Two Part Process
RTI Part I- PRIME Time (Prescribing the Right Instruction through Monitored Experiences)
- 30 Minutes at the beginning or end of the class period (Monday- Thursday)
- Flexible grouping based on STAR Universal Screener Data, Teacher Observation, and Common Assessments (Math and Reading) **Students may/may not travel across classrooms for RTI
- Tier 1- Acceleration- H.O.T.S activities, PBL assignments for Genius Hour, Blended Learning (Edgenuity)
- Tier 2- Remediation- Weak standards focus/Blended Learning (Edgenuity, Redbird, Mobymax, and other resources), Direct Instruction
- Tier 3- Teacher Lead (Direct Instruction)
- Student/Teacher Conferences/Data Talks (Friday)
- Team Meetings to complete data entry and determine student placement
- RTI instruction teacher will serve as Case Worker (EWS input operator)
- ALL teachers must attend RTI meetings and provide adequate Progress Monitoring data
- During grade level data talks (Rotation Schedule allowing 4-6 Weeks for each student)
- No more than five students scheduled (three students, if a parent is attending)
- Parents must be invited, but do not need to be present to conduct the meeting
STudent identification process
- Assessment Results indicate a need- Various means of assessment data, especially STAR (Universal Screener: given 3 times per year)
- Teacher observations and assessment data- Common Assessments (Benchmarks and Course Standards Achievement)
- Parent Requests- Concerns of student's grades within the courses
movement between Tiers
It is ideal for ALL students to be in Tier 1 of the RTI process, however, based on recorded data and student's progress monitoring, the student may be placed in Tier 2 and 3.
STAR results are very specific in the individual student's academic need for intervention as well as acceleration. STAR data is extremely helpful in placing students within instructional groups (the group may vary after sufficient progress monitoring- 4-6 weeks of monitoring).
Student's progress monitoring (proper data collection) and recording can indicate a need to move between tiers.
STAR results are very specific in the individual student's academic need for intervention as well as acceleration. STAR data is extremely helpful in placing students within instructional groups (the group may vary after sufficient progress monitoring- 4-6 weeks of monitoring).
Student's progress monitoring (proper data collection) and recording can indicate a need to move between tiers.