Introduction Response to Intervention Philosophy and Design The ultimate purpose of the RtI process is not for determining

whether a student qualifies for special education, but rather to enhance the success of students with a variety of academic and behavior needs. Definition The Response-to-Intervention (RtI) Model is a school-wide initiative that allows for the utilization of resources for students in need of academic or behavioral support. RtI provides a seamless system of interventions and resources which allow students to make significant progress whether they are at-risk for failure or gifted and talented and not meeting their full potential. Although IDEA 2004 encourages utilizing the RtI process as an alternative approach for the identification of students for special education services, the intent of the process is much more significant than identification for special education alone. More importantly, the RtI Model utilizes instructional strategies consistent with current district practices such as on-going screening and data analysis to guide instructional interventions, flexible use of building personnel with students, as well as collaborative problemsolving among staff and parents to improve student performance. Philosophy Chequamegon School District realizes that by establishing a comprehensive continuum of supports and services for ALL district students, students are more likely to experience success academically and behaviorally. This continuum, or seamless system, is best conceptualized and delivered through the RtI Model. This Model defines the process whereby students access appropriate levels of support and intervention, given their academic and/or behavioral needs. Moreover, RtI is effective only through a collaborative problem-solving approach to identify student needs, implement targeted interventions, and utilize data to measure student progress as a result of the interventions, as well as monitor intervention integrity. The RtI process requires the involvement of the classroom teacher, parent(s), student (where appropriate), and building specialists (e.g., curriculum leaders, special education teachers, ELL teachers, Title I teachers, counselors, speech therapists, school psychologists, building leaders). Purpose of Document The purpose of RtI is to improve education outcomes for all students. A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI. Furthermore, collaborative educational decisions should be based on data derived from frequent monitoring of student performance and rate of learning. Therefore, a significant systems change is necessary for schools. Although many components such as progress monitoring, differentiated instruction, etc. may be in place in different schools, creating a school-wide system is challenging.
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This document will describe the RtI template to be utilized by the Chequamegon School District. Specifically, the document will define central components of RtI, make recommendations for composition of the building level Response to Intervention teams, identify roles for itinerate and support staff, as well as provide the necessary district forms and processes that will guide teams in their on-going student problem solving meetings, data collection, and monitoring of student response to interventions. Furthermore, it will outline the multi-tiered process by describing how students are served and move through varying tiers, to include intervention development, progress monitoring, and analysis between current performance and expected performance or GAP analysis. Finally, an outline will be provided containing important components for a team considering a referral for special education identification. Principals, RtI Coordinators, Response to Intervention team members, and consultants are expected to utilize this document to guide decision making as RtI becomes the school-wide model for providing academic and behavioral support to students who are at-risk for failure or who are not performing to their full potential.

Core Principals
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We believe that ALL children can learn and achieve high standards as a result of effective teaching. All students must have access to a rigorous, standards-based curriculum and research-based instruction. Intervening at the earliest indication of need is necessary for student success. (Pre K-12) A comprehensive system of tiered interventions is essential for addressing the full range of student needs. Student results are improved when on-going academic and behavioral performance data are used to inform instructional decisions. Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision-making. On-going and meaningful involvement of families increases student success. All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. Effective leadership at all levels is crucial for the implementation of RtI.

Chequamegon School District RtI Expectations

The Chequamegon School District RtI process is not considered a special education process or a roadblock to special education. All buildings will implement RtI according to Chequamegon School District Guidebook to ensure consistency across the district, region and state. The Guidebook does allow for individualization in some areas based on the different needs of our schools. All schools will have a Response to Intervention team and will utilize true progress monitoring and Curriculum Based Measurement tools. Building principals will monitor the integrity of research-based interventions. All buildings will use the Continuous Evaluation Tool in the fall and spring to improve the RtI Model. Buildings will not solely utilize English Language Learner teachers and special education teachers and providers as interventionists for the problemsolving process. General educators should also implement targeted interventions.

Response to Intervention: Progress Monitoring

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Tier III: Intensive/Individualized Level Interventions based on comprehensive evaluation are provided to students with intensive needs.

INTENSIVE MONITORING

Tier II: Targeted Level Provided to students identified at-risk or who fail to make adequate progress in general education.

STRATEGIC MONITORING

Tier I Universal Level Provided to ALL students; researched based, high quality, general education using on-going universal screening, progress monitoring, and assessments to design instruction.

SCREENING

Tier I
Instructional Strategies and Interventions Tier I includes universal supports that are available to all students in academics and behavior. All teachers routinely use a variety of supports as soon as a student begins to struggle in their classroom. Teachers may change their method of instruction, provide the child with additional help, as well as provide accommodations or modifications. 4

Assessment Assessment also is an important component of RtI including class-wide, grade-wide, and/or district-wide screening and progress monitoring. The Chequamegon School District has a process for routinely reviewing students progress on curriculum based assessments, or CBAs, and other universal screening tools. Through a systematic process of discussing data, effective adjustments to instruction can be made. Examples of Instructional Strategies and Assessments in Tier I Instructional Strategies and Interventions
Core Curriculum Flexible Grouping Accommodations and Modifications Peer Mentor Programs

Assessment & Progress Monitoring

Academic
STAR Reading and Math Running Records Classroom Assessments Curriculum-Based Measurement/DIBELS

Behavior
Classroom Affective Instruction School-wide Positive Behavior Supports School-wide Programs, i.e. Discipline Records Attendance Behavior Report Cards

