RTI Tier 3 Procedures

Step 1

School-based RTI Review Committee (RRC), including MTSS Coordinator, school psychologist, RTI lead teacher, will review the file using the RTI File Review Checklist section on the Tier 3 Submission Form for guidance. This includes the following:

• • Complete a Speech and Language Checklist annually and consult with the school's SLP if deficit areas are identified. Document the SLP's input and add speech and language interventions as needed.

  • Tier 2 Intervention plans should be documented in Infinite Campus (see RTI File Review Checklist regarding Intervention Plan, RTI meetings, plan modification, Progress Monitoring, etc.)

Step 2

Once file is approved by the school's RTI team and the Tier 3 Submission Form is complete, complete:

GOOGLE FORM

Once the link is completed, the information will be sent to Mindy Watkins to process. If additional information is needed you will be notified.

Step 3

Lead Diagnostician, Sherry Taylor, will log and send Tier 3 approval email. Once you receive Tier 3 approval email, complete steps 4 through 8 concurrently.

Step 4

Obtain parent/guardian permission for screenings on a B-4 form (RTI Documents); upload SIGNED form to Infinite Campus

Step 5

Passed Hearing and Vision screenings should be current, within 9 months

Step 6

Have teacher who knows the student well complete a Teacher BASC-3 and place it in the yellow diagnostician folder.

Step 7

Contact diagnosticians as appropriate:

• • • Students 7 and older: schedule WIAT-3; leave Teacher BASC-3 for diagnostician in yellow folder

    • Students under 7: leave Teacher BASC-3 for diagnostician in yellow folder; consult with school psychologist to determine whether developmental screening (DP-3 and ABAS-3) or academic achievement testing is most appropriate

    • For students with a Spanish or Vietnamese language background, contact Marcelo Artega to schedule WMLS-III.

**The ABAS-3 should be considered when there are concerns about a child's adaptive functioning (consult with school psychologist when in doubt).

Step 8

Hold first Tier 3 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. Parents should be invited to each Tier 3 meeting (use Form B7).

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. Interventions should be more individualized and intense than Tier 2.

    • 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)

NOTE: Tier 3 interventions should be created as soon as the Tier 3 approval email is received. Do not wait to begin Tier 3 interventions until diagnostic screening results are reviewed.

Step 9: Continue Tier 3

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). When diagnostic screening results are available, school psychologist will review results. Document in meeting minutes on Infinite Campus. Parents should be invited to each Tier 3 meeting (use Form B7).

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 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 2.

If, after no less than two DBI cycles, insufficient progress is made, submit a request for a SPED Evaluation.

August 2020

Hall County Student Services