College Station ISD

RtI Guidelines










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Table of Contents
PART 1TEACHER HANDBOOK
Goal of MTSS and Structure of RtI in CSISD..Page 3
District Timeline for MTSS Activities.Page 4
Step by Step for Teachers.Page 5
CSISD Problem Solving Focus.Page 6
RtI Tier 1 Data Review Process..Page 7-8
Developing an Intervention.Page 9
Overview of Forms for the RtI Process.Page 10
Frequently Asked QuestionsPage 11-12
Accommodations and Modifications.Page 13
Tier 1 Description and ChecklistPage 14

PART 2SCHOOL-LEVEL HANDBOOK
MTSS: Looking at the Tiers..Page 16
The Student Intervention Team..Page 17
Goals of the SIT Team..Page 17
MembershipPage 17
SIT Member ResponsibilitiesPage 17
Roles and Duties of the Team Members.Page 18-19
SIT Sample Meeting Agenda for 1
st
Meeting on a Student.Page 19
SIT Sample Meeting Agenda for Follow UpPage 20
Tier 2 Description and ChecklistPage 21-23
Tier 3 Description and ChecklistPage 24-27




The full CSISD RtI Handbook, forms, and additional resources can be found on the CSISD RtI Portal at
https://sites.google.com/a/csisd.org/csisd-rti-portal/




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Goal of Multi-Tiered System of Supports (MTSS)

The goal of Multi-Tiered System of Supports (MTSS) in CSISD is student success, which is evidenced by each
students increasing achievement and educational progress. This goal fully aligns with our vision of Success:
Each Life, Each Day, Each Hour, as well as our District Improvement Plan Goals of:
1) All students will achieve academic success
2) Educational opportunities will meet the unique academic, social, and emotional needs of all students
3) Educational practices will be predicated on scientifically based research
4) Parents and community members will be actively engaged
5) A safe and supportive environment will be provided for all.

As an important part of the MTSS system, CSISD utilizes a three tier model, referred to in the past as Response
to Intervention or RtI as seen in the graphic below.







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District Timeline for Multi-Tiered System of Supports Activities
Time Period Activity Tier/Key Players Responsibility
August/September
FIRST DATA REVIEW TEAM MEETING
*Review student data at the school, classroom and individual
level including transition of SIT students from the previous
year.
-EOC/STAAR data -Grade data
-Reading Level -MSTAR data
-(see pg. 7 for more data areas to review)
*Start interventions/progress monitoring for students already
in the SIT process.
* Make student Support lists based on data such as
Retained students
Students with failing grades in previous year
Students reading below grade level
Students who did not meet the previous years passing
standards for STAAR/EOC
Students with previous year or current attendance
problems
Students with poor work habits or citizenship
Students with significant discipline history
New students who may not have records
Tier 1

All students/Teachers

Tier 2 and/or 3 for
students already in the SIT
process

School Administration,
Counselors, Classroom teachers,
Department heads, Level leaders,
Reading/Math specialists, as
applicable.
Fall
Universal screeners, benchmarks given based on CSISD
assessment calendar
Tier 1
All students
Classroom teachers, specialists
(where applicable), School admin.
End of 1
st
12 Weeks
SECOND DATA REVIEW BEGINS
*Grades of all current SIT students reviewed
*Discipline data of all current SIT students reviewed
*Consider any new students to refer to SIT for Tier 2
*Identify any new Support list students
*If student is not making adequate progress, Tier 1
intervention Plan MUST be implemented if not already begun.
Tier 1, 2 and 3 Classroom teachers, Department
Heads, Level leaders, School
Administration
October-December
Interventions continue
Progress Monitor Students
Tiers 1, 2 and 3 Classroom Teachers, Specialists as
applicable
December/January
THIRD DATA REVIEW TEAM MEETING
*Review student data at the school, classroom and individual
level including transition of SIT students from the previous
year.
-EOC/STAAR data -Grade data
-Reading Level -MSTAR data
-Middle school math information
* Interventions/progress monitoring for students already in
the SIT process.
* Make student Support lists based on data such as
Retained students
Students with failing grades in previous year
Students reading below grade level
Students who did not meet the previous years passing
standards for STAAR/EOC
Students with previous year or current attendance
problems
Students with poor work habits or citizenship
Students with significant discipline history
New students who may not have records
If student is not making adequate progress, Tier 1 intervention
Plan MUST be implemented if not already begun.
BE SURE TO LOOK AT STUDENTS WHO MAY BE IN DANGER OF
RETENTION
Tiers 1, 2 and 3 School Administration,
Counselors, Classroom teachers,
Department heads, Level leaders,
Reading/Math specialists, as
applicable.
January-March
Interventions continue
Progress Monitor students
Students in danger of retention must be referred to SIT
Tier 1, 2 and 3 Classroom teachers, Specialists as
applicable
End of March (60 days
prior to end of school)
FOURTH DATA REVIEW TEAM MEETING
Possible retention meetings with parents must be held (by end
of 5
th
six weeks). This means that SIT and interventions should
already have occurred for these students.
Tier 3 SIT Teams
April-July
SIT follow ups and wrap ups. Initial SIT meetings should only
occur if a new student moves into the school.
Progress Monitor Students
Final Retention Meetings/Documentation
Tiers 2 and 3 SIT teams, Campus
Administrators, Classroom
teachers
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Step-by-Step for Teachers
Any time a student is not meeting school/district/state expectations, whether academic or behavior challenges are
evidenced, additional scrutiny is required.
Step 1: Data Review
Review all student data
Create Support List. Prioritize students based on level of need.
Provide Tier 1 differentiated instruction based on input from data review team using appropriate student performance
data. The data review team may consist of: your grade level team, department, level, etc.
Step 2: Create a Tier 1 Plan
When a student is NOT making adequate progress, even with differentiated Tier 1 instruction, additional review is expected. This
includes the creation of a Tier 1 plan. If the majority of students are not making adequate progress, a review of the Tier 1 instruction
being offered is required.
Create a Tier 1 Plan:
1. Review student dataincluding historical data, nurse screening, and student progress may be helpful. Complete the Tier
1 Initial Student Support Plan (ISSP).
2. Communicate with the parent via phone, email, or conference.
4. Review completed previous strategies with the parent if applicable.
5. Implement the Tier 1 Initial Student Support Plan for a minimum of four weeks, including appropriate data
gathering/progress monitoring. Note the success of the plan and modify if needed on the Tier 1 ISSP form.
Follow up with parent and review the students progress.
If the student is not making adequate progress:
o Continue or modify the intervention; or
o Request a Student Intervention Team (SIT) meeting/review. If you request a SIT meeting, you MUST complete the
following BEFORE the meeting can occur: Tier 1 Initial Student Support Plan, eRtI Tier 1 Plan (with parent
meetings/contacts), eRtI Records Review Form. You should also bring any data that you have collected during the
implementation of the Tier 1 plan, along with your summary of what the data indicates. THIS IS NOT A FOLDER OF
MISCELLANEOUS STUDENT WORKBOOK PAGES. Example: If you are targeting vocabulary, you could provide the
last five vocabulary grades (percent correct). You may also bring an example of how you are progress monitoring
this skill.
From this point forward the teacher is supported and the intervention is monitored by the SIT Team.
Step 3: Student Intervention Team Review/Revise Tier 1/Create Tier 2 Plan
Review student data. Request additional diagnostic information if needed.
SIT Committee determines need to revise Tier 1 or to create Tier 2 Plan. Schedule time to review student progress.
Implement and Progress Monitor Tier 1 or Tier 2 Plan. Contact should be made with the parent. If student is not progressing
at Tier 1 or is currently at Tier 2, a SIT meeting is required.
Meet to review data and determine the students response to intervention. If necessary, move to Step 4.
Step 4: Create a Tier 3 Plan
Review student data. Request additional diagnostic information if needed.
Create Tier 3 Plan. Schedule time to review student progress.
Implement and Progress Monitor Tier 3 Plan. Contact should be made with the parent. A Tier 3 SIT meeting is required.
Meet to review data and determine the students response to intervention. If necessary, move to Step 5.
Step 5: Consider Referral to Special Education. Involve special education personnel for consultation and/or evaluation
The Child Study Team determines whether to move to an evaluation utilizing all data including any consultation information
from special education.
The evaluation consists of a review and compilation of the students and comparison data resulting in a report that can be
used to determine eligibility or ineligibility.
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College Station ISD Problem Solving Focus
When a student is not making adequate progress (based on benchmark, screener, other data)



