A Quick Guide to WPISD Response to Intervention (RtI) AWS
A Quick Guide to WPISD Response to Intervention (RtI) Every WPISD student in grades 3-12 will be evaluated for the RtI program based on their state assessment
An Intensive Program of Instruction (IPI) will be developed for ANY student that did not meet satisfactory progress on the STAAR or EOC assessments from the previous year. The IPI will automatically be available to all students in Eduphoria AWARE.
If students do not progress in the classroom, PLC teams will need to develop IPIs for students and complete the form attached to the student in AWARE. PLC responsibility: 1. Follow the RtI process framework. 2. Complete the IPI form for any student not meeting progress. 3. Implement and monitor Tier I strategies. 4. Students assigned to Tier II or III, follow the steps on RtI Flow Chart.
• 80-90% of students will remain on Tier I will support in the general education classroom using strategies selected on the IPI. • 5-15% of students may need to be in Tier II and receive moderate intervention strategies. • The lowest performing 1-5% of students will automatically be assigned Tier III interventions. • Students assigned to Tier II and III must have an RtI Tier form completed by the Care Team. • All team members will document the interventions, frequency, and duration and plan for evaluation to monitor progress.
Students not achieving satisfactory performance on state assessment(s), classroom assessments, or with behavior….
Teacher collaborates with grade level or PLC team & relevant staff to identify differentiation strategies that may help the student succeed at expected level. Begin to document any Tier I strategies at this time using the Intensive Program of Instruction (IPI) form in AWARE.
If the student’s issues are severe & clearly beyond the classroom teachers ability to address, parent permission is obtained.
Teacher requests meeting with the Care Team for the Tier II intervention process. 5%-15% of kids
RtI Gatekeeper is assigned to the teacher. The facilitator is provided all necessary data for the first Care team meeting.
Interventions are successful.
Problems Persist.
Teacher seeks more input from relevant staff and tries new interventions to meet the student’s needs. Teacher continues to document data and strategies on site specific IPI form.
Interventions are successful.
Problems Persist.
Tier II plan is developed during CARE team meeting. The plan is communicated to necessary teachers and parents. A “Follow up” meeting is scheduled.
Plan implementation (4-6 weeks): Interventions, progress monitoring, data analysis. Teacher follows up with gatekeeper regarding data and requests support as needed. (Frequency of progress monitoring depends on intervention.)
“Follow up” meeting is held. If showing success, interventions continue. If not, new interventions are planned. Progress and plan are communicated to teachers and parents regardless.
Parents are notified prior to proceeding to Tier II.
Plan implementation (4-6 weeks): Interventions, Progress Monitoring, data analysis. 1%-5% of kids
Tier II interventions are successful. Interventions are continued and/or weaned off as appropriate.
Insufficient progress…Student moves to Tier III. Repeat steps above using intensive interventions and consultation with special services staff. Document and communicate Tier III plan and involve parents in decision making. Determine necessity for referral for Special Education Services.
An Intensive Program of Instruction (IPI) will be developed for ANY student that did not meet satisfactory progress on the STAAR or EOC assessments from the previous year. The IPI will automatically be available to all students in Eduphoria AWARE.
If students do not progress in the classroom, PLC teams will need to develop IPIs for students and complete the form attached to the student in AWARE. PLC responsibility: 1. Follow the RtI process framework. 2. Complete the IPI form for any student not meeting progress. 3. Implement and monitor Tier I strategies. 4. Students assigned to Tier II or III, follow the steps on RtI Flow Chart.
• 80-90% of students will remain on Tier I will support in the general education classroom using strategies selected on the IPI. • 5-15% of students may need to be in Tier II and receive moderate intervention strategies. • The lowest performing 1-5% of students will automatically be assigned Tier III interventions. • Students assigned to Tier II and III must have an RtI Tier form completed by the Care Team. • All team members will document the interventions, frequency, and duration and plan for evaluation to monitor progress.
Students not achieving satisfactory performance on state assessment(s), classroom assessments, or with behavior….
Teacher collaborates with grade level or PLC team & relevant staff to identify differentiation strategies that may help the student succeed at expected level. Begin to document any Tier I strategies at this time using the Intensive Program of Instruction (IPI) form in AWARE.
If the student’s issues are severe & clearly beyond the classroom teachers ability to address, parent permission is obtained.
Teacher requests meeting with the Care Team for the Tier II intervention process. 5%-15% of kids
RtI Gatekeeper is assigned to the teacher. The facilitator is provided all necessary data for the first Care team meeting.
Interventions are successful.
Problems Persist.
Teacher seeks more input from relevant staff and tries new interventions to meet the student’s needs. Teacher continues to document data and strategies on site specific IPI form.
Interventions are successful.
Problems Persist.
Tier II plan is developed during CARE team meeting. The plan is communicated to necessary teachers and parents. A “Follow up” meeting is scheduled.
Plan implementation (4-6 weeks): Interventions, progress monitoring, data analysis. Teacher follows up with gatekeeper regarding data and requests support as needed. (Frequency of progress monitoring depends on intervention.)
“Follow up” meeting is held. If showing success, interventions continue. If not, new interventions are planned. Progress and plan are communicated to teachers and parents regardless.
Parents are notified prior to proceeding to Tier II.
Plan implementation (4-6 weeks): Interventions, Progress Monitoring, data analysis. 1%-5% of kids
Tier II interventions are successful. Interventions are continued and/or weaned off as appropriate.
Insufficient progress…Student moves to Tier III. Repeat steps above using intensive interventions and consultation with special services staff. Document and communicate Tier III plan and involve parents in decision making. Determine necessity for referral for Special Education Services.
