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The teacher completes (Identifying the problem) Divisional Level Students of Concern worksheet.

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The teacher brings the completed worksheet to the next scheduled divisional meeting.

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Step 3: Documenting Results and Strategies

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Step 3: Documenting Results and Strategies

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The divisional team completes Step 2 -- strategies and ways to document results. The team will also designate someone to observe strategies in action.

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The teacher will consistently implement and document the results of the strategies for at least 4 weeks.

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Step 5: Reflection on Strategies after 4 Weeks

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Step 5: Reflection on Strategies after 4 Weeks

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After 4 weeks, the success of the strategies will be discussed and documented in the Divisional Level Students of Concern Worksheet.

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If there is no positive change after 4 weeks, either

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a) New strategies may be suggested.

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b) Referral to SST will be completed

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Step 7: ILPs - Individualized Learning Plans

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Step 7: ILPs - Individualized Learning Plans

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If b, the SST will meet and RTI Tiered process will begin. Testing or individualized learning plans (ILPs) may be part of Tiers 2 or 3 of the RTI process.

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Step 8: Diagnosis and Recommended Strategies

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Step 8: Diagnosis and Recommended Strategies

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The Inclusive Education teacher will provide documentation (diagnosis, recommended strategies) to all the child’s teachers.

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Step 9: Inclusive Education Observation and Data Collection

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Step 9: Inclusive Education Observation and Data Collection

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The Inclusive Education teacher will conduct observations and collect data.

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The SST will meet and based on all available information, make a decision (keep, develop, modify) on the child’s IEP/ILP/AAP .

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Response to Intervention: Differentiating between Language Need and Learning Disability

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Response to Intervention: Differentiating between Language Need and Learning Disability

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RTI is a flexible model designed to provide support to students when and while they need it.

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Understanding Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS)

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Explore Response to Intervention (RTI) & Multi-Tiered System of Support (MTSS) protocols for providing quality education to students with disabilities.

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Tier I students are those students who respond well to a range of learning strategies and instructional practices within the mainstream classroom.

Source: https://www.hmhco.com/blog/what-is-rti-in-special-education

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Tier II students may need additional support or enrichment to succeed in the mainstream classroom.

Support for Tier II students might include: consultative support from the IE  teacher and/or counselor; enhanced curriculum; push-in support; co-taught classes in core literacies; student progress monitoring; literacy support (reading, writing, speaking, and listening); mathematics support; small group instruction; study and organizational skill support; assistive technology (e.g., voice to text software); accommodations (e.g., extended time for in-class and standardized testing.); social skill support; recommendation for testing (upon request of SST)

Source: https://www.hmhco.com/blog/what-is-rti-in-special-education

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Tier III students need significant support within and possibly outside the mainstream classroom.

Supports, in addition to those listed above, might include recommendations for testing (upon request of SST); specifically designed courses, and curricular modifications – when required and appropriate.; pull-out services in an individual or small setting; cooperation with external specialists; Individual Learning Plan (ILP/IEP)

Source: https://www.hmhco.com/blog/what-is-rti-in-special-education

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Source: https://www.hmhco.com/blog/what-is-rti-in-special-education

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Source: https://www.hmhco.com/blog/what-is-rti-in-special-education