Tier 1
Problem Solving
Define problem
Look for root cause of the problem
Identify goal
Work with instructional team to determine
intervention AND strategies
Use available strategies AND interventions:
targeted instruction, small group, etc.
Match strategies AND interventions to defined
problem

The Parents
Discuss problem
Discuss classroom interventions and
strategies for problem
Progress Monitoring / Continued Data
Collection (4-6 wks of data collected at
least bi-weekly)
Collect current performance data
Work samples
Test data
Intervention data (progress monitoring--is the
student getting better on what you have targeted?)
Evaluate effectiveness--continue, revise or move out
of Tier 1 as appropriate
Tier 2
Tier 1 continues
Problem Solving
SIT Request
SIT Meeting addresses:
Review teacher data
Look for root cause of the problem
Strategic targeted intervention at appropriate
Tier
Specific programs/strategies
Increase frequency, intensity, duration

The Parents
Keep parent informed:
Follow up after SIT meetings
Invitation to subsequent SIT meetings
Share progress monitoring data
Progress Monitoring
Look at progress of class
Progress monitoring is more frequent (bi-weekly
or weekly)
Behavior charts, Behavior intervention plan
Grades are not sufficient data
By the end of Tier 2 you will also need to look at
data that shows whether the intervention has
been successful for other Tier 2 students
SIT will help evaluate effectiveness-- may
continue, revise , move down to Tier 1 as
appropriate. or may move to Tier 3
Tier 3
Tiers 1 and 2 continue
Problem Solving
Review progress monitoring data
Review all records, diagnostics, and parent
concerns
Develop individually targeted intervention
Research-based programs/strategies
Increase frequency, intensity, duration
Monitor Progress
The Parents
Parent Invited to Attend
Parent collaborates with plan development
Progress Monitoring
Weekly progress monitoring
Assess rate of progress
Assess how far behind the student is from peers
Will student catch back up at this rate?
Was progress less, same, or more than class?
How does this student's progress compare to
others in the same intervention?
SIT will help evaluate effectiveness-- may
continue, revise, move down to Tier 2 as
appropriate. or may refer to Child Study Team for
consideration of referral to Special Education
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RtI Tier 1 Data Review Process
Expectations:
Every teacher must be part of a data review team. The team may consist of a grade level, department, a cross-curricular
team, or other grouping as determined by the school. Special area teachers such as PE, Music, Art, etc. should be
included. Teams must meet a minimum of four times per year at approximately 9 week intervals.

Data to be reviewed:
STAAR/EOC data is reviewed at the beginning of each year. Data is available through Eduphoria or via principals. The
following chart indicates ongoing data that should be reviewed throughout the year. Other data may be reviewed as
well.


Elementary Intermediate/Middle High
STAAR
Report Card/Progress Report
Reading Level
Running Record Data
Attendance
TEMI/CBM Data
TPRI Data (Rainbow Rules)
Discipline
Classroom performance
-compare overall grades to test grades
-work habits


STAAR
Report Card/Progress Report
Reading Level
MSTAR level
CBM Data
Attendance
Discipline
TMSFA (Middle School Fluency
Assessment)
Classroom performance
-compare overall grades to test
grades
-work habits


EOC
CBM Data
Report Card/Progress Report
GPA
Earned Credits
Attendance
Discipline
TMSFA (Fluency Assessment)
Classroom performance
-compare overall grades to test grades
-work habits



Support List Criteria
Elementary Intermediate/Middle High
Retained students
Did not pass one or more
parts of STAAR
Students reading below
grade level
Previous years Tier 2 or
Tier 3 students
Excessive referrals or
discipline issues
New students who may not
have records


Retained students
Did not pass one or more
parts of STAAR
Students reading below
grade level
Students below grade level
on MSTAR
Previous years Tier 2 or
Tier 3 students
Excessive referrals or
discipline issues
New students who may
not have records

Did not pass one or more parts of
STAAR
Students in credit recovery
Students with cumulative GPAs
below 2.0
Students who have not earned
sufficient credits toward graduation
Previous years Tier 2 or Tier 3
students
Excessive referrals
New students who may not have
records





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Data Meeting #1: To occur on your campus Data Day in August (or within the first three weeks of school)
Review available data on incoming students
Create initial Support List based on criteria listed above.
Review information on any students already in the RtI process.
Initiate Tier 1 Initial Student Support Plans as necessary on students with multiple risk factors.
o Contact parents. The conversation with the parents should be positive. As you note concern, indicate This is
how we want to help your student get off to a good start.
o Implement Tier I strategies through differentiation in the classroom.
o Keep track of student growth/success with the intervention (classroom performance/attendance, etc.) on the
Tier 1 Initial Student Support Plans and/or the CSISD Intervention Calendar with Progress Monitoring Data form
(both on the CSISD RtI Portal under Forms at https://sites.google.com/a/csisd.org/csisd-rti-portal/ .)
Data Meeting #2: To occur after the first nine weeks of school.
Review Tier 1 Initial Student Support Plans and Support Lists
o Review available data. For example: STAAR/EOC, reading level, MSTAR data, and discipline records, grades,
classroom test performance
o Are most students making adequate progress toward benchmark? Based on what data? If not, what changes
need to occur to facilitate this?
o Do any other students need a Tier 1 Initial Student Support Plan? Note: Unless you are teaching an
intervention class, no more than 20% of your students should require a Tier 1 Intervention Plan. If you have
significantly more than this not making adequate progress, please review Tier 1 instruction.
o Review Tier 1 Initial Student Support Plans that were initiated at the first Data Meeting, along with the
students current data.
Student(s) making adequate progress discontinue Intervention Plan or continue strategies;
Student(s) not making adequate progress
Continue intervention for a longer period of time;
Alter intervention and monitor;
Data indicates student in need of more intensive intervention refer to SIT.
Are there progress monitoring or tool needs that should be communicated to the administration?
Data Meeting #3: To occur in December/January
Repeat steps from Data Meeting #2.
Important: Is any student in danger of retention or not receiving credit for a course?
Students in danger of retention or not receiving credit for a course should be receiving increased intervention:
Elementary: Request a SIT Meeting Students in danger of retention must be provided with Tier 2
and/or Tier 3 interventions.
Secondary: Communicate names and needs of students to administrator or designee.
Data Meeting #4: To occur in March (around 60 days prior to the end of school)
Repeat steps from Data Meeting #3
Elementary: Finalize retention recommendations pending test scores where applicable.
Secondary: Administrators should be notified of any student in danger of failing a course.
Flag students who need to be on the radar for the next year.
Please note that the Tier I Data Meetings do not specifically address the needs of students receiving Tier 2 and Tier 3 interventions, as
these students are being monitored through the SIT process.

