This document provides a timeline for implementing Response to Intervention (RTI) in elementary schools. It outlines the three tiers of RTI: Tier 1 involves high-quality classroom instruction and screening; Tier 2 includes targeted small group interventions; and Tier 3 consists of individualized intensive interventions and a potential special education evaluation. The timeline also discusses identifying students for RTI using assessments, monitoring student progress, and ensuring ethical practices such as properly training teachers and involving parents.

1. A TIMELINE for RtI
Steven Acevedo
512- Teaching the Exceptional Learner
May 27, 2019
Prof. Regina Maldonado
Navigating through Response to
Intervention for Elementary Schools

2. Response to Intervention
(RTI) is a multi-tiered
approach to help
struggling learners.
Here is a timeline on how
to approach RtI:

3. Correctly identify students by using
assessments such as:
-Universal Screening
-BASC 3 Flex monitor
-the “four & above rule”
-Momentary time sampling
Benchmark assessments and
progress-monitoring tools

4. Assessments
Forma,ve
Summa,ve Diagnos,c
Different types of Assessments
During instruc,on
A4er instruc,on Before instruc,on

5. Monitoring the effects of the
intervention and troubleshoot
to ensure intervention
integrity and positive effects
on learning. If the student is
not progressing, Tier 1 is
implemented…
Evaluation of the assessment as it
relates to the exceptionality by:

6. -Periodic screenings
-QualiPied instruction
- SigniPicant progress allots
returning to the regular
classroom setting.
-Students not showing adequate
progress are moved to Tier 2...
Tier 1: High-Quality Classroom
Instruction, Screening, and Group
Interventions

7. -Increased intense instruction
- small group settings
-Reading and math
-Students not showing adequate
progress are moved to Tier 3…
Tier 2: Targeted Interventions

8. -Individualized instruction
-targeted skill dePicits
-Comprehensive evaluation
-Students not showing
progress are eligible for
special education services.
Tier 3: Intensive Interventions and
Comprehensive Evaluation

9. Ethical practices
Making sure that faculty is fully trained in order to proctor
assessments and having qualified teachers ensure that the data is
accurate. Informa,on of the assessments and data shared with
relevant stakeholders, including parents and professional
colleagues for decision making proposes starts with making sure
the data was taken accurately and is the most precise data
possible. Informa,on amongst teachers should be kept
confiden,al and kept anonymous to others. Engaging the family
in order to find meaningful change in student’s educa,on creates
a vital partnership in the student educa,on. Parents should
inform themselves of the process and learn how they can
contribute to their child’s success.

10. References
RTI ac,on network. (2019). Approaches to RTI. Selec,ng an RTI model. Retrieved from hPp://
www.r,network.org/learn/what/approaches-to-r,
Friend, M. & Bursuck, W. (2019). Including students with special needs (8th ed.) University of
North Carolina. Pearsons