Tier II
Instructional Strategies and Interventions Tier II includes individualized targeted supports that are individualized for students with more significant academic and/or behavioral concerns or who have been identified as underachieving. If a student continues to demonstrate insufficient progress and the gap between the student and expected achievement increases, a more intensive intervention plan can be put in place with the assistance of the RtI team through data-driven dialogue. Evidence-based instructional strategies and interventions in Tier II are developed based on the students specific learning and/or behavioral needs. Multiple school personnel can 5

provide the interventions to the students, including the classroom teacher, intervention specialist, or other staff. Assessment Assessment takes on a more intense focus in Tier II. Assessments used need to be determined based on individual skill need, and results of the assessment should lead directly to intervention. Once an intervention is in place, the response to the intervention needs to be monitored on a regular basis (i.e., every other week at least). Assessment may also need to be diagnostic in focus. If the learning need is difficult to identify, a diagnostic assessment may need to be given to determine the focus of the intervention. When selecting assessments at Tier II, the focus should remain on identifying how best to meet the students instructional or behavioral needs. Discussions about student progress in Tier II will take place formally in RtI team meetings; however, informal discussions should take place on a weekly basis with the progress monitor and interventionist. Examples of Instructional Strategies and Assessments in Tier II Instructional Strategies and Interventions
Supplemental group instruction outside the general classroom Differentiated Instruction Flexible Grouping Instructional Educational Programs Extended Learning Opportunity (e.g. After School Program)

Assessment & Progress Monitoring

Academic
Diagnostic Assessment of Reading Curriculum-Based Measurement/DIBELS Classroom Assessments Running Records Word Reading Efficiency Test

Behavior
Group Counseling Behavioral Intervention Plans Behavior Charts Functional Behavior Assessment

Tier III
Instructional Strategies and Interventions Tier III intensive supports are intended for students with significant and/or chronic academic and/or behavioral deficits as well as students showing significant underachievement that require the most intensive services available in a school. Moving to a Tier III intervention is determined by the RtI team after several individualized interventions have resulted in limited progress based on the gap between the student and expected achievement benchmark. The interventions in Tier III are skill specific interventions that can be delivered by a variety of providers. The interventions increase in intensity and often require one-on-one or small group instruction. 6

Assessment The intensity of assessment also increases in Tier III. The response to interventions in Tier III needs to be monitored at least once a week. Diagnostic assessments may also include identifying why the student is having difficulty; however, the underlying expectation continues to be that assessments provide information on how to meet the students need instructionally. Examples of Instructional Strategies and Assessments in Tier III Instructional Strategies and Interventions
Individual instruction outside the general classroom One-on-one tutoring Provide instructional strategies at a greater intensity Curriculum-Based Measurement/DIBELS Instructional Educational Programs Short-term therapy supports (Speech, OT)

Assessment & Progress Monitoring

Academic

Behavior
Social Skills Group Individual Counseling Individual Para Support Diagnostic Assessments Functional Behavior Assessment Behavioral Intervention Plan

Questions and Answers about the RtI Model

(adapted form the State of Florida Technical Assistance Paper and Toolkit, Jim Wright)

What has to exist in order for RtI to work? RtI is successful when an infrastructure exists to support a problem-solving process which includes intervention development, progress monitoring, and designated meeting times for the RtI team. School staff must possess skills in the necessary instructional strategies, interventions, and assessment tools such as those identified on pages 5-7. Therefore, school personnel must be provided the training opportunities necessary to gain the skills needed to implement RtI system wide. Teachers and support staff must have the support of building administrators and district staff to implement the RtI Model. Support provided to the teachers must extend throughout the implementation of interventions and the collection of appropriate data to assess student progress. 7

What is the criterion for a successful intervention? An intervention is successful when the gap between the student at-risk and the expected benchmark has decreased based on the data collected through research validated progress monitoring. RtI teams must collect a body of evidence to determine whether the gap has closed utilizing progress monitoring instruments, such as CBM, that monitor specific skills and demonstrate small change. How long should interventions be implemented in an RtI Model? The amount of time necessary to identify and validate the effective interventions will vary by skill, age, and grade level of the student. Interventions should be continued as long as the student exhibits a positive response. The interventions should be modified as appropriate when a students progress is less than expected. Who provides the interventions? A variety of people may provide interventions in the problem-solving process. In Tier I, classroom teachers should be the primary provider of interventions and strategies. At the Tier II & Tier III levels, classroom teachers, paraprofessionals, reading teachers, special education teachers, school psychologists, school counselors, etc. can provide interventions. The interventionist should be selected based on the intensity of intervention, skill level of the interventionist, and training required to deliver the intervention. Furthermore, each school needs to determine individuals available in the building to provide interventions, what training each individual has had, and the time availability of individuals who will be providing interventions. Who progress monitors or conducts assessments in the RtI Model? Many different individuals can progress monitor depending on the tool being used. Because CBMs require minimal training, schools may select multiple individuals to be trained including retired teachers, paraprofessional, proctors, other school personnel, etc. Furthermore, behavior progress monitoring data also can be collected by a variety of individuals. District-wide progress monitoring instruments may also be used and the data collected may be by district level personnel, classroom teachers, and/or designated building staff. Nonetheless, individuals who are expected to progress monitor should be formally trained to administer the instruments utilized for progress monitoring. Additionally, if administering diagnostic instruments, adequately trained individuals should be conducting the assessment. How do students move between Tiers? Moving between tiers is a fluid process and there will likely be some fluctuation for many students whether they experience academic and/or behavioral concerns. Essentially, students move between tiers based on the gap demonstrated through progress monitoring as well as with the level of intensity of the intervention. For example, if a student has a Gap of 3.8, the tier level needs to be more intense than a student who has a Gap of 2.4. Please see Gap Analysis definitions on page 15 for more information. Is a student ever involved in more that one intervention at a time? Yes, students should typically participate in one intervention at a time for individual skill deficits. For example, if a student has a deficit in reading, a single problem should be 8