At end of year, all Tier 1 Initial Support Plans must be turned in to your campus SIT coordinator! These forms should be kept in
GREEN folders listed by student last name, first name and passed on to the next years teachers/campus. If a student transfers
within district, his/her RtI forms should go to the new school.
***This procedure may change with the addition of the Insight Data System. New procedures will be shared with you when
needed.***
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TEACHER INFORMATION TO REVIEW

Developing an Intervention:
What is an intervention?
An intervention is targeted instruction that is based on student needs. Interventions supplement the general
education curriculum. Interventions are a systematic compilation of well researched or evidence based specific
instructional strategies and techniques designed to provide an at-risk student with the necessary skills and
academic/behavioral supports to allow him/her to move towards grade-level expectations.

An intervention is not:
Simply completing a form an intervention is what you do with the child;
An assessment, such as a Functional Behavior Assessment, a classroom observation, or a psycho-
educational evaluation;
A change of seating or preferential seating (this is a strategy rather than intervention)
A person a person delivers an intervention, but simply putting a persons name as the intervention is not
acceptable;
Small group or any other instruction, including going over the same material again, if the instruction is not
specific to the students identified problem and does not include frequent and ongoing progress
monitoring/data collection that measures the impact of the instruction on the students learning.
Progress monitoring without targeted intervention (just measuring an area, but not addressing a specific
need with strategies and/or intervention)
Parental contact;
Homework or peer buddies;
Retention;
In or out of school suspension

Teacher Problem Solving:
When the teacher or parent recognizes a student problem or need, problem solving steps are initiated.
Establish a baseline for the problem (how often is the behavior occurring, what does the running record
say, what is the correct level of performance on the skill, etc.need at least 3-5 baseline data points prior
to intervention to establish a stable baseline).
Review the students cumulative record and all other available data (STAAR/EOC, grades, attendance,
discipline, reading level, MSTAR level, etc.). Identify the students strengths and areas of need. These are
recorded on the Tier I Initial Student Support Plan. If possible, define the problem in
behavioral/observable/measurable terms. Begin collecting data (at least bi-weekly) aligned to the problem
(if possible) to determine whether or not the student is responding to the curriculum and/or behavioral
expectation of the classroom. Ideally, the teacher should try to identify the replacement
behavior(s)/academic skill(s) needed.
Monitor data and schedule follow-up with parent. The teacher must not attempt to diagnose SPED
identification (ED,LD, etc.). Communication with the parent must be documented on the Tier I Initial
Student Support Plan. A parent should not be told, I think your child has dyslexia or a learning disability.
Instead, you may say something like, I have some concerns with your childs reading. Specifically, your
child is struggling to rhyme.
If the data confirms that the student is still performing below curricular/grade level behavioral
expectations and that his/her rate of progress is not sufficiently closing the gap, request Student
Intervention Team Meeting. At this time, the online forms in eRtI (eRtI Records Review and eRtI Tier 1
Intervention Plan) should be completed by the teacher. The login to eRtI is found on the CSISD RtI Portal
Website at https://sites.google.com/a/csisd.org/csisd-rti-portal/.
Interventions targeted to an identified behavior/skill gap(s) should be implemented with consistency and
data collection/progress monitoring and documentation continues to occur until the teacher presents
information to the SIT and during the SIT process.

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Overview of Forms Supporting the Response to
Intervention Process

Forms noted in italics are the responsibility of the classroom teacher with support from the
specialists.
Forms not in italics will be completed during Student Intervention Team Meetings

Tier 1 is the classroom teachers responsibility. Please assure that you have completed everything on the Tier
1 Intervention Plan BEFORE you sign up for SIT this includes parent contact. If you have questions about
the Tier 1 Intervention Plan you may talk with the campus specialists or School SIT Coordinator.
Completed Tier 1 Initial Student Support Plan
eRtI Tier 1 Intervention Plan --completely filled out
eRtI Records Review Form
Any student present-level/academic performance data
Parent notification of Stragtegies Used/Screening dates and
outcome
Student Intervention Team Meeting set up with Campus SIT
Team Coordinator
Tier 1
Before SIT
Meeting
Student Intervention Team Folder Checklist placed in
student folder and completed as appropriate in eSTAR docs
Student Intervention Team will complete eRtI Tier 2
Intervention Plan form including discussion
Intervention Calendar with Progress Monitoring Data found
on CSISD RtI Portal online--print and fill out; bring to meeting
Classroom Observation Form in eSTAR docs /CSISD RtI Portal
optional
Update eRtI Records Reveiw Form
SIT Meeting Follow Up Scheduled
Tier 2
Student Intervention Team will complete eRtI Tier 3
Intervention Plan form including discussion
Classroom Observation From in eSTAR docs/CSISD RtI Portal
required
Exclusionary Factors Form in eSTAR docs/CSISD RtI Portal
Intervention Calendar with Progress Monitoring Data found
on CSISD RtI Portal online--print and fill out; bring to meeting
SIT Meeting Follow Up Scheduled
Tier 3
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Frequently Asked Questions

1. Who is responsible for RtI?

Since the focus of RtI is strengthening the effectiveness of core curriculum and instruction for all students, ALL
teachers are responsible for Response to Intervention. It involves good instructional practice that is expected in all
classrooms for all students. Teachers at all levels will be using progress monitoring data to inform their instruction
for all students. Monitoring of the RtI process is the responsibility of the Student Intervention Team working in
conjunction with teachers and administrators at each school.

2. Is there a list of strategies?

There is no such thing as a comprehensive list of strategies. There are strategies listed in the Mentoring Minds
Master Instructional Strategies Flipchart which is available to all campuses. The PreReferral Manual (PRIM) should
be available at every SIT meeting to assist with this as well. It is important to note that specific
programs/instructional tools are aligned with the tiers of RtI. These programs are reserved for use with students
needing intervention at the intensity of the noted tier. The teacher is responsible for assuring that the program is
delivered as indicated in the research base of the program. This includes the instructional methodology, time on
task, appropriate group size, etc. A teacher may also refer to the resources listed on the CSISD District RtI Portal at
https://sites.google.com/a/csisd.org/csisd-rti-portal/ .


3. How will the Student Intervention Team be set up?

Please see pages 17-19 of this handbook.

4. What is a reasonable time to implement an intervention before determining if it is effective or not?

Interventions differ in intensity and kind, so there is no specific length of time for an intervention to be
implemented. The length of time will be determined by the Student Intervention Team and will be dependent on
progress monitoring results. A minimum length of time has been noted on the various documents and checklists in
this plan. The SIT may alter that requirement based on the severity of the problem.

5. Is a retained student automatically Tier II or Tier III?

No. However, retained students should be monitored carefully to assure that they make the necessary progress to
be successful in later years and to score at the proficient level on mandated tests. Retention is one indicator on the
Support List. Just repeating the same program with the same type of instruction is often not enough to positively
impact a students long term achievement. Therefore, care must be taken to assure appropriate diagnosis and
intensity of intervention for these students. At the first sign that a retained student is not making adequate
progress the students data should be reviewed by the data team for possible referral to the SIT.

