Assessment Data Review

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Tier 3: Developing an RTI/MTSS Problem-Solving Team for Intensive Intervention Planning

Jim Wright www.interventioncentral.org

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Workshop PPTs and handout available at:

http://www.interventioncentral.org/bayshore

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RTI/MTSS: Tiers of Intervention: An

Example

Response to Intervention

www.interventioncentral.org Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452

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Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007) 1. A “continuum of evidence-based services available to

all students" that range from universal to highly individualized & intensive

2. “Decision points to determine if students are performing significantly below the level of their peers in academic and social behavior domains"

3. “Ongoing monitoring of student progress" 4. “Employment of more intensive or different

interventions when students do not improve in response" to lesser interventions

5. “Evaluation for special education services if students do not respond to intervention instruction"

Source: Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.

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RTI vs. MTSS: What is the Difference? Many schools use the terms Response to intervention (RTI) and Multi-Tier System of Supports (MTSS) interchangeably. However, there is a difference. • RTI usually refers to a school’s academic support system

only. • MTSS is more expansive, describing the systems set up in a

school to provide coordinated support for both academic and behavioral/social-emotional needs.

• However, RTI and MTSS are similar in that each offers several levels of intervention support, uses data to identify students requiring services, and employs research-based strategies to help at-risk learners.

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RTI Assumption: Struggling Students Are ‘Typical’ Until Proven Otherwise…

RTI logic assumes that: – A student who begins to struggle in general education is typical,

and that – It is general education’s responsibility to find the instructional

strategies that will unlock the student’s learning potential

Only when the student shows through well- documented interventions that he or she has ‘failed to respond to intervention’ does RTI begin to investigate the possibility that the student may have a learning disability or other special education condition.

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RTI: Progression of Services This slide-series demonstrates a possible progression of RTI reading services for an elementary student.

While it represents how a student COULD move through the RTI Tiers of support, there are many alternative possibilities for how RTI can be set up at a school.

What RTI looks like in your school may differ somewhat from this example.

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RTI: Tier 1: Classroom Intervention

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RTI: Tier 1: Classroom Intervention • Teachers sometimes need to put academic interventions

in place for 'red flag' students. These are students whose academic delays or difficulties require a sustained remediation plan that will last at least several weeks.

Tier 1 interventions take place in the classroom, typically during core instruction.

Tier 1 interventions are often modest in scope but can still have strong positive outcomes. They follow the full RTI problem-solving approach--adapted to the realities of a busy classroom environment.

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Tier 1: Classroom Reading Intervention #1 Russell’s grade-4 teacher Mrs. Simmons notes in the first two weeks of school that he has delayed reading skills, including reading fluency, when compared to class peers. In her initial work with Russell, the teacher finds that he is a reluctant reader and seems to lack sight-word vocabulary.

She decides to ‘pre-teach’ vocabulary that will be appearing in Russell’s upcoming reading assignments. The teacher selects ‘incremental rehearsal’ as a flashcard intervention to teach vocabulary.

His teacher will set aside 15 minutes twice per week to complete the intervention 1:1 with Russell.

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Differentiation. The academic task itself is modified to match student abilities.

Differentiation vs. Scaffolding: Two Kinds of Support

Differentiation & scaffolding share similarities. Both require individualization and are used to increase student engagement and academic success. However, they also differ…

Easier assigned readings

Shorter independent work periods

Different assignment format (e.g., multiple- choice vs. short-answer)

Scaffolding. The student is given supports that allow them to meet the demands of the original academic task.

Pre- teaching vocabulary

Use of organizers to highlight key information from text

Chunking of tasks into smaller increments

Source: Alber, R. (2014). 6 scaffolding strategies to use with your students. Edutopia. Retrieved from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

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Individualization: Reteaching, Differentiation, Scaffolding Tier 1:Core Instruction

The Individualization Continuum: When Should Classroom Intervention Efforts Be Documented?

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Individualization: Reteaching, Differentiation, Scaffolding Tier 1:Core Instruction

The Individualization Continuum: When Should Classroom Intervention Efforts Be Documented?

Rayshawn. Typical student making expected progress with core instruction alone. No intervention plan needed.

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Individualization: Reteaching, Differentiation, Scaffolding Tier 1:Core Instruction

The Individualization Continuum: When Should Classroom Intervention Efforts Be Documented?

Sara. Requires occasional reteaching, reinforcement of core instructional content. No intervention plan needed.

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Individualization: Reteaching, Differentiation, Scaffolding Tier 1:Core Instruction

Russell. Needs sustained teacher attention across several instructional weeks. Benefits from scaffolding strategies (e.g., preteaching vocabulary) to fully access core instruction. Intervention plan recommended.

The Individualization Continuum: When Should Classroom Intervention Efforts Be Documented?

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Tier 1: Classroom Intervention: When to Put a Plan into Writing?

1. next year’s teacher(s). What supports benefited the student? 2. parent conference. What additional teacher attention did the

child receive? What was the outcome? What are next steps?

3. the RTI/MTSS Problem-Solving Team. What was the presenting problem, what classroom supports were offered, and what data were collected?

4. Special Education Eligibility Team. What evidence was collected to show that the student received appropriate, individualized instruction to address academic needs?

Teachers document classroom intervention plans to communicate with others, including:

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Letter Names: Incremental Rehearsal

P Step 1: The tutor writes down on a series of flash cards the letters that the student needs to learn.

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Incremental Rehearsal of Letter Names

P Step 2: The tutor reviews the letter identification cards with the student. Any card that the student can answer within 2 seconds is sorted into the ‘KNOWN’ pile. Any card that the student cannot answer within two seconds—or answers incorrectly—is sorted into the ‘UNKNOWN’ pile.

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‘KNOWN’ Letters ‘UNKNOWN’ Letters

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Incremental Rehearsal of Letter Names Step 3: The tutor is now ready to follow a nine-step incremental-rehearsal sequence: First, the tutor presents the student with a single index card containing an ‘unknown’ letter. The tutor reads the letter aloud, then prompts the student to read off the same unknown letter.

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Incremental Rehearsal of Letter Names

Step 3 (Cont.): Next the tutor takes a letter from the ‘known’ pile and pairs it with the unknown letter. When shown each of the two letters, the student is asked to identify it.