determined and a single intervention should be developed to address the identified problem. However, in some situations a student may be participating in a standard protocol intervention such as a flexible reading group to address reading skills in general, but may also be in a more intense (Tier III) intervention to address the specific skill deficit. Additionally, a student may participate in more than one intervention if there are a variety of skill deficits in different academic or behavioral areas. For example, a student may be receiving a behavioral intervention and a reading intervention at the same time, or a reading intervention and a math intervention at the same time. How long might a child be in the problem-solving process? The length of time a child participates in the problem-solving process depends on the significance of the Gap between the student and peers as well as the skill deficits a student has. For example, if a student in 8th grade needs an intervention in math calculations to gain the skills necessary to succeed with Algebra, there may be a need for several specific skill interventions to close the Gap with peers. Data may demonstrate that the Gap is closing, but the length of time to close the Gap may be lengthy. On the other hand, a student who is in 1st grade and needs an intervention addressing short vowels may need a limited Tier II or Tier III intervention and once the skill is gained the Gap is closed with peers and the student can participate in the core curriculum. This students length of participation in the problem-solving process would be limited. What documentation is used with the RtI Model? Graphs and charts are a basic component of RtI. Furthermore, schools should document the assessment and intervention strategies and outcomes using data collection systems. Other data collection strategies may be utilized by different teachers and buildings; however, the strategies should produce documentation of a students progress or lack of progress (e.g., graphs, charts).

How is RtI funded? Presently, the RtI Model operates with current funding. IDEA 2004 allows for up to 15% of Part B allocation to be used for early intervention services. Other funding streams can be utilized such as Title I, Reading First, etc. Future discussion on funding RtI will likely be necessary. Is RtI just a way to avoid providing special education services? No, RtI is a way to integrate the mandates of NCLB and IDEA so that all students receive high-quality, effective instruction in the general education setting and beyond. The intent is a seamless system of support that is available to all students. Can RtI be used for students who are Gifted and Talented and/or underachieving? Absolutely, RtI not only can be used, it should be used for students who present as Gifted and Talented or underachieving. Students, who are Gifted and Talented and are underachieving based on screening measures and progress monitoring tools, should be provided a targeted intervention to increase the potential for sufficient progress. Because 9

the RtI Model is a system-wide model, all students who are making insufficient progress should be provided more intensive interventions based on their individual needs, which includes students identified as Gifted and Talented or who are underachieving. How does a Response to Intervention team differ from a Multi-Disciplinary Team (MDT)? The RtI teams focus is specifically on creating strategies and interventions to help children be more successful academically and behaviorally. Classroom teachers are central and highly valued members of the RtI team. The RtI team promotes a collegial atmosphere where teachers work together to solve student problems and use dependable and efficient assessment methods to measure the progress of struggling learners. The Multi-Disciplinary Team is responsible for identifying students who may have educational disabilities and be eligible for Special Education services. MDTs have typically been comprised of specialists, including school psychologists, speech-therapists, nurses, special education teachers, etc. With RtI, evaluation teams will continue to be important to ensure necessary data are collected when considering eligibility. However, the majority of information is likely to be gathered during the problem-solving process. Other information such as observations, possible diagnostic assessments, or other informal measures may be requested by the MDT. This constitutes a comprehensive evaluation. The MDT may include a portion of the RtI team as well as any additional individuals important to the evaluation process. How do we communicate to parents? Regardless of whether the parent initiated a concern or the teacher initiated a concern, parent involvement is critical and should be facilitated throughout the process, beginning with the problem identification phase. Parents should always be invited to the RtI team meetings, and if parents are unable to attend the meeting, the progress monitoring information should be provided to the parents each time the data is analyzed. Parents should be involved in all the decisions regarding modifications to interventions and related changes to a students curriculum. Do I have to use the RtI Model to determine eligibility for students who are identified as having a Specific Learning Disability? The Chequamegon School District has elected to use the RtI Model to determine eligibility for a Specific Learning Disability. The expectation is that the majority of data is collected through the problem-solving process; therefore, minimal information is needed for the comprehensive evaluation necessary to qualify a student as having a Specific Learning Disability. The movement is away from eligibility being an event that provides access to needed services to eligibility as a formality with services already in place. If a parent requests an immediate evaluation within the sixty day time frame during or prior to the problem-solving process, is the school obligated to default to the discrepancy model? If a parent requests an immediate evaluation, schools should explain the RtI Model and the services the child will receive during the documentation. Schools may not talk parents out of requesting an evaluation; however, it is expected that parents are informed of what the current evaluation practices are in the district. Even if parents request a traditional assessment, schools will not be expected to administer an IQ and Achievement assessment. 10

Determination of a Specific Learning Disability will be dependent on information collected through a problem-solving process. How will the Special Education teacher plan interventions for a student after he or she has been found eligible for services through the RtI process? The RtI team will essentially provide the current intervention plan when a student is eligible for Special Education services. Members of the team will continue to work together until effective interventions have been implemented regardless of the setting in the school within which the student is receiving services.

Part II Putting RtI into Practice System-Wide

Overview of How the RtI Model Works To ensure that the RtI Model is implemented consistently across the district, in schools and among grade levels, it is important that all school personnel understand the steps involved, are provided training to develop skills necessary to support the model, and actively participate in following the system-wide model. Each school is expected to create and support a RtI team that utilizes a problem-solving process to meet the academic and behavioral needs for students who are not making sufficient progress (at-risk or underachieving). RtI team meetings should be scheduled in each school on a regular basis. Communication and meetings with parents should be on-going through the RtI process as needed. By providing a strong RtI process with on-going progress monitoring for assessing the success of targeted and intensive research-based interventions, more students will have the opportunity to be academically and behaviorally successful. Circumventing the process to move students to Tier III or referring a student for a Special Education evaluation without following the problem-solving process is not supported and should happen only under special circumstances that will be covered later in the manual. 11

Important Definitions and Key Components There are several aspects of the RtI Model that are important to understand before complete implementation can be made system-wide. The following definitions will be helpful in understanding the key components of the RtI Model. Response to Intervention Team RtI teams have essential elements that are paramount to the teams success including a diverse representation and collegiality. Teams must be composed of a variety of educational staff, including teachers, specialists and administrators. The students parents will be involved in their students RtI process. Team membership should include individuals who have a diverse set of skills and expertise that can address a variety of behavioral and academic problems. The team should also be collegial in that teachers are supported and encouraged. RtI teams should identify a facilitator who guides the process and ensures a supportive atmosphere. A recorder and timekeeper also are important roles on the RtI team. Finally, a designated consultant is essential to the RtI team.

