RtI Procedures

ISTC Intervention Team
Stacey Mundo (Achievement Coach) 
Cassie Guida (Intervention Assistant)

Academic RtI
Tier 1
Kristen Rossheim (Academic Coach)
Education Directors: Nancy Presnell (K-2), Maryann Hilton (3-5) & Jimmy Menard (6-8)

Tier 2 & 3 Intervention Teachers
Tiffany Darkes (K), Tara Rife (1),  Eva Confer (2), Darla Beck (4),  Roberta Hennessey (5)

Behavior RtI
Tracey Toth (Character Coach)


All students are "in" the Multi-Tiered-System-of-Supports (MTSS), because we monitor all students' growth.  If a student is showing signs of not making adequate growth on grade level standards or is not able to meet grade level standards, they are placed on a Progress Monitoring Plan (PMP), which simply means the student's progress is being graphed and compared to their peers.  There is nothing about the intervention (teaching) that changes during Tier 1.

Kristen Rossheim and your Education Director (Nancy Presnell, Maryann Hilton or Jimmy Menard) are your go-to people for support with Tier 1 instruction.  Students may or may not be on a PMP in Tier 1.  If a student scores a level 1 on FCAT they must be placed on a PMP if they are not already identified in a higher tier.  Otherwise, it is teacher discretion to place a student on a PMP.  Keep in mind, however, that they must be on a PMP for 8 weeks before moving to Tier II and then another 8 weeks before moving to Tier III.

Tier 1 = Core (Classroom Teacher's Responsibility)
It is expected that you are teaching the standards using best practices.

In Reading - Close Reading, Citing Evidence, Analyzing How & Why, Interpreting Words & Phrases, Integrating & Evaluating Content, Analyzing Multiple Texts, Working in Pairs, Working in Groups, Writing Opinions, Supporting Arguments with Claims, Writing Informative and Explanatory Texts

In Math - Making sense of problems, Persevering with Problem Solving, Thinking Abstractly and Quantitatively, Constructing Viable Arguments and Critiques, Modeling with Math, Using Appropriate Tools, Attending to Precision, Looking for Structure and Expressing Reasoning

This should be accomplished by teacher modeling and any of the following, as evidenced by weekly lesson plans; such as: the student will be engaged in collaboration, structured practice, guided practice, independent practice, defending, debating, responding to real-world prompts and using technology

For student behavior, relationships are vital. The teaching of positive behaviors and good character traits takes place in Tier 1.  Any class-wide system such as a classroom economy, red-yellow-green faces, card system, etc. is the progress monitoring tool for Tier 1 behavior.

PMPs are written at the classroom level. Please see your Academy Director, Education Director, or Kristen Rossheim for questions regarding academic PMPs. After a student has been on the PMP for a minimum of 8 weeks, and if their data indicates a need, you can move them to Tier II for supplementary instruction.  At this point you will need to fill out a Summary Meeting Notice and attach all required documentation.  This includes graphs, parent signatures on the PMP, work samples, etc.  You will submit this information to Stacey Mundo, who will schedule a TPST. 

Behavior PMPs should be written if a student is consistently earning negative consequences, such as: notes in the planner, calls home, loss of recess etc., or if more than 1 Office Citation has to be written for a similar behavior. Behavior PMP questions should be addressed to Tracey Toth. 

Tier 2 = Supplementary Instruction in grade level skills. During this tier, students should continue to be graphed against their peers (continue the Tier 1 graphing).

The classroom teacher implementing the intervention will complete the intervention, assessment, graph and fidelity form.  The classroom teacher will continue to graph the student's grade-level work and compare them to their peers and the target (Tier 1 graphs). 

If, after being in Tier 2 for 8-12 weeks there remains a concern, please submit all required paperwork to the grade level intervention teacher, who will schedule a TPST meeting to consider movement to Tier III.

Tier 3 = Intensive Instruction on below-grade level skills. This highly individualized instruction is designed and monitored closely. This instruction takes place with the Intervention Teacher. The classroom teacher(s) should continue to graph Tier 1.  

IEPs = Students already on an IEP with academic and/or language goals (NOT speech-only goals), will be monitored by the grade level intervention teacher and Stacey Mundo.  A determination regarding the level of intervention provided will be determined by the IEP.  These students should always be graphed by the classroom teacher regardless of which Tier of services they receive.