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RTI DESCRIPTION

RTI Protocol for Gray Station Middle School

Standard Protocol

Tier 4 1) Academic/instructional supports or interventions

Referral to Students are continuously given assistance from their Student Support
Special Team, and they are assessed for special education services. The teacher
Education and interventionist will work individually with students in each of the areas
that they have shown to have a deficit to support them as much as
possible.

2) Behavioral supports or interventions

Intervention is provided in rounds of 4.5 weeks on this level, so students

will be re-assessed to determine if they should receive special education
services or continue to receive RTI if they progress.

3) Progress monitoring procedures, instruments, and schedule for

collecting data

Progress monitoring is performed 2-3 times per week on Tier 4. The school
RTI coordinator will obtain hearing and vision testing consent from parents
to confirm that the student does not have a deficit in either area.

3) Procedures for review of student progress and persons involved in

decision making

A “Purpose Final Tier III) meeting will be held at the end of the 12-week
cycle in order to determine if the student responded to the intervention
and is showing progress towards meeting their goal. If the student did not,
their referral to special education services will be initiated because they will
be deemed eligible to receive services.

Tier 3 1) Academic/instructional supports or interventions

Intensive Students are given core reading instruction the same as Tier I and 60
Student minutes daily of “small group skill-based reading intervention.” These
Support Team groups are done with a ratio of 1 teacher: 3 students. This style of
(SST) intervention is highly explicit in order to allow for multiple opportunities for
students to respond.
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RTI DESCRIPTION

2) Behavioral supports or interventions

The grade level data team should continue to review progress monitoring
data to keep a close eye on students’ overall progress and status.

3) Progress monitoring procedures, instruments, and schedule for

collecting data

Progress monitoring is performed weekly on Tier 3, which is 4 times over a

4-week cycle. One cycle is considered to be 12 weeks long, so 1 cycle is
worth 4 data points. The grade level RTI lead and school level RTI
coordinator will schedule Tier III meetings once every 9 weeks and send
home Tier III “Parent Notification Letter.”

4) Procedures for review of student progress and persons involved in

decision making

Assessment is provided with Tier II. Approximately 5% of students will

require intervention of this level. Students are assigned a Student Support
Team (SST) which includes the grade level RTI lead at their school, the
school level RTI coordinator, their teacher, and an interventionist.

Tier 2 1) Academic/instructional supports or interventions

Strategic Students are also given core reading instruction the same as Tier I and 30
minutes daily of “small group skill-based reading intervention,” which is
half as much time as Tier III. During this time, teachers identify and monitor
the skill deficits of students based on their assessment data. Students are
grouped “homogeneously” in small groups to work alongside peers with
similar deficits.

2) Behavioral supports or interventions

Teachers should continue parent contact and document using the parent
contact log. Teachers should also implement the targeted intervention for
students “with fidelity” to help students feel supported.

3) Progress monitoring procedures, instruments, and schedule for

collecting data

In Tier 2, intervention is provided in 14-week cycles, and students can have

multiple rounds in a row of intervention until their needs are met.
The personalized learning plan for students calls for students to receive
progress monitoring 2 times monthly and for data to be documented in a
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RTI DESCRIPTION

spreadsheet. One cycle is considered to be 8 weeks, and 1 cycle is worth 2

data points. Teachers should review

4) Procedures for review of student progress and persons involved in

decision making

The assessments provided in Tier I are still performed in addition to bi-

monthly progress monitoring assessments and “digging deeper
assessments” to guide intervention. Approximately 15% of students will
require intervention at this level. Teachers should repeat the intervention
plan cycle at least 2 times, and more if necessary, as well as completing
pages 5-6 of the student’s Personalized Learning Plan (PLP). If students are
not showing improvement on this level, teachers should make a Tier III
referral and submit the collected data to grade level RTI lead.

Tier 1 1) Academic/instructional supports or interventions

Universal Students are given core reading instruction using a reading curriculum that
Access includes the 5 key components of reading instruction for Jones County for
at least 90-minute blocks, which adds on an extra 30 minutes from Tier II.
Students are placed into a variety of small groups for instruction and
“grouped heterogeneously.”

2) Behavioral supports or interventions

The core curriculum should be taught with fidelity to ensure that all
students feel as if they are treated fairly. Teachers should “implement
positive behavioral supports with fidelity” to help students feel validated.

3) Progress monitoring procedures, instruments, and schedule for

collecting data

Students are given a universal screening assessment 3 times per year, but
interventions can occur more frequently as needed depending upon the
student. The universal screening assessment contains reading curriculum
and is compared amongst the school-wide outcomes. The teacher should
notify parents and begin a parent contact log. The teacher should
implement classroom interventions for an extended time period and
monitor the individual student’s performance through various forms of
dated such as “STAR, Classroom Assessments, MAP, or CBM.”

4) Procedures for review of student progress and persons involved in

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RTI DESCRIPTION

decision making

When a student is not performing on target in general education, parents

should be notified that a Universal Screener will be administered to all
students. Students will be referred for Tier I if a student is performing
below grade level for benchmark assessments, school/class behavior
expectations, or if there is a parent/teacher concern. Approximately 80% of
students will require intervention at this level. Teachers should review
student data at grade level meeting and make a Tier II referral if students
are not meeting Tier I goals. Teachers should complete pages 1-3 of the
student’s Personalized Learning Plan (PLP).

Universal At Gray Station Middle School in the Jones County School System, they
Screening have four main “Universal Classroom Management Strategies” utilized to
Procedures track the progress of students on a daily basis in order to gauge where the
school is at as a whole.

The first strategy is to model ideal behavior to students by asking yourself

as an educator, “Am I doing this with intention?” and if so, what is your
intention? A few ways that teachers can model ideal behavior to their
students are by using polite language, maintaining eye contact, and
keeping your phone out of sight in order to demonstrate to students the
behavior that is expected of them.

The second strategy is to allow students to help establish guidelines within

the classroom. The idea behind this is that if students feel in-control of
what they are and are not allowed to do, they will be more likely to follow
the rules. Giving students a voice will help to create a dynamic of mutual
respect within the classroom.

The third strategy is to document the rules within the classroom so that
they are visible to students. This strategy is similar to handing out a
syllabus to students in college. However, instead of handing out a piece of
paper that is stuffed away into a binder, these rules will be visible to
students all year on the wall as a reminder.

The fourth strategy is to establish a healthy non-verbal communication

with your students. This can be established in multiple ways, including
using visual and auditory aids as forms of differentiated instruction for
students who are kinesthetic or auditory learners. Teachers can also use
rotating learning stations to keep students mobile, working with others,
and actively switching what they are concentrating on every few minutes.
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These expanded options and resources for students will allow the teacher
to gain better control and management of students.