Problem-Solving Process
Define the Problem

Monitor and Evaluate the

Analyze the Problem

Generate Intervention Ideas and Develop an 12

The problem-solving process is designed to assist the classroom teacher and parents in designing and selecting strategies for improving student academic or behavioral performance. It is intended to resolve the academic and/or behavioral problem presented in order for students to experience success. A problem-solving process allows for full collaboration among a team of professionals, to identify the specific problem, and design research-based interventions. The process includes ensuring fidelity of interventions implemented, progress monitoring to determine student response, and inclusion of parents throughout. A problem-solving process should include a structured format when analyzing possible reasons for a students academic or behavioral difficulties and planning interventions. Utilizing a structured problem-solving approach when exploring, defining, and prioritizing a teachers concerns helps the team make efficient use of time and increases the probability that it will select the right intervention(s) (Wright, 2007). The first step in a problemsolving process is defining the problem. The definition should be specific and focused. Next, an analysis of the problem should be conducted. This includes validating the problem, identifying variables that contribute to the problem, and developing an intervention plan. The plan should consist of a specific research-based intervention related to the identified problem, a progress monitoring plan, and target goals for progress. In addition, detailed descriptions of when and where the intervention will take place, who will provide the intervention, as well as what tool will be used and who will monitor progress. The third step in the problem-solving process is implementing the intervention plan. As the intervention plan is implemented, modification to the plan may be necessary. These decisions should be based on the progress monitoring data collected. The concluding phase in the problem-solving process is evaluating the intervention plan based on data collected. The problem-solving process should be rich in data collected and can be recycled as necessary. Progress Monitoring Progress monitoring is a systematic method for tracking and comparing an individuals or groups performance and progress through data collection. A consistent monitoring plan is essential to determine effectiveness of instructional programs and interventions. Movement of a student within the intervention tiers is determined by the data collected through progress monitoring. Progress monitoring is the way in which a multidisciplinary team can gather the data used to make decisions during the problem-solving process. Progress monitoring varies depending on the level of intensity. For students at the Tier I level, progress monitoring is provided to all students using on-going universal screening and assessments designed from instruction. Students who are receiving more intensive intervention in Tier II and III, should be provided more strategic and targeted progress monitoring. At this level, progress monitoring should be focused on current levels of performance. The tools utilized should be flexible, efficient, accessible, informative and scientifically validated. Curriculum Based Measurement The most effective assessment available for monitoring student progress on a specific skill is Curriculum-Based Measurement (CBM). CBM is an alternative to other procedures that may be too costly, time consuming, disruptive to instruction, or ineffective for identifying progress frequently. CBM is comprised of standard directions, materials, scoring rules, and is a timed assessment. CBM is characterized by several attributes (DENO, 2003): 1. Alignment students are tested on the curriculum being taught. 13

2. 3. 4. 5.

Technically Adequate CBMs have established reliability and validity. Criterion-Referenced CBMs are used to determine if students can demonstrate their knowledge by reaching specific performance levels on certain tasks. Standard procedures are used to administer CBM. Performance Sampling CBM employ direct, low-inference measures through which correct and incorrect student behaviors on clearly defined tasks are counted within a set time interval. Decision rules are in place to provide those who use the data with information about what it means when students score at different levels of performance or illustrate different rates of progress on the measures over time. Repeated Measurement CBM can be used over time and to identify insufficient progress as well as level of performance data. Efficient Training is minimal and measures can be given quickly. Summarized Efficiently A variety of techniques are available that make data accessible to classroom teachers and students.

6.

7. 8. 9.

Norm Data Analysis A critical component of determining a students RtI, as well as the intensity level of an intervention, is conducting a Gap Analysis. A Gap Analysis is determined by dividing the expected benchmark by the current student performance. The following steps provide a structure for determining the Gap along with a method of determining realistic growth expectations. A student is in second grade and is reading 35 words per minute (wpm) based on an Oral Reading Fluency probe given during the winter screening. 1. Determine the benchmark expectation for spring. For the above student the benchmark is 90 words per minute by the end of the year.

To establish the Gap: 2. Divide 90 wpm (the expected benchmark) by 35 wpm (the current performance) 90/35 = 2.57

The Gap the student has to close by the end of the year is > 2.5. 3. Determine if the Gap is significant. Any Gap above 2.0 should be considered significant.

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The next phase of Gap analysis includes determining what sufficient progress is necessary to close the Gap. (For the above student, significant intervention is needed to close the Gap because the Gap is more than 2.0.) 4. Determine the gain the student needs to make to close the Gap. To determine the necessary gain subtract the students current performance from the expected benchmark.