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Incremental Rehearsal of Letter Names

Step 3 (Cont.): The tutor then repeats the sequence--adding yet another known letter card to the growing deck of flash cards being reviewed and each time prompting the student to answer the whole series of letter names. This process continues until the review deck contains a total of one ‘unknown’ letter and eight ‘known’ letters (a high ratio of ‘known’ to ‘unknown’ material ).

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Incremental Rehearsal of Letter Names

Step 4: At this point, the last ‘known’ letter that had been added to the student’s review deck is discarded (placed back into the original pile of ‘known’ items) and the previously ‘unknown’ letter name is now treated as the first ‘known’ letter in new student review deck for future drills.

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Tier 1: Progress-Monitoring Plan #1

The classroom teacher will log the sight-words that Russell masters in the incremental-rehearsal intervention using a Cumulative Mastery Record form.

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Cumulative Mastery

Record Form

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Cumulative Mastery

Record Form

Cumulative Mastery

Record Form

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Cumulative Mastery

Record Form

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Cumulative Mastery

Record Form

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Cumulative Mastery

Record Form

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Cumulative Mastery

Record Form

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Cumulative Mastery

Record Form

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Cumulative Mastery

Record Form

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RTI: Tier 2: Supplemental Intervention

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RTI: Tier 2: Supplemental Intervention • When students have moderate academic delays that

cannot be addressed by classroom support alone, they are placed in Tier 2 (supplemental) intervention. About 10- 15% of students may qualify for Tier 2 services.

Tier 2 academic interventions are typically delivered in small-group format. Students are recruited for Tier 2 services based upon data. Enrollment in these intervention groups is dynamic. At several points during the school year, students' progress is evaluated. Those who have made progress sufficient to no longer need supplemental help are exited from Tier 2 services, while new students at-risk for academic failure are recruited.

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Tier 2: School-Wide Academic Screening Within the first 5 weeks of school (by early October), all students at Russell’s school are screened for possible reading difficulties using DIBELS Next assessments—brief, timed measures that include benchmark norms.

One of the screening measures is DIBELS Next Oral Reading Fluency (DORF)—a 1- minute read-aloud measure.

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DIBELS Next Literacy Fluency Measures Measure Reading

Component(s) Assessed

Time to administer

Grade Range/Screening

DIBELS Oral Reading Fluency (DORF). The student reads aloud from a text passage and is then asked to retell the main details of the reading.

Reading Fluency

1 minute for initial reading; 1 minute for student retell

 Grade 1: Winter & Spring Screenings

 Grades 2-6: All year

How to Track Classroom Reading Interventions

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Tier 2: School-Wide Academic Screening #1: Fall Russell falls at the low end of the ‘Below Average’ range (75 WPM) on the fall DIBELS Oral Reading Fluency screening.

These findings agree with teacher observations and state test results.

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Tier 2: Supplemental Reading Intervention #1 Based on fall screening results, the Tier 2 Data Analysis Team (which oversees placement of students into Tier 2/AIS services) enrolls Russell in a Tier 2 reading group that will provide repeated reading as the intervention.

The group will meet for 25-minute sessions 3 times per week. The intervention will last for 8 weeks before ‘check-up’.

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Group-Based Repeated Reading (Available on Conference Web Page)

An effective group repeated reading intervention (Klubnik & Ardoin, 2010) has been developed that allows a tutor to work on reading fluency with up to 3 students in a group format. This tutoring package includes several components, with repeated reading as the 'engine' that drives student growth in reading fluency.

45 Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention package on generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.

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Tier 2: Progress-Monitoring Plan #1 At Tier 2, Russell’s reading fluency is to be monitored every other week using 1-minute Oral Reading Fluency passages from DIBELS Next.

His fall screening shows him reading 75 WPM on grade 4 passages. The reading teacher expects him to increase his reading rate by 1.5 words per week.

At this rate, Russell should add 12 WPM to his reading rate at the end of the 8-week intervention (87 WPM total).

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Tier 2: Reading Intervention: Outcome #1 8-Week Check-Up: Russell’s intervention at Tier 2 is not successful. He makes only small progress with the group repeated-reading Intervention.

Repeated Reading

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Tier 2: Supplemental Reading Intervention #2 Because Russell has shown little growth in the Repeated Reading program, the Tier 2 Data Analysis Team and reading teacher decide to switch him to a 1:1 reading-fluency tutoring program, HELPS (www.helpsprogram.org). He will receive daily 20-minute sessions.

The intervention will last 8 weeks.

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HELPS Reading Fluency Program

www.helpsprogram.org LINK AVAILABLE ON

CONFERENCE WEB PAGE

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Tier 2: Progress-Monitoring Plan #2 Russell will continue to be monitored using the DIBELS Next Oral Reading Fluency passages .

His most recent data shows him still reading 75 WPM on grade 4 passages. The reading teacher maintains the ambitious expectation that Russell will increase his reading rate at 1.5 words per week.

At this rate, Russell should add 12 WPM to his reading rate at the end of the 8-week intervention (87 WPM total).

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Tier 2: Reading Intervention: Outcome #2 8-Week Check-Up: Russell’s intervention in his second Tier 2 intervention initially seems more promising— although he does not consistently hit his goal.

HELPS Program

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Tier 2: School-Wide Academic Screening #2: Winter On the January (winter) school-wide screening, Russell moves into the ‘Well Below Average’ range (78 WPM) on the DIBELS Oral Reading Fluency.

These results suggest that Russell is actually losing ground relative to grade-peers.

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RTI: Tier 3: Intensive Intervention

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RTI: Tier 3: Intensive Intervention • Students with substantial academic (and/or behavioral)

deficits who do not respond to lesser interventions may receive a Tier 3 intervention. In a typical school, 1-5% of students may need a Tier 3 intervention in a given year.

The group that designs and implements the Tier 3 intervention plan is the RTI Problem-Solving Team.

The RTI Team develops customized intervention plans. The Team identifies the most important blockers to student success and develops a unique intervention plan to address those concerns.

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Tier 3: Intensive Intervention: Referral Russell’s winter reading-fluency screening results show that he has failed to make expected progress in reading fluency despite 2 intervention attempts at Tier 2 and an intervention in place in the classroom.

