RTI Framework – Michelle Lau

Our school currently does have a RTI framework in place, that is quite similar to the RTI approach
discussed by by RTI Action Network and LD@School. Our school focuses mainly on 3 “problem” areas:
Behavior/SEL, Reading, and Math.

Each of the schools in my district has a SBT (School Base Team) and may be comprised of:
- Resource teachers - Speech and Language Pathologist (SLP)
- ELL teachers - Behavior specialists
- Classroom teachers - Occupational therapists
- Educational Assistants - Settlement Worker in Schools (SWIS)
- Administrators - Mental Health Consultants
- Counsellors

Once a week, classroom teachers, EAs, or Admin bring forward a student who they think could benefit
from extra support or specialized help. Concerns range from academics, to social emotional, mental
health, behavior, and even friendship issues.

Screening Process

All staff are constantly on the lookout in terms of identifying kids who may benefit from additional
supports. This is especially true at the beginning of the school year. Classroom teachers gather writing
samples from student (ex: journal entry, reading comprehension worksheet, free write, etc.) while
resource teachers carry out reading assessments (PM Benchmarks, Fountas and Pinnell Reading
Assessments, and RAZ Kids Reading Level Assessment) to help identify struggling readers early on in the
year. Previous school year records and IEPs are also taken to consideration when screening. Students of
concern are first brought to SBT before a decision is made to move them up a tier.

Tier 1 – Types of Supports, People Delivering Support, and Duration

At Tier 1, classroom teachers perform general observations of their class as well as keep running records
of any “red-flag” students who they think potentially may require extra support in the future. At this
tier, no formal paperwork is required. The support is year round, with the main focus being on
prevention and early intervention. Classroom teachers are the ones mainly carrying out the support in
Tier 1, with some help from the resource team. To carry out universal screening and high-quality
classroom Instruction, teachers generally will use a combination of these instructions/interventions at
this level:

Behaviour/SEL Reading Math

Acknowledgement Systems UDL UDL
School-wide expectations 1. Representation 1. Representation
“S.P.A.R.K” - Graphic organizers - Graphic organizers
S – safe - Enlarged text - Using manipulatives
P – positive - E-books/Audio - Enlarged text
A – accountable - Leveled readers - Video with captions
R – respectful - Video with captions - Pre-teaching new
K – kind - Pre-teaching new vocab symbols/equations/vocab
- Word Wall - Equation Wall

2. Action and Expression 2. Action and Expression

- Allowing students to choose
from various means to
demonstrate knowledge
o poster, role play,
- Providing feedback and
support based on students’
level of proficiency
o Creating and using
rubrics as a class
- Using technology
o Speech-to-text
o Text-to-speech
- Flexible deadlines
- Allowing students to choose
from various means to
demonstrate knowledge
o explaining thinking to
class
- Providing feedback and
support based on students’
level of proficiency
o Creating and using
rubrics as a class
- Using technology
o Interactive apps
- Flexible deadlines
 3. Engagement 3. Engagement
- Draw comic strip as chapter - Skipping/jumping as they do
summary math facts
- Role play story line - Using manipulatives
Second Steps Violence Prevention Get Epic!
Curriculum
Steps to Respect Bullying RAZ Kids
Prevention Curriculum
EASE Program (Everyday Anxiety
Strategies for Educators)

Tier 2 – Types of Supports, People Delivering Support, and Duration

Students at Tier 2 continue to receive Tier 1 support in additional to more targeted interventions such as
small group pull-out. The support is more individualized and generally in place for a minimum of a few
weeks. Depending on the student and their needs, times spent at Tier 2 varies and assessments are
carried out frequently by both classroom and resource teachers to monitor progress. While classroom
teachers are still providing support, the bulk of the support starts to shift to the resource team as they
are the ones carrying out the small group pull-outs. If enough improvement is shown, students can
move back down to Tier 1. If not, they may be moved to Tier 3.

Supports at Tier 2 include:

Behaviour/SEL Reading Math
Simple behavioral intervention Fountas and Pinnell (Leveled SuccessMaker Math Program
plan Literacy Intervention Reading
Program)
Daily, scheduled check- Get Epic! (with assignments and
in/check-out teacher check-ins)
Small group SEL counselling RAZ Kids (with assignments and
teacher check-ins)
FRIENDS program Readworks Program

Tier 3 – Types of Supports, People Delivering Support, and Duration

Tier 3 consists of the most individualized, intensive interventions. Students in this tier usually have an
Individualized Education Plan (IEP) and have a ministry designation. Support may include small group
pull-out as well as 1:1 targeted support. At this level, specialized support staff are brought in such as
behavior specialists, occupational therapists, and mental health consultants. Tier 3 supports are usually
in place for an extended period of time.

In addition to Tier 1 and 2 support, Tier 3 supports may include:

Behaviour/SEL Reading Math
1:1 counselling and check-ins Lexia Program Envision Math Intervention Kit
with counsellor (Focus Math)
Complex behavior intervention
plan
Referral to outside-of-school
outreach programs

Below is a picture of the model currently in use at my school:

↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓↓
 RTI Behavior Model

Interventionist
Intensive Individualized Special Education Teachers
Instruction Tier III Other Health Care Professionals
1 – 5%
IEP

Resource Teachers
Targeted Small Group Classroom Teachers
Instruction Tier II
5 – 10%

Universal Support and

Screening
Universal Design for Learning Tier I Classroom Teachers
High-Quality Classroom 80 – 90% Resource Teachers
Instruction
Differentiated Classroom
instruction