For the above student the calculation is as follows: 90 wpm (benchmark)-35 wpm (students current performance) = 55 wpm (necessary to close the Gap.) 5. At this point, the problem-solving team determines what progress is realistic for the student. 55 wpm (necessary gain) divided by 12 (number of weeks for intervention) = 4 wpm (weekly gain needed)

The RtI team determines whether this is a realistic goal for the student. The team may decide to determine the number of weeks needed to close the Gap based on a reasonable weekly gain. For example; if the student is expected to gain 5 wpm a week then the team could divide 55 wpm (necessary gain) by 5 wpm (weekly gain) to establish the length of intervention as 11 weeks. Gap Analysis needs to be conducted regularly throughout the intervention to determine sufficient progress and response to intervention. (Adapted from George Batche Presentation)

Instructional Strategy A strategy is a tool, plan or method used for accomplishing a task (Beckman, 2002). Strategies can be utilized within instructional settings throughout the school day. Teachers can use instructional strategies to guide and improve student learning. Students and teachers should utilize specific learning strategies to accomplish short and long-term goals and objectives. (Pikes Peak Literacy Strategies Project). Instructional Intervention Interventions can be strategies and/or activities that are implemented to help students progress toward academic or behavioral goals. Interventions vary depending on the intensity and need. Individual interventions should be developed based on the unique needs of students. Furthermore, interventions that have been researched to have the greatest chance of addressing the area of need should be selected. This will ensure that there is a high probability of success once the intervention is implemented.
Appendix References and Resources for Intervention Links

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Research-Based Interventions and Research-Based Practice A research-based intervention is an intervention that produces reliable and valid data that suggest when the intervention is used with a particular group of students adequate gains can be expected. To be considered a research-based intervention in the RtI Model, the instructional program, instructional practices and strategies must be school-based, prescriptive, and have a clear record of success. When there is not evidence, the intervention must be considered best practice based on available research and/or professional literature. Effective interventions: are are are are are are are supported by school staff, including administrators based in theory and are developmentally appropriate designed to impact the factors that are thought to lead to the problem integrated with other interventions committed to with sufficient time and energy to address the problem implemented by people who have had sufficient training monitored to ensure that individual student outcome improves

*adapted from Cherry Creek Schools What are Researched-Based Interventions and Researched-Based Practices? Data-Driven Dialogue When educators look into classroom-based issues and concerns, collect and analyze data from a variety of sources, and establish plans for change, this leads to the greatest probability of success. Data is most helpful when it is used for self-assessment and combined with reflection, problem-solving, and discovery. Data-Driven Dialogue is a collective process designed to share common understanding of issues and events using information from a variety of sources. Data-Driven Dialogue requires changes in the working culture of groups and is a collaborative learning cycle. Curriculum decisions, instructional scheduling, and the student groupings should be made through Data-Driven Dialogue. Education Services will support the implementation and training around DataDriven Dialogue.

Important Roles and Expectations

Principal The building principal plays a key role in implementing RtI system-wide. Because system changes require significant leadership, building principals must take the lead in ensuring positive change as well as incorporating staff development needs into the building action plan. Even though principals may designate another staff member to participate in the RtI meetings, principals are expected to maintain the integrity of the RtI process. The principal also is responsible for selecting RtI team members that will work collaboratively in a problem-solving manner. The principal should carefully consider the school culture in making assignments to the team and in providing the appropriate professional development to all staff.

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The principals active support of the process must be evidenced by vocal support, by resources the principal makes available to the process and, most importantly, by active participation on the team. (McCook, 2006) Designated RtI Administrator/Coordinator The Designated RtI Administrator/Coordinator should ensure fidelity of the problem-solving process by actively participating in the regular RtI meetings, functioning as a designated consultant as appropriate and supporting the principal in evaluating intervention fidelity. The Administrator/Coordinator should establish on-going communication with the building principal about the development and functioning of the RtI Model in the building.

Teachers A significant purpose of the RtI Model is to provide instruction and curriculum in the general education classroom that allows the majority of students to be proficient and meet content standards. Therefore, teachers play a central role in the RtI Model when it is implemented system-wide. Teachers are curriculum experts that are expected to plan and implement instruction. Specifically at the Tier I level, teachers are expected to identify students who are not making sufficient progress and implement universal strategies and interventions (such as those listed on pages 5-7) that are intended to improve the students performance. Furthermore, teachers should utilize progress monitoring tools to identify whether the universal strategies and interventions are working. An important component of teachers responsibility at Tier I is to collect, utilize and discuss data with their colleagues to improve student performance. When a student is not responding to the universal interventions put in place in Tier I, teachers should talk and document with the students parents about the concern and potentially refer the student to the RtI team. When a referral to the RtI team is made, teachers are also responsible for completing the referral form and meeting with the designated consultant. Also, teachers are expected to inform parents of the RtI meeting and referred concern. When the RtI meeting is scheduled, the teacher is expected to attend the meeting. Additionally, teachers need to support and participate in the intervention plan. This may include providing the intervention, monitoring student progress, communicating with 17

others providing services to the student, and continuing collaboration with the designated consultant. Parents Parents are an integral part of the RtI Model and problem-solving process. Parents should be informed and valued when developing intervention plans. Parents are encouraged to participate in team meetings, meet with the designated consultant and /or teacher as appropriate, provide pertinent information about their childs learning style or difficulty, and ask questions about their childs progress. Because this may be a new experience for most parents to be significantly involved in intervention development and progress monitoring, special care must be taken to inform parents about the steps in the process to ensure active participation. Please see Tier I Appendix for parent brochure example. Students Students are an essential part of the RtI Model and problem-solving process. Students should be informed and valued when developing intervention plans so they are invested in the RtI process and will give effort as participants in the interventions. Students are expected to attend school and conduct themselves according to school handbooks.

Response to Intervention Team Composition The RtI team should be composed of professionals from multiple perspectives, although the composition for any given student will be flexible given the area(s) of concern. The team must include: Parents Student Classroom teacher (this will change with each student) School administrator

The team may include when needed: Building level specialists (depending on the area of expertise) School Counselor Speech Therapists Title I/Reading Teacher Occupational Therapist/Physical Therapist Nurse School Psychologist 18

Role Expectations-Response to Intervention Team Members Each building must assign certain staff to support the RtI Model. Primarily, schools must assign an RtI Coordinator who will oversee the problem-solving process and ensure the integrity and consistency of the RtI Model in their building. Principals should assign an individual(s) who will be integral to their RtI team and who can provide guidance and support to the team members. RtI Coordinator The RtI coordinator is expected to monitor the day-to-day operations of the process as well as attend district-level trainings and meetings that support district-wide implementation. The RtI coordinator is responsible for collecting and reviewing referrals made to the RtI team and determining which designated consultant will be assigned to the case. The coordinator notifies teachers about the days, times and locations of meetings and coordinates any specialists who need to attend the meeting. Furthermore, the RtI coordinator is responsible for ensuring that data is collected including progress monitoring, RtI plans, and numbers of students in Tiers II and III, as well as students who are referred for a special education evaluation.

RtI Team Facilitator (principal) The RtI team facilitator may be the RtI coordinator or may be another individual on the RtI team that has the skill set necessary for facilitating efficient RtI meetings. The RtI team facilitator must have a strong working knowledge of the problem-solving process, as well as effective facilitation skills which include keeping all individuals attending the meeting informed and focused on developing an intervention plan, encouraging participation from others, helping redirect the dialogue if the discussion gets off task, and clarifying and summarizing information being communicated during the meeting. An important responsibility of the RtI team facilitator is to establish and maintain a supportive and collaborative atmosphere. The RtI team facilitator also attempts to resolve conflicts that may emerge during the RtI team meeting as well as support team agreement when appropriate. Although this role may be challenging, it is a valued and imperative role in ensuring fidelity of the problem-solving process. Recorder (regular education teacher) The recorder is responsible for completing the RtI plans at the RtI team meetings which include meeting notes. The recorder is expected to capture the important information shared at the meeting as well as ensure that all areas of the intervention plan are addressed including, intervention information, progress monitoring information to include Gap analysis, and future meeting dates. The recorder may need to interrupt the meeting to ask for clarification and remind the RtI team about the components on the RtI plan. Some schools may utilize a computer during the RtI team meetings allowing the immediate display of the plan, which allows for greater understanding and awareness. 19

Designated Consultant (counselor for behavior, title for academic) The designated consultant has a critical role in the RtI Model in the Chequamegon School District. All members of the RtI team are expected to act as a designated consultant for select cases. Furthermore, all designated consultants should be trained with the consultation module provided by the district. Principals are expected to make available training to specific team members on consultation and the role of the designated consultant. The designated consultants most important function is to support the referring teacher throughout the problem-solving process. The designated consultant may be asked to help the referring teacher complete the referral form, assist the teacher in collecting student data before the initial meeting, as well as inform the teacher about the RtI process. The designated consultant should meet with the teacher prior to the initial RtI team meeting to determine the specific problem that will be addressed in the initial RtI team meeting as well as what factors may be contributing to the problem. The expectation is that designated consultants utilize effective consultation skills as well as take the time necessary to complete the first two steps of the problem-solving process. This allows the RtI team meeting time to be manageable with developing the intervention plan. Additionally, the designated consultant is expected to communicate on a weekly basis (at a minimum) with the referring teacher, interventionist, and can progress monitor (but not required) to ensure that the intervention plan is implemented as designed and effective. The designated consultant may need to work with the referring teacher to adjust the intervention plan prior to the next RtI team meeting; however, if significant concerns arise or significant changes need to be made, the designated consultant can request an earlier RtI meeting for further discussion. Interventionist When a student is referred to the RtI team for a targeted intervention, an intervention plan is established. A central component to the plan is the intervention put in place and the individual providing the intervention. The interventionist may be a variety of individuals in the system, including the classroom teacher, special education teacher, Title I teacher, paraprofessional, counselor, school psychologist, etc. Although speech therapists, occupational therapists, physical therapists, and nurses should be consulted with to develop interventions in select cases, their role in providing the intervention as part of their case load should only be considered in the most significant cases and only with the specialists input. Interventionists should be adequately trained to provide the intervention selected, they should have the resources including time and materials, and should be expected to implement the intervention with fidelity. Another key component of an interventionists role is to communicate on a regular basis with the classroom teacher and the designated consultant as well as the RtI coordinator as necessary. Progress Monitor Another vital component to the intervention plan is the individual responsible for progress monitoring. The progress monitor first and foremost must have an understanding of the progress monitoring tools available and the purposes for each tool. Training on administering and scoring curriculum-based measurement as well as training on graphing and Gap Analysis is expected for individuals identified as progress monitors. Progress monitors can include teachers, paraprofessionals, retired teachers, support personnel, students, etc. Additionally, progress monitors must communicate on a weekly basis with the interventionist, designated consultant and/or teacher to determine whether the implemented intervention is successful. The progress monitor must also use a graphing 20

system to visually demonstrate progress. The graph is expected to be a tool at RtI team meetings for decision making. School Psychologists Although the role of the school psychologist varies somewhat at every building, school psychologists are expected to play an active role in the implementation of the RtI Model, as well as be an active member on the RtI team. School psychologists have considerable skills in the area of consultation, problem-solving, assessment, and systems change that lend themselves directly to the implementation of RtI. School psychologists are expected to support building in developing problem-solving teams that are effective and efficient, support implementation of progress monitoring tools that are sensitive to small change, and train other school personnel on effective consultation skills. School psychologists may or may not be the RtI coordinator or facilitator. Decisions about the level of leadership a school psychologist has in the problem-solving process will be dependent on school needs, administrator expectations, and the school psychologists individual skill set.