So the reading teacher and classroom teacher agree that the student should be referred to the Tier 3 RTI Team.

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Tier 3: Intensive Reading Intervention #1 The Tier 3 RTI Problem-Solving Team meets to put together a customized plan for Russell that addresses reading fluency.

The Team decides to place Russell in a program that it oversees, Corrective Reading, which targets reading fluency and comprehension. The group is capped at 3 students and meets daily for 45 minutes.

The intervention will last for 8 weeks before the Team ‘checks up’ on the intervention.

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Tier 3: Progress-Monitoring Plan #1 Russell will again be monitored using the DIBELS Next Oral Reading Fluency passages .

His most recent data shows him reading 78 WPM on grade 4 passages. The reading teacher maintains the ambitious expectation that Russell will increase his reading rate at 1.5 words per week.

At this rate, Russell should add 12 WPM to his reading rate at the end of the intervention (90 WPM total).

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Tier 3: Reading Intervention: Outcome 8-Week Check-Up: Russell’s intervention at Tier 3 is successful. The RTI Team decides to continue the intervention and to check up in another 8 weeks.

Corrective Reading

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Tier 3: Reading Intervention: Alternative Outcome 8-Week Check-Up: Russell’s intervention at Tier 3 is not successful…

Corrective Reading

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The Tier 3 RTI Team reviews Russell’s RTI ‘case history’. They find that: • the classroom teacher has attempted interventions (Tier 1) to support

the student in day-to-day reading work. • the student has received at least three interventions BEYOND the

classroom (2 interventions at Tier 2; 1 at Tier 3), each lasting 6-8 instructional weeks.

• interventions provided to the Russell were research-based and matched to the student’s academic needs.

• the interventions were delivered with ‘integrity’ (including a check to ensure that the student attended at least 80% of sessions).

• data show that Russell is not closing the performance gap with peers. Based on this profile, the RTI Team and principal agree that Russell should be referred to CSE to investigate the possible need for an IEP.

Tier 3: Reading Intervention: Alternative Outcome

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“ ” NYSED has defined in regulation the minimum components of an RtI program but does not require a specific RtI model that must be uniformly used by all school districts.

School districts have discretion to make specific decisions when designing the structure and components of their RtI program. (NYSED RTI Guidance Document, 2010; p. 40).

Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; p. 40

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RTI: Tier 3: What Is the Expectation After Today’s Training? • This workshop will present a protocol for setting up and

running Tier 3 RTI Teams. • You are to consider the Tier 3 RTI Team model presented

today, compare that Team process to your current building RTI Team’s functioning, and note similarities and differences between the two.

• Throughout the day, you will have time as building teams to discuss what changes or enhancements you would like to make to your RTI Team process based on today’s workshop.

• Your district will provide additional clarification about what uniform changes in RTI Teams will be made this year across all Bay Shore schools.

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Bay Shore Schools

Brook Avenue Elementary Fifth Avenue Elementary Clarkson Elementary Gardiner Manor Elementary South Country Elementary

Middle School

Senior High School

The RTI model looks for shared language, general similarity in RTI structures and procedures, & good communication across all grade levels and schools.

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Workshop Agenda: Tier 3: RTI Teams 1. Tier 3 Problem-Solving Team: What It Is. What is the purpose of

the RTI Team and where does it fit within the RTI Tiers?

2. Tier 3 RTI Team: Membership & Roles. Who serves on the RTI Team and what are the Team roles?

3. Tier 3 RTI Team: Meeting Agenda. How is the RTI Team meeting structured?

4. Tier 3 RTI Team: Practice. What is the experience of participating in an RTI Team meeting?

5. Tier 3 RTI Team: Choose the Path. What are steps that your school can take during this school year to advance RTI Teams?

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“ ”We can not solve our problems with the same level of thinking that created them. -Albert Einstein

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Tier 3 Problem-Solving Team: What It Is. What is the purpose of the RTI Team and where does it fit within the RTI Tiers?

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• At Tier 3, the RTI Problem-Solving Team (‘RTI Team’) meets on students with intensive academic or behavioral needs to develop customized intervention plans.

• The RTI Team is prepared to develop Tier 3 plans for up to 5 percent of students in a school.

• RTI Team meetings follow a version of the investigative ‘problem- solving’ consultation model (e.g., Bergan, 1995)—to include: – Problem Identification – Problem Analysis – Plan Development and Implementation – Problem Evaluation

Source: Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.

Tier 3: Intensive Interventions: Problem-Solving Team

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RTI/MTSS Problem-Solving Team: Challenges Accept RTI Team referrals from multiple sources. Referrals to the Tier 3 RTI Team can come from any stakeholder who works with the student: classroom teachers, Tier 2 interventionists; administrators; mental health staff.

Indirectly, even parents can be a source of RTI Team referrals, so long as they make that request through a school contact and it is deemed appropriate for the Tier 3 Team.

In other words, no student with intensive needs should languish without Tier 3 support because a specific educator will not make that referral.

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Indirectly, even parents can be a source of RTI Team referrals, so long as they make that request through a school contact and it is deemed appropriate for the Tier 3 Team.

In other words, no student with intensive needs should languish without Tier 3 support because a specific educator will not make that referral.

Activity: Discuss 1 of these questions:

• Does your school have teachers who should refer to the RTI Team but are reluctant to do so? How can you use the idea of multiple referral sources to empower others concerned about the student to make the referral?

• Are there ‘territory’ issues in your school about who can initiate an RTI Team referral (e.g., Tier 2 interventionist not wanting to step on a classroom teacher’s toes in making a referral)? How might you address this issue?

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Tier 3 Targets: Intervention, Curriculum, and Environment

“Rather than considering a [student] problem to be the result of inalterable student characteristics, [RTI Teams] are compelled to focus on change that can be made to the intervention, curriculum or environment that would result in positive student outcome.

The hypothesis and intervention should focus on those variables that are alterable within the school setting. These alterable variables include learning goals and objectives (what is to be learned), materials, time, student-to-teacher ratio, activities, and motivational strategies.” p. 95

Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.