6. What if a parent requests that a student be tested for Special Education?

If a parent requests testing, they should be referred to a campus administrator as soon as possible. State law
requires written response to parents within 15 school days of the written request for a Special Education
evaluation. Ideally, district staff and parent(s) work collaboratively to determine if a referral to
special education will be made immediately or if a referral to the SIT will be made to consider student needs and
develop an intervention plan. Should the district determine that an evaluation will not be conducted at this time,
the campus Diagnostician, LSSP, or Speech Language Pathologist will assist in drafting the Notice of
Decision detailing the decision that was made and rationale. Parents will be provided the Notice of Procedural
Safeguards with written receipt, as well as the Notice of Decision.
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If the parent request is honored by the district at that time, information required for referral (i.e., hearing/vision,
teacher information, parent information, educational records, etc.) are gathered and then informed written
consent for evaluation is gained from the parent.

7. What happens when a new student is enrolled who was Tier II or Tier III in another district?

The Campus SIT Coordinator will review the student records and determine the next steps needed. If necessary,
the SIT Coordinator will bring the students data to the Student Intervention Team for review and/or revisions
needed due to the changes in programming and/or resources between districts. Be aware that data from another
district may not be usable in its entirety.

8. If I complete a Tier I Initial Student Support Plan, utilize the strategies, and the student shows enough
improvement to be back on track, do I still sign up for SIT?

No. This is good news! The student is ready to progress with the rest of the class. There is no need for SIT
involvement. , however, note that continued use of strategies may be needed. That is a part of the MTSS process.
Each child receives the support that he or she needs to maintain progress towards grade level expectations.

9. What happens if a child struggles, we begin intervention with a Tier I Initial Student Support Plan, they
improve, we discontinue, and the student falters again?

A student may struggle in the fall, improve, and then begin to have difficulty again due to the rigor of the content. If
this happens, you simply begin another Tier I Initial Student Support Plan to address the problem. Discontinuing a
Tier I Plan due to success does not guarantee that the student will never struggle again.

10. What do I do with my Tier I Initial Student Support Plan forms?

As the childs teacher, you will keep these forms until:
1) the child is referred to SIT, at which time you will give that childs forms to the RtI Coordinator for your campus.
OR
2) the end of the school year arrivesat which time you will give all of your forms (whether you are continuing the
strategies/interventions or not) to the RtI Coordinator. 4
th
Grade, 6
th
Grade, and 8
th
Grade Forms should be filed
into GREEN folders by Last Name, First Name to be passed on to the next years campus. The responsibility for
delivering these files to the next campus is that of the RtI Coordinator.
11. Who determines when to consider a referral to Special Education?
The Student Intervention Team makes this decision collaboratively, based upon data indicating the students
response to intervention and the level of support the student is receiving. The campus LSSP, Diagnostician and/or
Speech Language Pathologist should participate in the team meeting when this determination is made. At any point
in the process, if a significant disability (e.g. Intellectual Disability, Autism, Visual/Auditory Impairment) is
suspected, the team should convene to consider a referral to Special Education.
12. What does an evaluation consist of when the determination is made that the student is not responsive
to intervention?
A Full and Individual Evaluation is conducted by a multidisciplinary team to evaluate all areas of suspected
disability and need in accordance with state and federal law. This assessment includes gathering information from
a variety of sources, including both formal and informal assessment. The evaluation consists of a review of all of
the intervention and progress monitoring data that has been collected on the student, as well as observation(s) and
teacher/parent input. Depending on the referral question, the evaluation may include formal assessment of
social/emotional/behavioral status, cognitive abilities, adaptive behavior, and academic achievement.
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Accommodations and Modifications

Definitions:
Accommodations are changes to the way a child is expected to learn or how he or she is tested.
Modifications are changes to what level of rigor a child is expected to learn.

Accommodations involve many kinds of techniques and support systems. Accommodations help students
work around limitations related to their disability. Students who are blind may need to use braille textbooks
or books-on-tape. Students who use wheelchairs may need a ramp or elevator to move independently in the
school building. Students who are deaf or hard-of-hearing may need a sign language interpreter.
Accommodations are really whatever it takes to make sure that students with a disability can access the
general curriculum in the least restrictive environment.

Accommodations can be provided for
instructional methods and materials
assignments and assessments
learning environment
time demands and scheduling
special communication systems

Goals for learning in school do not have to change when accommodations are used. Students with a disability
can be challenged to meet the same requirements as students without disabilities. Most can take the same
tests, pass the same kinds of courses, and earn the same high grades to graduate with a standard diploma.

Accommodations Modifications
Eliminates obstacles that would interfere with a
students ability to perform or produce at the same
standard of performance expected of general
education students.
A change that actually alters the standards of
performance (i.e. what is expected to be known)


Reading a test to a student (with no additional
help) This does not apply to a reading test.
Allowing extra time to take the same test or
complete the same assignments;
Signing an assignment notebook;
Breaking down work into small segments, but
still expecting all elements to be completed;
Staying after school for homework help;
Preferential seating;
Providing an extra set of books at home;
Home-School Communication Journal
Books on tape


Reading the test AND rewording/re-explaining
questions on the test
Changing multiple-choice answers from 4 to 3
options
Shortening a spelling test or other assignment
Using a different grading scale for a student
Reducing homework/ number of assignments
to be completed
Simplifying vocabulary


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Tier 1
Consultation Between Teacher, Parent &
Instructional Team

1. Define the Students Performance Profile.
Informal discussion that defines what the student knows, what
the student should know, and the area to target for instruction.

4. Evaluate 2. Develop a Plan
Teacher *Meet with Instructional
determines the team
effectiveness and *Talk with Parent
need for additional *Tier 1 Initial Student
resources and communicates Support Plan
with the parent
3. Implement the Plan
Teacher gathers information and monitors.
Description of Multi-Tiered System of Supports (MTSS) Tier 1

Purpose of Tier 1:
Informs parents and teachers of concern
Establishes communication between school and home
Attempts initial resolution of the concern

Description of Tier 1:
A teacher with a concern regarding a students performance
(academic or behavior) contacts the students parents and engages
in a reflective process to resolve the presenting problem. Strategies
are implemented at this level and communication between the
parents and teacher is opened as parents are informed of initial
concerns. In addition, the teacher meets with peers to determine if
other strategies are recommended. Problems are frequently
resolved at this level.

Tier 2 problem solving begins when plans at Tier 1 do not result in
sufficient student growth, or when either the parents or teacher
indicates a need for additional resources.
















RtI Tier I Checklist Classroom Teacher Must Do These Things
Teacher meets with Data Team to determine appropriate
strategies for intervention.
Communicate your concerns and plans for intervention and
strategies to address the problem with the parent(s).
Provide any materials to parent for home intervention.
Implement Tier I Initial Student Support plan for at least 4 weeks.

Continue to collect student performance data.
Review effectiveness of Tier I Initial Student Support Plan
with the Data Team Contact parent to keep them
informed of student progress.
Decision Making by Teacher at Tier I (Choose one)
Intervention plan successful: Discontinue Tier I Intervention
Plan. If the intervention was successful, it is not necessary to
proceed to SIT.
Revise and/or continue Tier 1 Plan.
Request SIT Meeting and complete eRtI Records Review form and
document Tier 1 strategies/intervention on eRtI Tier I Intervention
Plan
If SIT Meeting is Requested, Teacher Must:
Sign up for SIT; Bring Tier 1 Initial Student Support Plan to the
Campus SIT Coordinator
Complete eRtI Records Review form - Hearing/Vision information
is required
Complete eRtI Tier 1 Intervention Plan
Bring copy of student data (e.g., report card and/or progress
report, TPRI, mSTAR, running records, CBM data,etc.)
Continue differentiating instruction for the student.
Tier 1 Activities:

1. Define the Students Performance Profile.
Teacher reviews the students performance: What the
student knows, what he/she should know, and the area to
target for instruction/strategies.

