate RtI documentation and students are prioritized for Tier I meetings according to need. For 504, language/speech, or student inneed of immediate intervention (serious developmental, health, emotional, behavioraland/or academicdifficulty), consult withevaluation staff or appropriate professional staff.

▲Referring teacher makes formal parent contact to share speech/language, behavioral and/or academic difficulties and inform parent that nurse will schedule conference to access health information.

▲RtI Coordinator grants online access to teacher who documents areas of speech/language, behavioral and/or academic difficulty, collects supporting documentation (District database profile/s, current and historical district/state assessment data, Home Language Survey, LPAC profile if appropriate and 2-3 graded work samples that demonstrate strengths and weaknesses, behavior log, if appropriate, etc.), and completes Tier I Review of Data (RtI form 1, pg 1 of 8). Include Child Observation Record (COR) and student portfolio for ECE to include Head Start.

▲RtI Coordinator schedules Tier I Review of Data meeting online and invites RtI Team members, includingDiagnostician and LSSP, as well as other professionals whose expertise/knowledge will contribute to the decision-making process. RtI Coordinator provides parent with Parent Notification/Tier I Meeting Invitation and Consent for RtI Data Collection (RtI form 2, pg 2 of 8) and copy of district RtI brochure.

▲Nurse conferences with parent and completes Health Information (RtI form 3, pg 3 of 8). If applicable, medical records from outside agencies are reviewed with appropriate staff. Medical conditions, including vision and hearing, are corrected where appropriate.

▲RtI Coordinator chairs Tier I Review of Data meeting. Teacher presents problem and supporting documentation while coordinator documents data online on Student Status Log (RtI form 4, pg 4 of 8). Team selects strategies and progress monitoring instruments from menu link to IMPLEMENT or CONTINUE in core instruction. Specific plan for intervention, instructional services and programs, and recommendations are reviewed and agreed upon and documented.

▲RtI Coordinator schedules and chairs additional tier meetings, forwards Parent RtI Team Meeting Invitation (RtI form 5, pg 7 of 8) as appropriate, and documents tier meeting decisions and follow-up meeting information.

▲Movement to Tier II occurs using historical and current data indicators as a guideline. Team selects and documents interventions and progress monitoring from menu link (RtI form 4, pg 5 of 8). Diagnostician, LSSP, or SLP is required to be in attendance. Dyslexia-504 Coordinator should be in attendance if applicable.

▲For students not showing progress in Tier II (10-12 weeks/6-8 weeks speech/language), RtI Team uses district/state assessment data and progressmonitoring resultsto determine movement to Tier III (RtI form 4, pg 6 of 8). If data analysis confirms student continues toexhibit lack of progressfollowing Tier IIIintervention (10-12 weeks/6-8 weeks speech/language),RtI Team considersreferral tospecial education andcompletes all requiredpaperwork.

▲Principal’s signature on Tier III denotes all required RtI paperwork has been collected, completed, and reviewed.

For special education referral, evaluation staff is responsible for ensuring procedural safeguards, prior written notice, and consent for evaluation. Referral documents are provided and parental consent for evaluation is secured.

▲RtI Coordinator and Dyslexia-504 Coordinator, if applicable, utilize RtI Required Items Checklist (RtI form 6, pg 8 of 8) to ensurethat all required documents are completed and delivered to appropriate program/department.

SAISD Dyslexia, Section 504, RtI Department 2012-2013 School Year