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How Is the RTI Team Like a MASH Unit? • The RTI Team must deal with complex situations with

limited resources and tight timelines, often being forced to select from among numerous ‘intervention targets’ (e.g., attendance, motivation, basic skill deficits, higher-level deficits in cognitive strategies) when working with struggling students.

• The ‘problem-solving’ approach is flexible, allowing the RTI Team quickly to sift through a complex student case to identify and address the most important ‘blockers’ to academic success.

• Timelines for success are often short-term (e.g., to get the student to pass a course or curb behaviors so she can stay in the classroom), measured in weeks or months.

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RTI/MTSS Problem-Solving Team: Challenges Uphold the non-negotiables in the Team process. These ‘non-negotiable’ principles guide the Team:

• The Team’s purpose is to create high-quality intervention plans for general education…NOT to fast-track students for special education services.

• Any stakeholder connected with the referred student can be written into a Tier 3 plan: classroom teacher(s), Tier 2 service provider(s), special-area teachers, support staff, paraprofessionals, the student, and parent(s).

• Compliance with Tier 3 plans is mandatory. Staff have a say in the plan’s development. Once done, all stakeholders written in the plan are expected to carry out their responsibilities.

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RTI/MTSS Problem-Solving Team: Challenges Uphold the non-negotiables in the Team process. These ‘non-negotiable’ principles guide the Team:

• The Team’s purpose is to create high-quality intervention plans for general education…NOT to fast-track students for special education services.

• Compliance with Tier 3 plans is mandatory. Staff have a say in the plan’s development. Once done, all stakeholders written in the plan are expected to carry out their responsibilities.

Activity: Discuss 1 of these questions:

• Which of the ‘non-negotiables’ listed here would you find most challenging—and how might you address those challenges?

• What additional ‘non-negotiables’ would you identify for the RTI Team at your school?

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Tier 3 RTI Team: Membership & Roles. Who serves on the RTI Team and what are the Team roles?

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RTI Team: A Multi-Disciplinary Group The RTI Problem-Solving Team functions best when it has a mix of disciplines serving on it. Possible members include general and special- education teachers, support staff (e.g., counselors, school psychologists), related-service providers, and administrators. While a school may want to recruit a large pool of RTI Team talent, a smaller number (e.g., 4-6 Team members) would typically be invited to a particular student meeting.

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RTI Problem-Solving Team Roles Handout 1; p. 2

• Facilitator • Recorder • Time Keeper • Case Manager • Coordinator

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RTI Team Role

Responsibilities Tips for RTI Teams

Facilitator Opens the meeting by welcoming the referring teacher(s), parents, and student; describing what is to be accomplished at the meeting, and how long the meeting will last. Guides the Team through the stages of the problem-solving process. Checks for agreement between Team members at important discussion points during the meeting. Maintains control of the meeting (e.g., requesting that participants not engage in side-bar conversations, reminding the team to focus its problem-solving discussion on those factors over which it has control--e.g., classroom instruction).

 Write a short introductory ‘script’ to ensure that important points are always reviewed at the start of the meeting.

 Create a poster listing the steps of the meeting problem- solving process as a visual guide to keep Team members on task and to transition from one step to another.

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RTI Team Role Responsibilities Tips for RTI Teams

Recorder Creates a record of the intervention meeting, including a detailed plan for intervention and progress-monitoring. Asks the Team for clarification as needed about key discussion points, including phrasing of teacher ‘problem- identification’ statements and intervention descriptions.

 Sit next to the facilitator for ease of communication during the meeting.

 When the Team is engaged in exploratory discussion, use ‘scratch paper’ to capture the main points. When the Team reaches agreement, recopy only the essential information onto the formal meeting forms.

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RTI Team Role Responsibilities Tips for RTI Teams

Time-Keeper Monitors the time allocated to each stage of the meeting and informs members when that time has expired.

 Give the Team a ‘two-minute warning’ whenever time is running low during a stage of the meeting.

 If time runs out during a meeting stage, announce the fact clearly. However, let the facilitator be responsible for transitioning the team to the next meeting stage.

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RTI Team Role Responsibilities Tips for RTI Teams

Case Manager

Meets with the referring teacher(s) briefly prior to the initial RTI Team meeting to review the teacher referral form, clarify teacher concerns, decide what additional data should be collected on the student. Touches base briefly with the referring teacher(s) after the RTI Team meeting to check that the intervention plan is running smoothly.

 If you discover, in meeting with a referring teacher prior to the RTI Team meeting, that a concern is vaguely worded, help the teacher to clarify the concern with the question “What does [teacher concern] look like in the classroom?”

 After the RTI Team meeting, consider sending periodic emails to the referring teacher(s) asking them how the intervention is going and inviting them to inform you if they require assistance.

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RTI Team Role Responsibilities Tips for RTI Teams

Coordinator Handles the logistics of RTI Team meetings, including scheduling meetings, reserving a meeting location, arranging coverage when necessary to allow teachers to attend meetings, and notifying Team members and referring teachers of scheduled meetings.

 During the time set aside for weekly RTI Team meetings, reserve time for the Tam to review new student referrals and to schedule them in the meeting calendar.

 Define those coordinator duties that are clerical in nature (e.g., scheduling meeting rooms, emailing meeting invitations, etc.) and assign them to clerical staff.

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Recruit your ‘dream’ Tier 3 Problem-Solving Team. RTI Problem-Solving Teams are stronger when they are multi- disciplinary. Generate a list of people/positions at your school that you believe should serve on your RTI Problem-Solving Team, along with their area(s) of competence.

TIP: Consider recruiting a larger number of staff for the Team and rotating them at RTI Team meetings or inviting members only when the student referral concern matches their area(s) of expertise.

Tier 3:Problem-Solving Team: Activity

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RTI Teams: The Role of the Case

Manager

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Handout 1: pp. 4-5

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Case Manager: Role • Meets with the referring teacher(s) briefly (15-20

minutes) prior to the initial RTI Team meeting to review the teacher referral form, clarify teacher concerns, decide what additional data should be collected on the student.

• Touches base briefly with the referring teacher(s) after the RTI Team meeting to check that the intervention plan is running smoothly.

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Case Manager: Pre-Meeting Steps Here is a recommended agenda for the case

manager-teacher pre-meeting: 1. Explain the purpose of the upcoming RTI Problem-

Solving Team meeting: The case manager explains that the RTI Team meeting goals are to (a) fully understand the nature of the student’s academic and/or behavioral problems; (b) develop an evidence- based intervention plan for the student; and (c) set a goal for student improvement and select means to monitor the student’s response to the intervention plan.

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Case Manager: Pre-Meeting Steps 2. Define the student referral concern(s) in clear,

specific terms. The case manager reviews with the teacher the most important student referral concern(s), helping the teacher to define those concern(s) in clear, specific, observable terms. The teacher is also prompted to prioritize his or her top 1-2 student concerns.

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Case Manager: Pre-Meeting Steps 3. Decide what data should be brought to the RTI

Team meeting. The case manager and teacher decide what student data should be collected and brought to the RTI Team meeting to provide insight into the nature of the student’s presenting concern(s).

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Case Manager: Pre-Meeting Steps

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Case Manager: Tips • If you discover, when you meet with a referring

teacher prior to the RTI Team meeting, that his or her concern is vaguely worded, help the teacher to clarify the concern with the question “What does [teacher concern] look like in the classroom?”

• After the RTI Team meeting, consider sending periodic emails to the referring teacher(s) asking them how the intervention is going and inviting them to inform you if they require assistance.

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Team Activity: Defining Case Manager & the RTI Team ‘Pre-Meeting’ At your table, discuss:

• who might serve as case managers at your school, and

• when these ‘pre-meetings’ might take place.

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Tier 3 RTI Team: Meeting Agenda. How is the RTI Team meeting structured?

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RTI Problem-Solving Team: Facilitator’s

Guide p. 6

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 14

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Introductions/Talking Points Step 1: Select Intervention Target(s) Step 2: Inventory Student's Strengths, Talents, Interests, Incentives Step 3: Review Background/Baseline Data Step 4: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring. Step 5: Design an Intervention Plan Step 6: Share RTI Intervention Plan With Parent(s) Step 7: Review the Intervention and Progress- Monitoring Plans

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RTI Problem-Solving Team: Facilitator’s

Guide p. 6

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• Introductions/Talking Points. As facilitator, an effective way to open the meeting is briefly to review key 'talking points' that (1) state the purpose of the meeting, (2) introduce team members and assigned roles, (3) remind participants of time constraints, (4) review the agenda, and (5) present expectations for active participation.

• Beginning the meeting with consistent talking points is a good means of reminding participants that the RTI meeting follows a structured format, that time is precious, and that all attending have a voice in the discussion.

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RTI Problem-Solving Team: Initial Meeting: Introductory

Talking Points p. 3

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TALKING POINT 1 “Welcome to this initial RTI Problem-Solving Team meeting. We are meeting today to develop a customized intervention plan. This plan will build on the strengths of our student, [Student Name], to help him/her to be more successful in school.”

RATIONALE Statement of Purpose. The opening segment clearly presents the purpose of the meeting, reminding participants that the single goal is to create an intervention plan to be implemented immediately to promote student success.

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TALKING POINT 2 “I am the facilitator for today’s meeting. The person taking meeting notes will be ____________ . The case manager for this student is _______________. The time-keeper for the meeting is _________________.” [If appropriate, have remaining team members introduce themselves.]

RATIONALE Introductions. Participants are told which team members are assigned formal roles for the meeting, information that will help them to better understand the interactions and conversations that follow.

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TALKING POINT 3 “This meeting will last about 30 minutes.”

RATIONALE Time Constraints. Team members are reminded that the RTI Problem- Solving Team has only limited time within which to work--a prompt to remain on-topic and refrain from side-bar conversations.

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TALKING POINT 4 “Our team has much to do. To work efficiently, we will follow a structured problem-solving agenda. During today's meeting, we will: •stay focused on issues that are within our ability to change. •identify the top 1 or 2 intervention targets that we will work on. •design a written intervention plan with strategies to help our student to be successful. •set specific goals for improvement and choose ways to collect student data to track progress. •schedule a follow-up meeting in 8 weeks to see how the intervention is going.”

RATIONALE Agenda. Briefly reviewing the meeting agenda informs those who are new to the RTI process of what to expect.

The agenda review also reinforces the point that the RTI Team is expected to conclude the meeting with a viable intervention plan.

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TALKING POINT 5 “Everyone attending this meeting is a part of our RTI Team. So as we develop the intervention plan, you should all feel free to offer your ideas and to ask questions. Are there any questions at this time? If not, let's begin!”

RATIONALE Rules of Engagement. Participants are explicitly encouraged to be active participants in the discussion. This 'talking point' is especially important for participants who are new to the RTI Team process or who tend to be passive observers.

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Worksheet: Tier 3: RTI Problem-

Solving Team Handout 1: p. 3

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Edit Team Talking Points. Review the sample set of talking points below. Edit them to create the specific points that your team will use uniformly to create an efficient, positive meeting.

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Worksheet: Tier 3:Problem-Solving Team: Activity

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 14

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STEP 1: Select Intervention Targets

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STEP 1: Select Intervention Target(s).

GOAL: The goal during this meeting segment is to verify that 'intervention targets' (problem description) are described in sufficient detail and that each intervention target has been matched to at least one 'probable cause' or 'function' that helps to explain why the academic or behavioral problem is happening.

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Facilitator’s Guide: p. 6

Tier 3: RTI Team: Meeting Format

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Meeting Minutes Form: p.16

Tier 3: RTI Team: Meeting Format

The student fails to comply with adult requests in large group.

Peer attention-seeking

The student is chronically tardy in math class.

Escape / avoidance

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STEP 1: Select Intervention Target(s). SAMPLE QUESTIONS:: • What does this student's problem behavior look like in

the classroom? What are specific examples of it? • What 'pay-off' do you believe might explain this

student's behavior? • Does the student have the skills necessary to do the

expected academic work?

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RTI/MTSS Problem-Solving Team: Challenges Focus on the ‘fixable’. At RTI Team meetings, the discussion can easily veer toward factors contributing to student failure that are outside of the school’s direct control—e.g., lack of structure at home, etc. Because the RTI Team is focused on creating a plan to positively address the student’s school issue(s), the facilitator and other Team members should be quick to nudge the conversation back to those factors that the school does have influence over.

