•    RTI
       RTI (Response To Intervention) is a school wide problem solving process for children who have had an identified need.  The need can consist of an academic, social, or a emotional issue.  Typically, the classroom teacher, parent, or staff member communicates the problem to the team at RTI team meetings.  The RTI team consists but is not limited to the principal, math interventionist, literacy support staff, the speech and language pathologist, the school counselor, the Special School District resource teacher, and the classroom teacher.  The RTI team meets about every 6 to 8 weeks.  Once a need has been identified, interventions are discussed to help address the student need. The interventions are documented on the SIP(Student Information Plan) and implemented for a period of 6 to 8 weeks.  The student's classroom teacher implements a Tier 1 intervention.  If the student's need is not remedied, the student will then progress to a Tier 2 intervention.  Often, at Tier 2, a facilitator will be assigned to target and develop a specialized strategy to address the student need.  Parents are notified verbally by the teacher and written notice once a student has been elevated to Tier 2.  After the 6-8 week period, the team will reconvene with the parent to discuss the student progress with the Tier 2 intervention.  At this time, it is discussed whether Tier 3 is appropriate or not.  The following is a brief description of the Tiers.  
    Tier 1 is what all students receive in class and is typically executed by the classroom teacher.  Some examples of Tier 1 interventions are classroom rules, small group instruction, verbal redirections, a task gauge, and reteaching of concepts.
    Tier 2 is a more specialized intervention.  This typically is executed by a specialist and is only offered to students who qualify.  These interventions could include developmental reading tutorials, math intervention, a "check in-check out" system, or special chart or incentive plan.
    Tier 3 is where an additional 60-90 minutes of instruction is provided by a Special Education teacher.  This teacher progress monitors a targeted goal to see if progress can be made by their specialized teaching.  At the end of the 6-8 week diagnostic teaching, a decision is made by the team on whether or not to evaluate the student for Special School District, to drop the student down to Tier 2 services, or continue classroom interventions. 
    Attached are the Tier Interventions