Response to Instruction and Intervention Framework

1 Response to Instruct ion and Intervention Framework Table of Contents Acknowledgements 1 Foreword from Commissioner McQueen 3 Intent of the Framework and Overview of Refinements 4 Introduction 5 RTI Implementation Timeline 11 Guiding Principles 13 Component 1: General Procedures 14 General RTI Information District/School Level Teams Universal Screening Procedures data -Based decision making Procedures Students Entering Mid-Term Contact with Parents Procedures to be used with English Learners Component 2.

2 Tier I Procedures 28 Description of Length of Core Curriculum instructional Practices Ongoing Assessment data -Based decision making Procedures Professional Learning Provided for Tier I Instruction Fidelity Monitoring Component 3: Tier II Procedures 70 Description of Tier II Interventions Tier II Configuration Progress Monitoring Procedures in Tier II data -Based decision making Procedures Professional Learning Provided for Tier II Interventions Fidelity Monitoring Component 4.

3 Tier III Procedures 80 Description of Tier III Interventions Tier III Configuration Progress Monitoring Procedures in Tier III data -Based decision making Procedures Professional Learning Provided for Tier III Intervention Fidelity Monitoring Consideration for Special Education High School Tier III Intervention Courses Component 5: Special Education Eligibility Procedures 94 Special Education Referral Procedures Progress Monitoring Procedures Special Education Referral Information Components of Special Education Evaluation/Re-evaluation Specific Learning Disabilities Eligibility Criteria Exclusionary/Rule-Out Factors Eligibility Determination Re-evaluations Transfers Private/Home School data -Based decision making Procedures Parent Request for Evaluation Fidelity Monitoring Progress Monitoring and Intervention

4 Procedures in Special Education Dismissal from Special Education Program Evaluation Glossary 105 United States Department of Education, Office of Special Education and Rehabilitative Services (OSEP), Memo 11-07 117 References 120 Acknowledgements We acknowledge and would like to thank all the stakeholders that read drafts, gave feedback and guidance, as well as those who provided research, materials, and support to the RTI Framework . Cindy Ables, Supervisor of Reading and Language Arts, Lincoln County Schools Alan Coulter, , Consultant Susan Dold, Literacy Specialist, Memphis City Schools Nancy Youree Duggin, Consultant Norma Gerrell, Director, Northwest Core Center Marianne Gilbert, Curriculum Specialist K-5 Literacy, Williamson County Schools Tie Hodack, Director of instructional Programming, Division of Special Populations Aimee Holt, , Consultant Mia Hyde, Coordinator of Reading Content and Resources.

5 Division of Curriculum and Instruction Stacy King, Common Core Specialist, Greeneville City Schools Jennifer Koehler, , Consultant Jennifer Maynard, , Consultant Theresa Nicholls, Evaluation Services Coordinator, Division of Special Populations Holly Paczak, , Consultant Robert H. Pasternack, , NCSP, Consultant Sheri Roberson, Supervisor of Special Education, Putnam County Schools Janet Sexton, Supervisor of Reading/Language Arts, Knox County Schools Tammy Shelton, Executive Director of Content and Resources, Division of Curriculum and Instruction Mark R.

6 Shinn, , Consultant Sherry Shroyer, Principal, Bradley County School Nathan Travis, Director of data Services, Division of Special Populations Charlotte Woehler, Coordinator of Content and Resources, Division of Curriculum and Instruction This list acknowledges those who provided feedback for the 2013 draft of this manual. 1 Members of the Tennessee Department of Education Tier I Working Group 2016 Kaneal Alexander, , Director of Educator Training, Division of Teachers & Leaders Elizabeth Alves, Assistant Commissioner, Early Learning and Literacy Ren Diamond, Executive Director of Educator Effectiveness, Division of Teachers & Leaders Becky Cox, Executive Director of Reading, Office of Reading Karen Babbs Hollett, Consultant Mia Hyde, Executive Director, First TN Center of Regional Excellence Vicki Kirk.

7 Deputy Commissioner and Chief Academic Officer, Tennessee Department of Education Ryan Mathis, Director of Outreach, Partnerships, and Special Projects - Division of Special Populations Robbie Mitchell, Executive Director of Academic Strategy and Operations, Office of Chief Academic Officer Stephanie Nails, , Director of Academic Support, Centers of Regional Excellence Theresa Nicholls, , NCSP Executive Director, Office of Special Populations Sandy S. Qualls, Coordinator of Early Literacy, Office of Content and Assessment Design Victoria J.

8 Risko, Literacy Consultant Professor Emerita, Vanderbilt University Tammy L. Shelton, Senior Executive Director, Content & Assessment Design Zachary Stone, Research Analyst, Division of data and Research Luisa Wilsman, Director of Special Projects, Academic Strategy and Operations Casey Haugner Wrenn, Executive Director of Student Readiness & Early Postsecondary, Division of College, Career & Technical Education 2 3 Foreword Dear Educators, Several years ago, we embarked on a journey together toward a new model for Instruction in Tennessee.

9 That model, Response to Instruction and Intervention (RTI ), recognizes the importance and power of high-quality, rigorous, on-grade-level Instruction for all students through Tier I and also provides structured support that is tailored to meet students individual needs through Tier II and III interventions. Our mission is to ensure that all students receive the Instruction and focused time necessary to be successful in and beyond K-12. Additionally, we are working toward our state goals of ensuring at least 75 percent of students are reading on grade level at the end of third grade by 2025 and that the majority of our students are going to postsecondary and earning college and career credentials.

10 This revised manual acknowledges that we learn best from the educators responsible for implementing an initiative. Feedback from teachers, principals, and district leaders has shaped the revisions and updates in this manual. Some of these refinements include guidance around using multiple sources of data for the universal screening process and the inclusion of more detail on Tier I instructional practices, especially in early reading. Thanks to the many educators and administrators who contributed time and guidance as we made these refinements.