Of course, if a parent contact is warranted to share school concerns, that can be written into the RTI Plan. However, the Team should then move briskly on to discuss fixable factors.

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Of course, if a parent contact is warranted to share school concerns, that can be written into the RTI Plan. However, the Team should then move briskly on to discuss fixable factors.

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Activity: • List factors outside the school’s

control (if any) that can sometimes hijack your RTI Team discussion.

• Brainstorm supportive statements to steer Team discussion back to ‘fixable factors’.

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STEP 1: Select Intervention Target(s).

TIP: This initial step can be time-consuming. So it is strongly recommended that the Case Manager meet with the referring teacher(s) before the initial RTI Team meeting to define each of the student's referral concern(s) in clear and specific terms and select at least one likely reason or function for that concern.

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 16

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STEP 2: Inventory Student's Strengths,

Talents, Interests, Incentives

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STEP 2: Inventory Student's Strengths, Talents, Interests, Incentives.

GOAL: The RTI Team follows a strength-based approach to intervention-planning, one that incorporates the student's own interests and abilities. The goal for this step, then, is to list the student's strengths, talents, interests, and abilities. During the intervention-planning process, some of these assets may then be incorporated to engage and motivate the student.

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Meeting Minutes Form: p.16

Tier 3: RTI Team: Meeting Format

Strong interpersonal skills

Organized

Athletic: participates in sports

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STEP 2: Inventory Student's Strengths, Talents, Interests, Incentives.

SAMPLE QUESTIONS: • What are some of the student’s strengths, talents, or positive

qualities that might be useful in designing interventions? • What rewards or incentives have you noted in school that this

student seems to look forward to? • What are classroom activities that the student does well or

seems to enjoy? • What are hobbies or topics that interest this student?

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STEP 2: Inventory Student's Strengths, Talents, Interests, Incentives.

TIP: Here are ideas to prompt teachers to be ready to inventory student strengths: (1) The Case Manager can ask about strengths at the pre-meeting with the teacher; (2) the teacher can be reminded to be prepared to speak of student strengths in the letter or email inviting them to the initial RTI Team meeting; (3) your school can include a section on your RTI Team referral form that explicitly directs teachers to list student strengths, talents, abilities, etc.

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 14

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STEP 3: Review Background/Baseline

Data

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STEP 3: Review Background/Baseline Data.

GOAL: In this step, the Team reviews any data collected prior to the meeting that will help it to better understand the nature and magnitude of the student's presenting problem(s). Some of the data might come from the school's student-information database (e.g., attendance, number of office disciplinary referrals) while other baseline data may have been collected expressly for the meeting (e.g., student's reading fluency data collected with Curriculum-Based Measures, or behavioral data measured using Daily Behavior Report Cards).

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Meeting Minutes Form: p.14

Tier 3: RTI Team: Meeting Format

Behavior Report Card In 1 week, the student followed adult requests in math with no non-compliance incidents 1 out of 5 days.

Direct Observation: On- Task

During 3 20-minute obsvs s in large-group instruction, the student was on-task 45%, 70 %, and 40 %.

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Common Methods for Monitoring Student

Progress Toward Behavioral and Academic

Goals Handout 1: pp.11-13

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STEP 3: Review Background/Baseline Data. SAMPLE QUESTIONS: Questions that can help to clarify

questions about student data include: • What information do we have about this student's current rate

of letter identification/reading/math computation/writing fluency?

• What data do we have on this student's current attendance/office referrals/grades?

• Since homework is an issue for this student, what is her average percentage of homework turned in?

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STEP 3: Review Background/Baseline Data.

TIP: The RTI Team should inventory the many types of student information collected by the school, decide what information from that database (e.g., attendance, most recent state test results) should routinely be brought to every RTI Team meeting, and identify who is responsible for bringing each of the data sources to the meeting.

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RTI/MTSS Problem-Solving Team: Challenges Bring data to the meeting. Tier 3 RTI Team meetings run on quality data. But valuable data can sometimes be overlooked. A useful exercise for RTI Teams is to: • catalog all data on student academic and behavioral

performance stored in electronic databases (e.g., office referrals, attendance, state assessment results) or classrooms (e.g., recently completed learning-preferences inventories, instructional reading assessments),

• list a subset of important data sources from this master list that should always be brought to RTI Team meetings, and

• determine—for each essential data source—the person(s) responsible for bringing it to the meeting.

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• list a subset of important data sources from this master list that should always be brought to RTI Team meetings, and

• determine—for each essential data source—the person(s) responsible for bringing it to the meeting.

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Activity:

• Generate a list of data sources available in school databases and classrooms.

• Of that list, select those sources that should routinely be brought to or accessible at RTI Team meetings.

• For each RTI Team data source, identify who is responsible for bringing that data.

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STEP 4: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring.

GOAL: Interventions require ongoing progress- monitoring. First, the RTI Team decides how many instructional weeks the intervention will be in place. Then, for each identified problem ('intervention target'), the RTI Team (1) chooses two or more methods of data collection to track student progress, (2) sets outcome/intervention goals for each method, and (3) lists who will be responsible for that progress- monitoring.

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 15

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STEP 4: Set Academic and/or

Behavioral Outcome Goals and Methods

for Progress- Monitoring.

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Tier 3: RTI Team: Meeting Format

The student fails to comply with adult requests in large group.

M 8 Feb 2016 F 1 Apr 2016 8

Beh Report Card Yes Compliance Rtng 4 of 5 Days During Last Wk

Smith, Yardley, O’Hannon

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STEP 4: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring

SAMPLE QUESTIONS: Questions that can help to clarify questions about outcome goals and progress-monitoring include:

• [To determine the length of the intervention] For how many instructional weeks will the intervention run before we meet to review the progress-monitoring data?

• [To set an outcome goal] While it's not realistic to expect to catch this student up to grade level in 8 weeks, what is an 'ambitious but realistic' intermediate goal that will show that the student is making meaningful progress?

• [To determine baseline skills or behavior levels] What is this student's pre-intervention performance on the measure that we are going to use for progress-monitoring?

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STEP 4: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring

TIP: For a listing data-collection options and sample wording to describe progress-monitoring goals, refer to the guide Common Methods for Monitoring Student Progress Toward Behavioral & Academic Goals that appears later in this document.