2. Develop a Plan
The teacher looks at data with instructional team and
generates strategies. The teacher then communicates the
concern and plan to the parent. Teacher should keep
written documentation of strategies used on the Tier I
Initial Student Support Plan.

3. Implement the Plan
The classroom teacher implements the selected
strategies. Information is gathered to indicate the success
of the plan. Continue to collect student performance data.

4. Evaluate Progress
Based upon the information gathered, the teacher
determines the effectiveness of the intervention. The
teacher may discontinue the intervention when the
area(s) targeted for instruction is resolved, revise the
intervention, or refer student to Student Intervention
Team (SIT) if the targeted area continues to be of concern.
Teacher should communicate progress with parent.

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Response to
Intervention/ Multi-
Tiered System of
Supports
School Handbook
This section is designed to guide the school and the Student Intervention Team
in the implementation of Response to Intervention throughout the school.







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Multi-Tiered System of Supports
Looking at the Tiers

Tier 1 (Universal) Intervention/Instruction
Tier 1 strategies are those available/provided to all students in the classroom. These may be research based, but
are not necessarily prescriptive.

Tier 1 School-Wide, Universal Core Curriculum
Deliver core curriculum to all students
Measure ALL student progress against grade level averages. Core curriculum should be effective with at least 80%
of all students.
Begin with whole class instructional strategies
Differentiate instruction as needed with flexible small groups and other differentiation strategies
Monitor and assess student progress


Tier 2 Strategic Intervention (in addition to Tier 1)
Tier 2 interventions are to be implemented when assessment data indicates that a student is not making
adequate progress from universal instruction alone. They are generally smaller group interventions designed to
meet the specific needs of a student and his/her peers with similar needs. These interventions and strategies
MUST be research based. The SIT team will determine the intervention goal as well as the frequency and duration
of implementation.

Tier 2 Strategic Interventions
-Students in general education classrooms who have not met standards through whole class and differentiated
instruction (10-15% of all students).
-Strategic Interventions do not replace classroom instruction but support classroom instruction by focusing on
specific deficits
-It is suggested that strategic Interventions should be conducted by the classroom teacher or other trained
individual with groups of five or fewer students. In general, a Tier 2 intervention should occur with a smaller
group than their class size.
-Interventions are targeted to the identified area of need. Interventions are highly interactive (both oral and
written). Skills are directly applied. Attendance/delivery of intervention is documented.

If a significant number of students appear to be in need of Tier 2 instruction, the effectiveness of Tier 1 (core)
instruction must be evaluated.

Tier 3 Intensive Intervention (in addition to Tiers 1 and 2)
Tier 3 Interventions are those which offer a student highly individualized, systematic and explicit instruction in an
area of assessed need. Although the programs or strategies may be similar to those offered at Tier 2, the
intervention is classified as intensive if it is individualized to meet the needs of a particular student and the
duration and/or intensity of the intervention is increased to accelerate student response. Intensity is increased
when instructional time is increased and group size is decreased.

Tier 3 Intensive Interventions
Students in general education classroom who are not making adequate progress at Tier 2 or whose gaps are
significantly behind their peers based on the SIT meeting review of the data. (5-10% of students):
o Interventions are specifically matched to student needs through a task analysis of the learning or
behavioral problem.
o Interventions should be conducted by a highly qualified teacher or trained professional .
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o Interventions should consist of high intensity and high frequency (e.g., smaller group, increase in
session length, more days per week, etc.) interventions and strategies in addition to Tier 1 and Tier 2
instruction.
o Intervention should be highly interactive requiring high levels of student response (oral and written),
incorrect responses are immediately corrected. Level of program should be at the students instructional
level.
o Intervention programs are highly structured or scripted.

The Student Intervention Team

The Student Intervention Team (SIT) is a school-level team utilized to provide teachers with support when
students are not successful in the classroom setting. A SIT shall exist in each school and serve as one of the
primary problem solving teams for all types of academic and behavioral learning issues.

GOALS of the Student Intervention Team
Prevention The SIT is accessible to all school personnel to prevent student learning problems or resolve them in
their early stages.
Problem Solving The SIT will apply a problem solving approach by clearly defining the problem, determining the
root cause and identifying the needs of the students who are experiencing difficulties.
Intervention The SIT will develop and assist the teacher in implementing, based on the defined problem,
appropriate interventions and will monitor progress to evaluate the results.
Collaboration/Consultation The SIT will coordinate school and community resources to help meet the individual
needs of identified students.
Training The SIT will facilitate training for school personnel and parents regarding Multi-Tiered System of
Supports and the role of the Student Intervention Team.

Membership
While membership on the Student Intervention Team may vary from school to school the following individuals
should be considered:
Administrator Principal or designee, required
Students Classroom Teacher(s) This is the person or person(s) bringing the student information to the
SITs
Parent(s) Parents should be notified of the childs SIT referral and progress.
Diagnostician and/or LSSP- required at meetings when considering referral to special education
Guidance Counselor - required
Speech Language Pathologists required at meetings when considering referral to special education that
include concerns in the area of speech/language
Campus Specialists as applicable
Other classroom or resource teachers or support personnel as needed

Student Intervention Team Member Responsibilities:
Students Classroom Teacher:
1. Completes the Tier 1 Initial Support Plan, eRtI Records Review, and eRtI Tier 1 Intervention Plan prior to the meeting
2. Documents parent contact in the eRtI Tier 1 Intervention Plan and Tier 1 Initial Student Support Plan
3. Follows up with parent after the SIT meeting if parent is not present

Administrator:
1. Arranges for teachers classes to be covered
2. Provides adequate meeting space and time for meeting
3. Secures resources for intervention
4. Monitors fidelity of intervention implementation (data, discussions with teacher, observations, etc.)
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Parent(s):
1. Provides relevant home/community information
2. Provides relevant medical/social information
3. Collaborates with school personnel in implementing interventions

Guidance Counselor:
1. Assists the teacher in data collection for presentation to the SIT
2. Available for consultation, particularly on behavioral interventions

Campus Specialists/Level Leaders/Department Heads/Designated Campus Staff:
1. Administers academic diagnostic assessments and reports to SIT
2. Pulls reports from STAAR/EOC and presents at SIT
3. Provides intervention information and support to the teacher.
4. May assist with some intervention implementation
5. Available for consultation on interventions
6. May provide some resources or help teacher organize data collection
7. May provide training on intervention implementation or data collection techniques

Diagnostician and/or LSSP and/or Speech Language Pathologists:
1. Contributes expertise in evaluation of outcomes, data collection, data analysis
2. Available for consultation on interventions
3. Provides guidance in decision-making regarding assessment issues
4. May assist with collecting diagnostic or screening information as request by the SIT.