School Counselors School counselors will also be important participants in the RtI Model. The counselors role will also vary by building, and will be influenced by the skills the counselor displays as well as the needs of individual schools. School counselors can be a valuable resource at the Tier I, II, III level by supporting interventions or participating on the RtI team. School counselors have considerable skills in consultation and working with parents; therefore, counselors may be a part of the RtI team as a designated consultant, may be an outside consultant, or may support the team as an interventionist or progress monitor. Decisions about the level of involvement a school counselor has in the problem-solving process will be dependent on school needs, administrator expectations, and the school counselors individual skill set. Specialists (Social Workers/Speech/Occupational Therapists/Physical Therapists/Nurses/English Language Learner Teachers/Vision Teachers/Deaf and Hard of Hearing Teachers) Specialists are an important component to the RtI team; however, the level of their participation will vary based on their case load, level of expertise, time in building, etc. Specialists are expected to participate in the RtI process as outside consultants that help in the development of interventions and to identify progress monitoring tools. On the other hand, specialists are not expected to provide all of the interventions developed in their area of expertise or progress monitor all students receiving interventions. This level of specialist support will need to be determined on a case to case basis and always with the input of the specialist.

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Tier
The following guidelines will assist in implementing the RtI Model with fidelity and will enhance the consistency across all schools in the district. Although instructional strategies and interventions may look different from tier to tier in schools, the key components of the problem-solving process need to be present and practiced in each building. Provide Universal Supports and Monitor Progress At the beginning of the year, teachers are responsible for identifying instructional levels of all students. This determination should be an objective understanding from the data sources available using DIBELS, and other CBMs. Data should be collected from a variety of sources. At the elementary level, schools are expected to universally screen all students using DIBELS and STAR. With this data, instructional placements can be made into flooding or flexible reading groups. Another important aspect of Tier I is the curriculum. The district establishes core curriculum in the content areas that is aligned with the standards. Principals are expected to support sound classroom management and instructional strategies through spot observations and instructional leadership. Administrators and teachers have the understanding that the goal of the district is student achievement, and from the first day of school, this is the focus. Nevertheless, after teachers screen and place students into instructional groups, teachers may have concerns about individual student progress. As soon as a concern is identified, 22

teachers have a responsibility to identify the area of concern and provide instructional strategies and interventions to enhance the students opportunity for success. This includes students who are underachieving. A significant expectation of teachers at this point is documenting the concern, the intervention, and the monitored progress. For example, if a 3rd grade teacher has administered DIBELS at the beginning of the year and a student was identified as being Intensive on Oral Reading Fluency, the teacher may have several concerns. Initially, the teacher would determine which component of reading is the root of the problem; phonemic awareness, phonics, fluency, comprehension or vocabulary. If the problem is determined to be fluency, the teacher may implement a strategy where the student partners with another student every day for 5 minutes to practice reading passages as the other student times him/her. The student then documents words read per minute on a graph and the teacher and student conference at the end of every week. This would be considered an intervention to increase fluency which the teacher could document. If the student continues to struggle, the teacher needs to utilize the support of the grade-level team, the monthly data discussions, and other teachers that may have expertise in the problem area. Using a problem-solving process, the team defines the problem and may select another universal intervention or strategy for implementation. Although plans do not need to be formalized, documentation is necessary. Please see Tier I Appendix for the Tier I documentation form. Furthermore, teachers are expected to document communications with the students parents to begin home/school collaboration. Most importantly, progress needs to be monitored to determine if the intervention is successful. If the student makes insufficient progress, the teacher may refer the student to the RtI team by utilizing the schools referral form (Tier I Appendix). An important aspect of referring a student to the RtI team is conducting a Gap Analysis. Initially teachers may need support from the RtI team to calculate the Gap Analysis; however, before proceeding with Tier II, a Gap Analysis is necessary. Teachers can begin classroom interventions with any student there are concerns about in Tier I. Although teachers are responsible for the implementation of interventions and progress monitoring at this level, training is necessary to support development of research-based instructional strategies and interventions. Teachers should also be supported by grade-level and school-based teams that discuss and analyze data as well as brainstorm interventions and strategies that are supported by research and best practice.

As soon as a teacher completes the referral to the RtI team, Tier II begins and parents must be notified the referral was made and informed throughout the process.

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Tier
Tier II begins by collecting data that the teacher documented during Tier I.
After the classroom teacher completes the RtI team referral form and provides all documentation from Tier I to the RtI Coordinator, the coordinator evaluates the referral and assigns a designated consultant (DC) based on the area of concern documented on the referral form. The coordinator then schedules an initial RtI team meeting upon receiving the referral to develop an intervention plan. The coordinator provides the DC with a file including a consultation form (Appendix Tier II) and the referral form. At this point, the DC schedules a meeting with the referring teacher and consults with the teacher in determining which specific academic or behavior concern will be the focus of the RtI meeting. The consultant also will analyze to the extent possible the factors contributing to the problem and will gather any other data that is necessary to ensure that the initial meeting is efficient and productive. This may include observations of the student, more progress monitoring data, an interview with the student, etc. The DC will also inform the teacher of the RtI team meeting process and provide information to the teacher to encourage parent involvement. It is the teachers responsibility to share the information with the parent and invite the parent to the initial meeting. The importance of having the teacher communicate with the parent is to signify that this continues to be a classroom plan and not a special education referral. At the initial team meeting, the RtI team facilitator guides the team, teacher and parents through the problem-solving process. The facilitator or DC informs the team about the specific academic or behavior concern and what factors are impacting the problem. This part of the meeting should take no longer than five minutes. Spending too much time on 24