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Common Methods for Monitoring Student

Progress Toward Behavioral and Academic

Goals Handout 1; pp.11-13

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 16

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STEP 5: Design an Intervention Plan.

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STEP 5: Design an Intervention Plan. • GOAL: The intervention plan logically addresses the 1-2

identified intervention targets. The Team can be flexible in documenting interventions. For shorter intervention ideas, the space the Minutes form will be sufficient to record brief strategies.

For interventions that require more documentation, check 'Y[es]' in the 'Additional Information?' column, and then attach full documentation for this element to the meeting minutes or include in an accompanying folder.

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Tier 3: RTI Team: Meeting Format

M 8 Feb 2016

Daily Check In/Check Out for Homework Completion

Mrs. Werbeck

x Classroom Plan: Protocol for Managing Non- Compliance

All Tchrs: Core & Specials

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STEP 5: Design an Intervention Plan. SAMPLE QUESTIONS: Questions that can help to build

an intervention plan include • What intervention strategies can address the student's

academic deficit/challenging behaviors? • Are there additional documents describing this

particular intervention that we may want to attach to the student's intervention plan?

• This intervention idea seems like a useful one. Who would be responsible for carrying it out?

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STEP 5: Design an Intervention Plan. TIP: Team members may want to look over the RTI referral form prior to the initial RTI Team meeting--and locate and bring to the meeting research-based intervention ideas that match the student's academic or behavioral issue(s). This preparation can ensure that intervention ideas are research-supported and that the Team has a sufficient number of good intervention strategies with which to work.

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RTI/MTSS Problem-Solving Team: Challenges • RTI Team discussions are…negotiations. When developing

an intervention plan, RTI Team members typically do not dictate to teachers and support staff what actions they must do— Instead, the plan is assembled as a peer-to-peer negotiation among all attending. Team members should maintain an optimistic, results-centered tone and use ‘soft’ communication skills as they negotiate.

When a teacher raises objections to the feasibility of a suggestion, for example, the Team may offer assistance to put it in place: e.g., by completing a student’s initial training in a classroom self-management strategy before handing off to the teacher.

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RTI/MTSS Problem-Solving Team: Challenges RTI Team discussions are…negotiations (Cont.).

Also, suggestions that a reluctant teacher change classroom practices can seem more reasonable when Team members frame any recommendations in terms of student need: e.g, “Rodney is a student who needs to have directions repeated because he is so easily distracted” or “Angela is a student who reacts really well when teachers communicate using a calm, friendly voice”).

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RTI/MTSS Problem-Solving Team: Challenges • RTI Team discussions are…negotiations. When developing

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Activity: Discuss:

• What are approaches that your Team (or individuals on your Team) use to signal support for teachers and to negotiate productively with them to hammer out effective Tier 3 RTI Team plans?

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 18

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STEP 6: Share RTI Intervention Plan With Parent(s).

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STEP 6: Share RTI Intervention Plan With Parent(s).

GOAL: The RTI Team selects someone to contact the parent(s) (if they could not attend the RTI Team meeting) and to send them a copy of the intervention plan developed for their child.

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STEP 6: Share RTI Intervention Plan With Parent(s). SAMPLE QUESTION: • Who will ensure that the parent(s) receive a copy of the

completed 'Intervention Plan: At-a-Glance' developed at this meeting, as well as any related intervention documents?

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STEP 6: Share RTI Intervention Plan With Parent(s).

TIP: If possible, the contact person who communicates with parent(s) about the student's intervention plan should be one of the educators who will be providing the student with intervention services. The interventionist connecting directly with the parent can ensure good communication and increased accountability.

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 18

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STEP 7: Review the Intervention and

Progress-Monitoring Plans.

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STEP 7: Review the Intervention and Progress- Monitoring Plans. GOAL: The Team takes a moment at the end of the meeting to review the student's intervention and progress-monitoring plans to check that all are in agreement about them and that those with an active part in either plan fully understand their roles and responsibilities. The Team also schedules a follow-up RTI Team meeting at a date 6-8 instructional weeks in the future.

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STEP 7: Review the Intervention and Progress- Monitoring Plans.

SAMPLE QUESTIONS: • Now that we have reviewed the intervention and

progress-monitoring plans that we put together today, does anyone have questions about the plan or their responsibilities?

• Please look at your calendars. What is a good date for us to meet again for a follow-up meeting on this student?

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RTI/MTSS Problem-Solving Team: Challenges Develop decision rules to identify intervention ‘non- responders’. Schools with a high-quality RTI process are going to have students who qualify for IEPs. RTI can actually make the special-education referral process more rational, applying a process and data to decide when a student’s difficulties are likely due to ‘within-child’ issues rather than inadequate instruction.

In almost all cases, a student in an RTI school who is referred to special education for academic reasons will have gone through at least one individualized Tier 3 RTI Team intervention. Schools should develop ‘decision rules’ that spell out the minimum expectations and quality indicators needed to certify that students show evidence suggesting that they are RTI ‘non-responders’.

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RTI: Sample Decision Rules: Identifying the Academic ‘Non-Responding’ Student

The student: • received interventions in current classroom to address concerns. • has completed 3 or more ‘intervention trials’ at Tiers 2 & 3 (with at

least one at Tier 3)—with each trial lasting 6-8 weeks. • continues to show a large academic ‘performance deficit’. • has failed to close the academic gap with peers (as measured by

school-wide screening tools). The RTI ‘evidence trail’ shows that the student’s interventions were: • research-based. • appropriately matched to the student concern. • carried out with integrity.

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RTI: Sample Decision Rules: Identifying the Academic ‘Non-Responding’ Student

The student: • received interventions in current classroom to address concerns. • has completed 3 or more ‘intervention trials’ at Tiers 2 & 3 (with at

least one at Tier 3)—with each trial lasting 6-8 weeks. • continues to show a large academic ‘performance deficit’. • has failed to close the academic gap with peers (as measured by

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Activity: Select the appropriate activity:

• If your district lacks decision rules to determine when a student is an academic RTI ‘non-responder’, start generating a list of what those decision rules might include.

• If your district has such rules, discuss their adequacy and your Team’s familiarity with them.