Other Teachers or Support Personnel:
1. Contributes information regarding instructional methodologies and curriculum
2. Assists in developing interventions from their area of expertise
3. Provides support for interventions to the students classroom teacher
4. May manage paperwork generated by the SIT process

Roles and Duties of Team Members
The following are suggested roles to assure smooth implementation of the SIT process. They may overlap or vary
depending on the organization of the team.
SIT Coordinator
Non-rotating role
Coordinates completion of required SIT documentation, providing support to referring teacher when necessary
Assures teacher has copy of sample agenda prior to meeting
Maintains calendar and notifies members of dates and times as necessary
Coordinates completion of referral paperwork if a SPED referral is necessary

Facilitator
Establishes and maintains a supportive atmosphere
Keeps the meeting goal oriented by following agenda
Pays special attention to group problem solving process issues
Attempts to elicit appropriate level of agreement during the process
Points members back to available resources in the meeting (CSISD RtI Guidelines, Intervention Flipchart, PreReferral
Manual, CSISD RtI Portal, etc.)
Works to assure understanding of issues

Recorder
Keeps an accurate and concise record of SIT meeting using the appropriate forms
Asks for clarification about key information
Assures that all relevant information is obtained and recorded
Assures that the classroom teacher(s) has/have a copy of the required interventions and progress monitoring
requirements after the SIT meeting concludes
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Time Keeper
Monitors how far a team has progressed
Prompts the team to remain focused on the issue at hand
Helps the team come to closure when time is running out

Intervention Liaison
The teacher must know to whom questions should be directed in case of difficulty with the implementation of the
intervention(s) and progress monitoring.

Student Intervention Team Sample Meeting Agenda 1st Meeting on a Student
Time Task
~ 1 min. Introductions as necessary
Facilitator reviews the agenda as necessary
~2 min. Inventory, Student Strengths and Talents This information is taken from the eRtI Tier I
Intervention Plan. It is not a general discussion.
Team discusses students strengths and positive qualities;
Team identifies rewards or incentives that help motivate student.
~3-5 min. Assess Concerns Why is this student being brought to SIT? Does data indicate that the
student is performing more poorly than at least 80% of the class?
Coordinator, Facilitator, or Teacher summarizes referral concerns;
Team members review relevant background information (Tier 1 Initial Support Plan, eRtI
Records Review, eRtI Tier 1 Intervention Plan, grade data/CBM/etc. provided by teacher)
~3-5 min. Review Baseline and Strategies/Intervention Data:
o Teacher summarizes strategies/interventions implemented prior to SIT meeting
and discusses parent contacts;
o Teacher reviews student response to Tier 1 intervention and any baseline data
collected (Tier 1 Initial Support Plan and Tier 1 eRtI Intervention Plan);
o Team discusses:
What appears to be the root cause of the students problems? (See Defining
the Problem forms on CSISD RtI Portal Website
What, if any, additional data is needed to make this determination?
~5 min. Set Academic and/or Behavioral Goals:
Team selects and defines the top 1-2 concerns in easily observable and measurable terms
(Long-Term Goal)(e.g., Improve reading level by two reading levels in 6 months);
Team sets an ambitious but realistic, observable, and measurable goal that is attainable in 4-
6 weeks (Short Term Goal)(e.g., Increase words correct per minute from X to X).
~5-10 min. Design an Intervention Plan:
o Team develops at least one intervention to address the concern(s); this may be a
continuation/revision of the Tier 1 strategies or could begin Tier 2 intervention.
o Team selects at least one method or tool to monitor student progress for each
intervention;
o Recorder documents the plan, including series of specific teacher-friendly
intervention steps, when and where it will be implemented, materials required,
measures to monitor student progress, how frequently progress data will be
collected, and person(s) responsible for intervention and progress monitoring in
eRtI program.
~2 min. Review Intervention Plan:
o Recorder reviews main points of the meeting with the group and ensures that the
notes have been properly recorded in the eRtI system
o Facilitator elicits any final concerns; assures that teacher(s) understand(s) plan and
who to go to for help
o Chairperson schedules follow-up meeting and reminds teacher to follow up with
parent.

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Student Intervention Team Sample Meeting Agenda Follow Up Meeting on a Student
~ 1 min.

Introductions as necessary
Facilitator reviews the agenda as necessary
~3 min.

Review Initial Concerns
Recorder briefly reviews initial SIT meeting documentation
Facilitator elicits any updated background information since the initial meeting occurred
~5-10 min.

Debrief on Implementation of Intervention Plan:
Teacher and Team Members discuss implementation issues and progress monitoring data.
Team members ask any questions necessary to clarify information.
Administrator confirms the fidelity of implementation (through conversations, classroom
observations, etc.)
~5 min.

Evaluate Plan Effectiveness:
Team members evaluate academic and/or behavioral progress by comparing progress monitoring
data collected to the goals set in the initial SIT meeting
Available personnel record data in the eRtI system and graphs information for review if possible
with progress monitoring data
Team members determine if student progress indicates the potential to close the learning and/or
behavioral gap by the end of the school year
Does it appear that the root cause has been identified and is being appropriately addressed?
~5-10 min.

Decide on Next Steps:
Team members make decision for continuation, modification, or intensification based on students
progress
Determine if additional screening, materials, and/or support is necessary and plan accordingly
Follow-up meeting scheduled based on decision made
~2 min.

Review Decision:
Assure understanding of decision and next steps
Remind teacher to follow up with parent if parent is not present

The CSISD RtI Guidelines must be available and open at every meeting. The
toolboxes and other helps should be the first source of information when looking
to implement interventions.
Other Resources that should be available:
Mentoring Minds Master Instructional Strategies Flipchart
The Red Book Pre-Referral Intervention Manual, Hawthorne


When questions arise concerning a student in the SIT process, district staff
members are available to assist the team in making decisions concerning
intervention and progress monitoring
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Tier 2
Consultation Between Teacher & SIT Team

1. Records Review in eRtI.
Informal screenings/records review and further definition of the
area(s) of concern.


4. Evaluate 2. Develop a Plan
SIT *Strategies are
determines discussed and
effectiveness and a plan is written
need for additional *eRtI Tier 2 Intervention
resources Form

STUDENT INTERVENTION
TEAM
3. Implement the Plan
Plan is implemented, data is gathered and
fidelity and progress are monitored.

Description of Multi-Tiered System of
Support (MTSS) Tier 2
Purpose of Tier 2:
Gather data about an area targeted for
instruction/intervention
Develop/monitor new plans to increase performance in
area(s) of concern
Obtain help from other teachers
Examine how targeted area(s) impairs student functioning

Description of Tier 2:
When the student learning problem is not resolved at the Tier 1
level or the targeted area is determined to be too significant to
address at RtI Tier I, additional resources are sought. At this
point the teacher requests a meeting with the Student
Intervention Team. This team engages in the problem-solving
process by reviewing a students present levels, seeking
additional diagnostic information, analyzing areas of concern,
generating strategies to address concerns, and monitoring
fidelity of implementation and alignment of instructional strategies to the identified need. The SIT may consult with a Special
Education teacher or school LSSP or Diagnostician to generate additional information to help determine and meet the specific needs
of the student.

Special Procedures at Middle School:
Students who did not pass STAAR Reading or Math the previous year, or who are struggling in their English/Language Arts class
and/or Math class require intervention beyond normal classroom routine. While the SIT process is not required to be started on
each of these students, the following must occur:
At the end of each nine weeks the administration and/or designee reviews the achievement of each of these students.
When these students are failing subjects, a data review is conducted.
An Instructional Team meeting includes a review of these students, and the Reading Improvement/Math Enrichment
teacher(s)provide(s) support, additional diagnosis, etc. as applicable.
Parents are contacted whenever a student is failing. This goes beyond sending a report card home.
A Tier I Plan is generated when necessary, and parents are contacted as directed on the plan.
Students in Reading Improvement and/or Math Enrichment classes should have their progress monitored at least 3 times per
year based on their determined achievement goal.

Special Procedures at High School:
Students who do not meet standard on an EOC or 8
th
grade STAAR exam are deemed to be at risk. The Assistant Principal for these
students should review the students records on a regular basis. As a result of data review any of the following may happen:
Assistant Principal follows up with individual teachers to determine support needed for students.
Assistant Principal directs designee to observe students in classes where they are having difficulty to determine if there are
additional strategies that can be used to support.
The Assistant Principal convenes a meeting of teachers who share common students to determine ways to support.
The Assistant Principal determines that a SIT must be convened due to significant and ongoing difficulty demonstrated by a
student.
Additional more intensive support time may be scheduled for the student. (e.g., the students schedule may need to be
changed)

Student engagement must be considered. In addition, the teacher(s) whose class the student is failing is required to make contact
with the parent/guardian to assure that the parent/guardian is aware of the students achievement status. This contact goes beyond
sending the report card home.

21 | P a g e

The Assistant Principal must be made aware of any student who continues to experience ongoing difficulty, as evidenced by a grade
below a D on a report card, even with support and intervention in the classroom. Parent contact is required by the classroom
teacher in these cases as well.

Tier 2 Activities:

1. Review and update the Students Records Review in the eRtI System: During Tier 2 the SIT reviews information such as vision,
hearing, health, discipline and attendance. Through discussion with the teacher and parent, the team reviews and updates the
students records review if needed. Screening information confirms the existence of discrepant academic skills or behavior
compared to other children. It also rules out any medical or physiological issue that may be impacting the problem. This process
helps estimate the severity of the area(s) of concern.

2. Develop a Plan: The SIT then works with the teacher to develop strategies that s/he can use to address the problem. The SIT Team
agrees upon a reasonable intervention by listing possible solutions based on information from the data collected. Strategies are
developed that offer solutions that have a reasonable probability of success based on research and knowledge of effective practice.
Solutions should be feasible and acceptable to the teacher and able to be implemented with integrity. An eRtI Tier 2 Intervention
Plan must be written to include specific procedures and strategies, person(s) responsible, objectives with specific criteria, methods
of measuring outcomes, date(s) on which activities will occur, and a time for the SIT to review student progress. An observation for
instructional fidelity is optional at Tier 2.

3. Implement the Plan: The teacher and other responsible individuals implement the intervention. At this level, progress monitoring
data aligned to the targeted intervention must be collected weekly or biweekly depending on the duration and type of the
intervention. Data collection must be consistent enough so that a graph could be created from the data.

4. Evaluate Progress: If the students performance does not improve at an acceptable rate, the general education intervention is
modified. This process recycles as often as needed or the SIT may decide to move to Tier 3 if:
An ongoing review indicates that sufficient change has not occurred;
Parents request involvement of additional resources;
The intensity of the required interventions are impacting the achievement of other students; or
The team desires assistance in gaining new knowledge regarding the identified area of concern.

The following are indicators of when to consider moving from Tier 2 to Tier 3:
Anytime the SIT determines a need for more assistance to determine the appropriate resources for a student;
Anytime a red flag appears. See the sample list of red flags (indicators of a need for intensive interventions) below.
If given the current plan, the student is not making anticipated progress, even with Tier 2 intervention. Teams are
cautioned not wait to until problems become so severe that the situation negatively impacts the students and/or teacher
due to intensity of the intervention required.



Sample Red Flags for moving to Tier 3:
Student moves in from another district or area with interventions/services provided in the past;
Student moves in and appears to have had very different instruction or has significant gaps in learning;
More specialized assessment data is needed to determine the cause of the problem;
Student has been referred to the SIT in the past a number of times and specific strategies have been
provided;
Student has had significant medical trauma or mental health concerns or issues;
Not passed the state assessment(s) for multiple years;
Student requires excessive individualized instruction, re-teaching, and 1-on-1 assistance;
Student does not meet grade level standards and benchmarks in more than one academic area;
Student appears unable to successfully participate in any academic activities;
Student is potentially harmful to self or others;
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Behavior consistently interferes with learning of self or others in the classroom, even with consistent
Tier 2 intervention;
Behavior significantly disrupts classroom functioning;
Severe behavior problems have been seen over time;
If the SIT committee strongly suspects the child may have a significant disability (e.g., intellectual
disability, visual impairment, autism, orthopedic impairment, etc.).

























RtI Tier 2 Checklist
MS/HS Follow Special Procedures noted on page 21. Follow this checklist only if it is determined that a SIT
must be convened.
Hold SIT Tier 2 Meetings
Look at effectiveness of Tier 1 Instruction (only 20% of students should be in Tier 2 or 3)
Determine if additional data is needed and plan for obtaining this data.
Develop eRtI Tier 2 Intervention Plan
Follow up with parents if not present at SIT meeting.
Implement eRtI Tier 2 Intervention Plan for at least 30 days.

Progress monitor as determined by SIT. Maintain Progress Monitoring Data Form and Intervention Calendar
indicating dates and times Tier 2 intervention occurred.
Look at progress of student against progress of class.
Review effectiveness of Tier 2 Intervention Plan.
Specialist, administrator, or other educator complete Classroom Observation Form (OPTIONAL)
Decision Making by SIT at Tier 2
Intervention plan successful; Revert to Tier 1 intervention
Intervention successful; maintain interventions
Revise current interventions in Tier 2 Plan and/or add interventions
Concerns still exist; proceed to Tier 3
If intervention is increased to Tier 3:
Chart/graph data with trend line in eRtI system
Academicassure that an individulized diagnostic has been administrated and that the intervention is
planned based on the diagnostic data.
BehaviorConsult with teachers, counselor, behavior experts at campus or district level as needed
DO NOT PROCEED TO TIER 3 WITHOUT THE ABOVE!
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Tier 3
Consultation Between Teacher & Parent & SIT

1. Update and analyze Records Review.
eRtI Tier 3 Forms


4. Evaluate 2. Develop a Plan
*Data analyzed to *Generate possible
determine solutions
effectiveness *evaluate solutions
*Success determined *Select a solution
by rate of progress *Collect data
and size of *Set a goal
discrepancy *Write action plan
*Recycle or determine *Determine progress
need to consider monitoring
convening CST *Evaluate effectiveness
*eRtI Tier 3 Intervention
Plan Form


3. Implement the Plan
Plan is implemented, data is gathered and
fidelity and progress are monitored.

Description of Multi-Tiered System of Support (MTSS) Tier 3
Purpose of Tier 3:
Provide additional support from administrative
staff (programs, resources)
Assist teacher(s) in gaining new knowledge
regarding the identified concern
Require in-depth analysis/assessment and further
data collection
Document plans and assist with ongoing data
collection
Measure effectiveness of intervention plans
Assist with decision making and making
instructional changes in the classroom
Determine need for additional resources

Description of Tier 3:
When an area of concern is complex in nature,
additional resources are often required. Support
personnel such as school diagnosticians and LSSPs,
district support, and other specialists may be asked to
participate on the SIT. The intent continues to be the
provision of interventions in order to help the student
perform successfully in the general education
environment. Reviews, interviews, observations and
testing will be done to further define and analyze the
area of concern. Interventions are designed and data are gathered frequently to evaluate effectiveness.
Parent contact continues to be a critical component at Tier 3. Tiers 2 and 3 of this model are connected. There are, however, primary
distinctions between Tiers 2 and 3.
1. Tier 3 instruction occurs in addition to Tiers 1 and 2.
2. Tier 3 instruction occurs with increased frequency, duration, or intensity.
3. Tier 3 instruction is delivered by staff trained in the intervention.
4. Tier 3 instruction must include face-to-face direct instruction by staff and that staff member must administer consistent progress
monitoring tools.
5. A calendar must be kept documenting the days the student actually receives Tier 3 instruction and noting when interruptions
prevent such instruction.