problem identification and analysis has the danger of limiting the dialogue around the data and intervention plan that will have the most impact on student achievement. At this point the team begins brainstorming research-based interventions and strategies that are evidenced to support the area of concern. The following factors must be considered in every RtI plan: strategy or intervention, interventionist, progress monitoring tool and monitor, and followup meeting. When discussing a strategy or intervention, several essential points must be considered. First, what has already been implemented by the teacher and what was the result. In some instances, interventions may be continued but the intensity, size of group or time may need to be adjusted. In other cases, a different intervention that is more focused on a specific skill area is necessary. Furthermore, the RtI team must determine what resources (materials and individuals trained) are available to provide the intervention to the student. Once the intervention is determined, progress monitoring must be discussed. At the Tier II level, more targeted and time efficient progress monitoring tools need to be considered. Because progress monitoring needs to take place every other week at a minimum (every week is recommended), tools that are sensitive to small changes are necessary. For Tier II, CBMs (including DIBELS) are researched to be the most efficient and informative tools available to monitor progress. The tools should be selected based on the skill of concern and needs to be at the instructional level of the student. For example, a 9th grade student with fluency concern reading at the 5th grade level needs to be progress monitored with 5th grade oral reading fluency probes. Another part of the progress monitoring plan is the individual who is responsible for progress monitoring. This will vary depending on team and building. Many individuals may be utilized to progress monitor including teachers, paraprofessional, DCs, parents, other students (especially secondary), etc. The individual responsible for progress monitoring should determine a consistent plan (a specific day every week) for progress monitoring. The progress monitor is also responsible for documenting the students growth by graphing, monitoring the Gap, and identifying error patterns. The error patterns are vital in determining the instructional needs and developing intervention plans. Finally, the RtI team needs to determine the next meeting date based on the recommended time for intervention success. The time between the initial and follow-up meeting should not exceed six weeks. However, during the time between the initial and follow-up meeting the DC is responsible for communicating with the teacher, interventionist and progress monitor to determine effectiveness of the intervention. At no time should the intervention stop without a replacement intervention. Because the RtI team meets on a regular basis, DCs may want to provide brief updates periodically to the team. Furthermore, the DC may discuss concerns with the students response to the intervention with the teacher and/or interventionist to make modifications to the intervention, or the DC may need to schedule a follow-up meeting sooner to select a different intervention. Also, it is the responsibility of the teacher to communicate any concerns about the intervention plan with the DC between initial and follow-up meetings.

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Tier
If a student moves to Tier III, the problem-solving process looks identical to Tier II. It should be noted that the consultation that encompasses the entire problem-solving process is of most importance. Teacher and DC should be communicating on a weekly basis, parents should be involved and informed throughout the process, and progress monitoring should be the guiding force in making intensity level changes. A Gap Analysis should be the ultimate determining factor in deciding whether sufficient progress is being made. Also, during Tier III diagnostic assessments may become more important. For example, if determining whether there is a processing concern in reading, the Comprehensive Test or Phonological Processing may be administered to determine if the concern is in the area of memory, fluency, etc. Diagnostic information from observations may also be necessary. For example, if a student continues to have disruptive behavior, such as getting out of his/her seat during the whole group instruction, a Functional Behavioral Assessment may need to be conducted to determine any antecedents or consequences that are impacting the behavior. When RtI teams are discussing interventions at Tier III, teams need to consider a reasonable target for the student within a specified period of time to implement the intense services. If the student is successful with the intervention and demonstrates sufficient progress the RtI team may consider whether the student is able to move to Tier I or Tier II. If the student does not make sufficient progress and the needs are documented to be on-going Tier III level supports, the student should be considered by the RtI team for 26

a referral for special education. At this point an evaluation team would be organized to address the development of a comprehensive evaluation plan. This is the intensive phase of the RtI Model. If a student does not make progress with this type of intensity, we can feel fairly confident in saying that the student has a learning disability. As with Tier II, it is imperative that we can prove the interventions were carried out exactly as specified by the team with fidelity.

Special Considerations in Identification

Students Identified for Special Education Prior to Enrollment in the Chequamegon School District: Those students that arrive in the Chequamegon School District with an IEP from another school district will continue to maintain their IEPs. The IEP team may re-evaluate the needs of the student and write a new IEP if the team has concerns about the level or type of services offered in the previous IEP. Students with Severe and Low Incidence Disabilities: Students with prior identified severe medical, physical, or cognitive disabilities (including those with Autism, Downs Syndrome, Visual or Hearing Impairment) may be referred directly for special education evaluation upon the school becoming aware of their level of need, whether the knowledge is the result of a private evaluation, student screening, or transfer to the Chequamegon School District. Eligibility for Speech Language Impairment (SLI): Students with significant articulation difficulties that cannot be corrected through a shortterm intervention with the speech therapist or via consultation from the speech therapist, with the parent or classroom teacher, can move to a special education evaluation without additional delay. To make this decision, it is necessary for the speech language therapist to have observed the student and to have concurred with this decision. Students without articulation concerns, but who exhibit some language deficits, should be referred to Tier II interventions before consideration of special education eligibility. Eligibility for Significant Cognitive Disability: To properly determine whether a student has significant cognitive concerns that are impacting his/her ability to be successful with Tiers I or II, it will still be necessary to 27

complete a standard assessment (i.e., IQ, Adaptive, Achievement) and meet the eligibility criteria as identified by special education guidelines. Eligibility for Significant Emotional Disability: Students that have significant behavior concerns should initially be referred to the RtI team. Eligibility for Attention Deficit (and Hyperactivity) Disorder: Students that have a private diagnosis of ADHD are not automatically eligible for special education unless they have been made eligible by another district. Such students should be referred for Tier II supports should they be unsuccessful with the supports offered at Tier I. Eligibility for special education will continue to require a proper assessment of behavior checklists (school and community), review of academic records, and consultation with the family physician to determine whether the ADHD is the cause of the students deficits.

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