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Activity: Evaluate Your Tier 3 RTI Team • As a team, review the items

on the RTI Problem-Solving Team Meeting 'Quality Indicators' Checklist. (Handout 2: pp. 3-4)

• Use this instrument to rate elements of your current RTI Team that are strong and those that need improvement.

• Based on your rating, talk about an action plan to make improvements to your Team.

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RTI: Tier 3: Intensive Intervention Here are key tasks that schools can pursue to

advance Tier 3:  Train your RTI Team to follow a structured meeting agenda that

moves reliably through the steps of the problem-solving process.  Create the capacity for case managers to pre-meet with referring

teachers to clarify referral concern(s) and decide what assessment data to bring to the initial RTI Team meeting.

 Develop a Tier 3: RTI Team referral process that is timely—and also capable of screening out students whose needs can better be met at the Tier 1 or Tier 2 level.

 Create decision rules in coordination with the Special Education Department to determine when a student with serious academic deficits should be considered a 'non-responder' and referred for a Special Education evaluation.

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Tier 3 RTI Team: Practice. What is the experience of participating in an RTI Team meeting?

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Tier 3 RTI Team Referral: Activity

In your groups: • Think of a student with significant

academic delays that one of you has worked with.

• Complete the table copy of the ‘Student At-Risk Referral Form’ for the student as if you were referring him or her to the RTI Team.

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Tier 3 RTI Problem-Solving Team: Practice Meeting Your group will conduct a practice initial RTI Team meeting to try out the roles and steps of the process. STEP 1: Assign the following roles to group members: • Referring teacher: has the most knowledge of the student and

initiated the RTI Team referral • Facilitator: runs the meeting. • Recorder: keeps a record of the meeting and plan. • Case Manager: has met with the teacher for a pre-meeting;

helps to co-present the student case.

• RTI Team COACH: Provides prompts, advice and debriefing as needed to help the Team move through the meeting steps.

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Tier 3 RTI Problem-Solving Team: Practice Meeting

STEP 2: Prepare for your meeting: • Each member of your Team will have the RTI Team

Facilitator’s Guide open (p. 6 in your handout) as a reference. • The facilitator will have looked over the RTI Team ‘talking

points’ (p. 3). • The recorder will look over the table copy of the RTI Team

Initial Meeting Minutes form (pp. 14-18 in the handout). • The referring teacher and case manager will review the student

referral form. • The RTI Team COACH will skim the RTI Team Facilitator’s

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RTI Problem-Solving Team: Facilitator’s

Guide p. 6

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 14

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Tier 3 RTI Problem-Solving Team: Practice Meeting

STEP 3: Run your meeting: • The facilitator takes the Team through the meeting

step-by-step. • All Team members contribute to the discussion. • The RTI Team COACH is an observer but steps in to offer

guidance as needed. The coach or any team member can call ‘time out’ to ask clarifying questions or offer feedback about the meeting process.

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Tier 3 RTI Problem-Solving Team: Practice Meeting

STEP 4: Debrief: • The RTI Team members and COACH review

the meeting process. • Participants identify elements of the meeting that went well, as

well as those that need improvement. The Team brainstorms solutions to address areas of improvement.

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Tier 3: Team Networking Activity Select 2 members to serve as ‘ambassadors’ for your team. Exchange ambassadors with your assigned team. In your discussions with your visitors, each party will report out on its just-completed Tier 3 work and could reference: • Tier 3 RTI Team membership • Meeting talking points • Ideas to promote the case manager pre-meeting • Evaluation of the functioning of your current RTI Team • Minimum expectations for referral to RTI Team • Insights from practice RTI Team meeting

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Tier 3 RTI Team: Choose the Path. What are steps that your school can take during this school year to advance RTI Teams?

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Workshop Agenda: Tier 3: RTI Teams 1. Tier 3 Problem-Solving Team: What It Is. What is the purpose of

the RTI Team and where does it fit within the RTI Tiers?

2. Tier 3 RTI Team: Membership & Roles. Who serves on the RTI Team and what are the Team roles?

3. Tier 3 RTI Team: Meeting Agenda. How is the RTI Team meeting structured?

4. Tier 3 RTI Team: Practice. What is the experience of participating in an RTI Team meeting?

5. Tier 3 RTI Team: Choose the Path. What are steps that your school can take during this school year to advance RTI Teams?

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Next Steps: Activity In your groups: • Review the 4 goal

statements on the next- steps planner (Handout 2: pp. 1-2).

• For each goal, develop a plan to move toward that goal in the current year (list implementation steps, key people, resources needed, additional comments).

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RTI Teams: Managing Those ‘RTI Emergencies’

Jim Wright www.interventioncentral.org

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Managing Those ‘RTI Emergencies’…

When asked to state her main referral concern, the referring teacher at the RTI Team meeting declares that “The problem is that the student just can’t do the work. We need to find a better placement for him than my classroom!”

How can your team respond (or avoid this situation in the first place)?

Response to Intervention

www.interventioncentral.org 177

Managing Those ‘RTI Emergencies’…

The initial teacher referral suggested that the student’s classroom needs are primarily behavioral. At the RTI Team meeting, it becomes clear that ACADEMIC concerns are probably driving the behavioral problems. You have little targeted information about the student’s academic skills.

How can your team respond (or avoid this situation in the first place)?

Response to Intervention

www.interventioncentral.org 178

Managing Those ‘RTI Emergencies’…

During the RTI Team meeting, the team recommends a number of research-based intervention ideas for a student with academic delays. For each idea, the teacher says, “I’ve already tried that.”

How can your team respond (or avoid this situation in the first place)?

Response to Intervention

www.interventioncentral.org 179

Managing Those ‘RTI Emergencies’…

Your RTI Team feels ‘stuck’ in selecting an intervention (Step 5: Design an Intervention Plan) for a student whose referral concerns have been identified as “poor reading comprehension” and “disruptive behavior.”

How can your team respond (or avoid this situation in the first place)?

Response to Intervention

www.interventioncentral.org 180

Managing Those ‘RTI Emergencies’…

The referring teacher appears highly reluctant to participate in the RTI Team meeting. At one point, he says, “I am only here because the principal said that I had to refer this student.”

How can your team respond (or avoid this situation in the first place)?