FAQ for Teachers

Response to Intervention (RtI) is an early identification process for prevention, advancement, and early intervention that focuses on a tiered approach for students with learning and behavior needs. Centering on high quality, best practice core instruction, students who struggle are provided with increasingly intense levels of interventions which positively impacts their learning. The procedural model for RtI includes the following key components:

  • Evidence-based core curriculum, instruction, and tiered interventions/extensions
  • Assessment and progress monitoring systems
  • Data-based decision making

Forms for RtI

  • Step 1: Referral form completed by teacher
  • Step 2: RtI Cumulative Record Sheet completed by RtI manager
  • Step 3: Response to Referral form for other teachers
  • Step 4: Parent Letter/Invitation to Team Meeting from RtI manager
  • Step 5: Parent letter /Action Plan from RtI manager
  • Step 6: Conference Planning Document completed by teacher(s)

FAQ Where do I go if I need help?

Refer to chart with RTI Responsibilities.

FAQ What are the Tiers of Intervention, and what do they encompass?

Documentation and data-driven decision making are key elements of all tiers.

  • Tier I: Teachers deliver the components of Tier I of RtI to all students:
    • Teach essential skills and strategies using research-based best practice strategies.
    • Provide differentiated instruction based on assessment results.
    • Adapt instruction to meet students' needs.
    • Provide explicit and systematic instruction with lots of practice—with and without teacher support—and feedback, including cumulative practice over time.
    • Provide opportunities to apply skills and strategies in meaningful context with teacher support.
    • Monitor student progress regularly.
    • Re-teach as necessary.
    • Other
  • Tier II: Students who are not making adequate progress in Tier I are provided supplemental support.
    • Small group instruction
    • Behavioral intervention
    • Zero period
    • Credit recovery
    • Remediation
    • Math and literacy resource labs
    • Other
  • Tier III: When the interventions above are unsuccessful, more intense individual instruction must be put in place.
    • Individual student goals with individualized instruction
    • Tutoring
    • Referral for special needs services
    • Other

FAQ What percentage of CPHS students are in each Tier?

Tier 1: 80-85%, Tier II: 15-20%, Tier III 3-6%

FAQ What type of intervention strategy is used at each tier?

  • Tier I: whole class, differentiated instruction, double blocked classes, Positive behavior intervention support (PBIS), 6 C's, Ticket to Ride, Attendance and Discipline monitoring, etc.
  • Tier II: Tier I + supplemental support which may include small group, behavioral intervention, Zero Period, credit recovery, remediation, math and literacy resource labs, etc.
  • Tier III: Tier II + individual support which may include Individual student goals, tutoring, and referral for special needs services, math and literacy resource labs, etc.

NOTE: The law gives school districts the option of using RtI procedures as part of evaluating for special ed.

FAQ How much time is spent at each tier?

Each tier is fluid, and there is no set timeline. Students move back and forth into tiers as they meet benchmarks.

FAQ What are some current strategies used at CPHS?

Specific departmental tiers of intervention for struggling and gifted students such as 0 period, math and literacy lab, CP 1-2-3, HITS (High Impact Teaching Strategies), CRISS, etc

FAQ When should I fill out a referral for Tier II and/or Tier 3?

Initiative a referral as the first step in the process. Refer to the flow chart and short written explanation that is attached. When the RtI team meeting is held, an Action Plan will be developed for the student and the Tier with the appropriate intervention(s) will be developed.

FAQ How does progress monitoring work?

Progress monitors are assessment procedures that occur at regular intervals (usually at least every three weeks), determine the extent to which students benefit from instruction, and indicate improvement in skill deficits as determined in the Action Plan (six week's assessments, critical thinking checks, skill lab results, etc.). A good website is http://www.studentprogress.org/

FAQ What are the commonly used RtI terms?

Refer to “Definitions” on page 4 of the RtI handbook. Other terms and definitions can be found at this site:

Terms & Definitions

FAQ Is RtI only for students who struggle academically?

RtI is not only for academically struggling students but also for students who need acceleration and/or enrichment as well as those students who struggle behaviorally.

FAQ What departmental interventions can be used for high ability students who need acceleration/enrichment?

Some interventions include the following: independent, interest-based projects; student-created research questions; independent reading; student choice of partners for projects; classroom leadership roles; etc.

FAQ What departmental interventions can be used for academically struggling students?

In addition to the chart on the Conference Planning Sheet (Step 6), departmental interventions include the following: peer tutors, group collaboration, student conferences, before/after school help, etc.

FAQ What are some resources and best practice tools for classroom use?

The RtI flip chart and wheel provide some excellent interventions and accommodations – academically and behaviorally

FAQ What are some additional pedagogical resources?