Tier 3 Activities:
1. Update and analyze the students Records Review.

At Tier 3, the SIT reviews all information. The following activities are completed to fully define the area(s) of concern.

Identify Area of Concern: Derive a general description of the concern or the current difficulty the student is having. ALL concerns are
noted at this time, but if there are concerns in multiple areas, these concerns must be prioritized and a target area selected.

Define the Area(s) of Concern: Define the area(s) of concern in concrete, observable terms. This definition must be clear and
recognizable by observers and must include examples of the concern(s).

Validate the Area(s) of Concern: This requires the use of a standard so that comparisons can be made between what the student is
actually able to do compared to what is expected. This serves as the foundation for determining a discrepancy and the magnitude of
the concern. This involves charting/graphing the students performance against the performance goal set.

Review Exclusionary Factors: Screening information confirms the existence of discrepant academic skills or behavior compared to
other children. It also rules out any medical or physiological issue that may be impacting the problem. This process helps estimate
the severity of the area(s) of concern.
TEACHER AND
PARENT
STUDENT
INTERVENTION TEAM
24 | P a g e


Analyze the Area Targeted for Instruction/Intervention: Assessment questions are formulated to find out what we need to know to
design an intervention plan. This includes looking at the domains of instruction, curriculum, environment, and the learner. A
hypothesis is generated. This hypothesis attempts to establish an assumed cause for the area of concern and answer the question,
Why is the student performing at a level of concern? Predictions about what will increase the students performance in the area(s)
of concern are made and assessment procedures are used for validation until an intervention is indicated.

Write a Performance Statement: The performance statement includes a specific area of performance, the level of the expected
performance, and when/where the performance will occur.

2. Develop a Plan

The SIT develops a written intervention plan based on the assessment data that has been gathered up to this point.

Generate Possible Solutions: This step requires the team to use the information gathered from the analysis of the area targeted for
instruction/intervention. Based on the hypothesis and validated prediction, the team should have specific guidance as to what
intervention has the highest likelihood of success.

Evaluate the Solutions: Potential solutions should consider alterable variables, feasibility, teacher skills, and the likelihood of success.
Resources to conduct the intervention must be considered and a solution must be selected that is reasonable within the general
education environment.

Select a Solution: When selecting reasonable solutions, it is important to take into account the feasibility that the teacher can or will
implement the plan with fidelity. Plans that cannot be implemented the way they were designed will not generate much, if any,
usable information for decision making at a later time.

Set A Goal: Baseline data should already be available. Write a goal including the time frame, conditions, performance, and criterion.
Previous data should be considered utilizing a standard to establish expected progress (i.e., peer performance, teacher expectations,
realistic /ambitious growth rates).

Write an Intervention Plan: The intervention plan should clearly identify procedures and instructional strategies to be used.
Arrangements such as where and when the plan will be implemented and the materials needed to carry out the plan should be
delineated. Persons responsible for all aspects of the plan are identified. It is essential that this plan is written and available to all
individuals involved in the implementation of the plan.

Select Measurement Strategy: The measurement strategy employed previously should again be utilized with methods of data
collection, measurement conditions, and a clearly identified progress monitoring schedule.

Plan to Evaluate Effectiveness: A decision-making plan with frequent data collection should be identified also with strategies for
summarizing the data for evaluation. The number of data points or length of time before data analysis occurs should be agreed upon
and a decision rule should be selected to guide the team in determining the need for instructional changes.

3. Implement the Plan

The intervention plan must be implemented as designed with modifications based on data analysis and in collaboration with other
implementers. Implementation of the plan will require ongoing support, technical assistance, resource linking design review, trouble
shooting, positive reinforcement for the implementers, and data collection and/or analysis. All implemented plans much be progress
monitored.

Progress monitoring includes regular and frequent data collection with recording/graphing of the results. Data should be
systematically analyzed so that modifications may be implemented as needed. There should also be a planned review of the results
to formulate conclusions and outcome decisions.




25 | P a g e

4. Evaluate Progress

To determine the interventions effectiveness, the decision-making plan should be used at the identified frequency. It is important to
consider not only the students level of performance, but to also consider the rate of the students progress. Possible outcomes
when evaluating an intervention include:
The discrepancy between expected and observed behavior of the student no longer exists. The student is expected to benefit
from instruction in general education without significant modifications or adaptations.
The student is making progress toward the goal, but continues to need the intervention in order to maintain the current rate
of progress.
The student is not making progress at the rate expected and the plan needs to be revised or modified in order to obtain the
expected rate of progress. The purpose of ongoing, frequent progress monitoring is to provide the necessary data for
making instructional changes when they are warranted. A successful intervention may have multiple phases as changes
(based on data) are made. It may also be determined that a referral to special education may be needed.
One other possible outcome may be that the intervention is successful but the resources needed to maintain the intervention
are beyond what can be reasonably continued in general education. This may also warrant the referral of the child to special
education.


RtI Tier 3 Checklist
Hold SIT Tier 3 Meetings
Maintain eRtI Tier 3 Intervention Plan documentation
Administrator, specialist or other educator complete an observation using the Classroom Observation Form
Assure all paperwork for Tiers 2 and 3 are complete
Parents may be invited to Tier 3 SIT Meetings/Communication with parent should occur after the meeting
(provide parent with a copy of the eRtI Tier 3 Intervention Plan)
Administrator verifies instructional fidelity on the Tier 3 Plan
Implement Tier 3 Intervention Plan for at least 30 days.
Complete Exculsionary Factors Form in eSTAR docs and online at the CSISD RtI Portal website. (print)
Progress monitor weekly. Maintain Progress Monitoring Data Form and Intervention Calendar indicating dates
and times Tier 3 intevention occurred.
Graph Data in eRtI
Look at comparative data
Analyze the effectiveness of Tier 3 Intervention Plan
Decision Making by SIT at Tier 3
Intervention plan successful; Return student to Tier 2 or Tier 1
Intervention Plan successful; Continue Tier 3 Intervention Plan
Not enough data gathered; Continue Tier 3 Intervention Plan and/or add interventions
Progress insufficient with research-based interventionconsider referral for Special Education Evaluation and
continue Tier 3 Intervention
Student making progress, but level of intervention is unsustainable in the general education classroom without
support- Consider referral for Special Eduation Evaluation and continue Tier 3 Intervention
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Who determines when to consider evaluation for Special Education services for a student?
The Student Intervention Team (including the LSSP, Speech Pathologist, and/or Diagnostician) makes this decision
collaboratively. The decision is based upon the data indicating the students response to intervention and the layering of
support the student is receiving.
Things to Consider Prior to Referral to Special Education:
Are there multiple data points indicating students insufficient response to the interventions? Do these progress
monitoring data points align with the targeted area of need?
Were the interventions implemented with fidelity? This means: were the parameters of the research-based
program followed; were all of the components used; was the required time adhered to? When a teacher
chooses to do only part of a program, the program is not being implemented with fidelity. This is not about how
hard a teacher worked but about how well the process was followed and whether or not the student responded
with improved achievement.
Is there evidence that the intervention was modified based on progress monitoring data to assure the best
implementation of the intervention? An example of this would be a student receiving an intervention for three
weeks, but the progress monitoring data indicates no positive change in achievement. Based on this the teacher
alters the intervention to direct instruction on the concept.
Does the information clearly show the expected achievement, the achievement of the other students in the
class, the achievement of other students participating in the same intervention (if applicable) and the targeted
students achievement?






























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