Step One:
When a concern about a student is brought up, the team of teachers identifies the area of concern and begins documentation of Tier I interventions (those that are a function of the general education classroom and are universal or available to all students). Documentation should be collected on the Tier I Interventions Documentation form. Data should be collected, showing at least six data points or six assessments of progress.
|
Step Two:
If student fails to make sufficient progress, the intervention team will meet to discuss an Action Plan. The team of teachers should bring the following completed documents to the meeting:
At this meeting, the intervention team will complete the Action Plan, and establish the method of data collection. A target date for review of the plan should also be determined.
|
Step Three:
If sufficient progress is not made and concerns persist at the review meeting, the intervention team will complete the:
RLOACS Tier_II_Action_Plan_Update.doc and then complete another Action Plan (for Tier_II if different interventions are required or for Tier III, if the same interventions will be used, but intensity will increase). A target date for review of the plan will be determined. |
Step Four:
At the final review meeting (once Tier III has been reached), the intervention team will determine the intervention status. The intervention status options include:
1. Problem resolved; exit Tier III
2. Problem not resolved; redesign/modify interventions in Tier III
3. Significant differences are documented; refer to Roxanne Adesso for Special Education review SCPCSD.
|
RTI FORMS
|
Wednesday, March 13, 2013
RESPONSE TO INTERVENTION PROCESS AND DOCS
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment