RTI Tier 2 Procedures

Step 1

Use data from a variety of sources to determine if interventions beyond Tier 1 (what every student needs) differentiation is needed.

Teacher will complete and submit Pre-Referral Form to MTSS Coordinator. If this form is used correctly, it has the potential to eliminate inappropriate referrals. It will need to be presented to staff by MTSS coordinators NOT as a form used simply as a hurdle to clear before referring a student, but as a true reflection by the teacher on what has actually been done and what more can be done to improve the academic and behavior outcomes for their students.

If Tier 2 Interventions are warranted, proceed to Step 2.

Step 2

Teacher will complete a Speech and Language Checklist annually and consult with the school's SLP. Document the SLP's input and add speech and language interventions as needed.

Step 3

START the process when a student is identified to have a persistent area of concern (e.g. academic, social/emotional, receptive and expressive language, development).

Step 4

It is recommended to hold a parent conference, by phone or in person, to explain the RTI process to parent/guardian(s). Use the B5 Parent Conference Form to record conference minutes related to the student's area(s) of concern. Send home Tier 2 parent letter. Upload dated copy to student's RTI Documents tab on Infinite Campus.

Step 5

Hold first Tier 2 meeting, create intervention plan with meeting minutes in Infinite Campus. Meeting minutes should be documented on the Meeting Minutes document in RTI Documents in Infinite Campus.

Team will:

• • • Identify areas of concern

    • Establish progress monitoring plan for each area of concern: tool, goal, duration, and schedule

    • Select an intervention for each area of concern that is likely to support student in reaching the goal

    • Determine who will implement intervention(s) with fidelity and collect/document progress monitoring data every 2-3 weeks for a minimum of 10-12 weeks (at least two DBI cycles)

Step 6

If motor and sensory concerns exist, consult OT

Step 7

Complete RTI T2 Vision/Hearing Screen Permission and screen hearing and vision

Step 8

If student has ONLY speech/language concerns, please document academic status in the minutes so that learning concerns can be ruled out (e.g. "Student's independent DRA score in August was equivalent to grade level expectations and her math unit assessments are consistently about 80%.").

Step 9: Continue Tier 2 Interventions

Team will meet every 4-6 weeks to review the progress monitoring data, discuss the student's progress toward the goal(s), and evaluate the effectiveness of the intervention(s). Meeting minutes should be documented on the Meeting Minutes document in RTI Documents in Infinite Campus.

Step 10

Intervention plan must be modified if student doesn't make adequate progress.

If the team finds the student is not making adequate progress, you may adjust your intervention(s) keeping the following things in mind:

• • Will the group size, duration, and frequency of each intervention delivery provide sufficient opportunities to respond? (Refers to the number of opportunities a student has to respond (practice/demonstrate skill), receive positive feedback, and receive corrective feedback.)

  • Does the intervention match to the student’s identified needs?

  • Does the intervention include the following?

    • • Provides explanations in simple, direct language.

      • Models efficient strategies (e.g. decoding unknown words) instead of expecting students to discover on their own.

      • Ensures students have the necessary background knowledge and skills to succeed with those strategies.

      • Gradually fades support for students’ correct execution of those strategies.

      • Provides practice so students use the strategies to generate many correct responses.

Step 11

If the student is making progress, determine whether or not the student’s end-of-year performance goal needs to be increased (if goal is below end of grade level expectations), if no changes need to be made, or if the student should return to Tier 1.

If, after no less than two DBI cycles, insufficient progress is made, submit a request to begin Tier 3 interventions.

August 2020

Hall County Student Services