RTI, SST Purpose and Process

What does RTI stand for and what is its purpose?

RTI stands for Response to Intervention. Response to Intervention (RTI) is a multi-tier approach to the early
identification and support of students with learning and behavior needs. The RTI process begins with high-
quality instruction and universal screening of all children in the general education classroom. Struggling learners
are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These
services may be provided by a variety of personnel, including general education teachers, special educators, and
specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual
students.1

RTI can be represented by a 3-tiered triangle.

At Williams, Tier 1 can be broken down further into 3 sub-tiers. The first sub-tier is high-quality, engaging, and
differentiated learning (think a variety of teaching and learning strategies, often informed by ESL and SPED
specialists). The second sub-tier is teacher-led group or individual tutoring. The third sub-tier is short-term time
spent working with interventionists.

Tier 2 can be broken down into 2 sub-tiers. The first sub-tier is long-term time spent working with
interventionists. The second sub-tier is referral to and involvement in the SST program.

Tier 3 consists of 504 and Special Education.

What does RTI look like in practice?

Prepare and execute high-quality, engaging, and differentiated lessons (Tier 1)

Tweak teaching methods based on data received (formative and summative) (Tier 1) NOTE: Different strategies should
be tried and progress of scholar of concern documented for 3-4 weeks

Identify scholars that need extra support and provide them with teacher-led group or individual tutoring (Involve
parents at this point to inform them of need for tutoring) (Tier 1) NOTE: Extra support should be tried and progress of
scholar of concern documented for 3-4 weeks (This can be in conjunction with step above)

Participate in PLC data protocol to identify scholars that need to work with the interventionists (either via push-ins or
pull-outs) and/or scholars that need more targeted ESL support and inform parents of extra support (Tier 1/Tier 2)
NOTE: Extra support should be tried and progress of scholar of concern documented for 3-4 weeks

1
Gorski, Deb. "What Is RTI?" RTI Action Network. National Center for Learning Disabilities, n.d. Web. 18 July 2017.
<http://www.rtinetwork.org/learn/what/whatisrti>.
During content PLCs, refer scholars (that have not shown improvement by following steps above) to Hugo Macias using
the RTI google form before the first Thursday of the month (Tier 2)

Hugo will meet with teacher who referred scholar via GoogleForms to gain more insight about concerns, have them fill
out paperwork, and determine which other teachers should complete paperwork as well (Tier 2)

Hugo will contact parent via phone and send them the parent-information packet to fill out (Tier 2)

Hugo will collect all paperwork and supporting documents and prepare for SST meeting (Tier 2)

SST meeting will take place during referring teachers planning period (unless several teachers are needed) and supports
will be given to scholar (Tier 2)

ALL teachers will execute supports as indicated and keep track of scholars progress (Tier 2)

SST will reconvene and either keep scholar in SST (with possible updates to supports) or will refer to 504 or SPED (Tier
2/3)

504 Committee Meeting or SPED Testing will occur (Tier 3)

Scholar will receive support according to 504 plan or IEP (Tier 3)

NOTE: The goal is that 80% of scholars can be successful in their academics using just the first tier actions. This means
that most needs should be met by best-teaching practices, tutoring, and short-term work with interventionists. The
flow-chart above shows the whole process for a scholar that needs the highest level of support. Most scholars will not
go through the entire process.

What is purpose of SST?

SST stands for Student Support Team. SST meetings are for the purpose of planning interventions for general
education students that are not making satisfactory progress. The purpose of SST is to provide teachers with
additional strategies and support to use both inside of the classroom (such as the use of graphic organizers for
note taking) and outside of the classroom (such as strategies used in individual tutoring). Additionally, SST can
be used as a way to connect scholars to additional supports such as workshops and counseling. Although the
scholar could be referred to 504 or Special Education after consideration by SST, the purpose of SST is NOT to
solely refer scholars to these programs.

Who is part of SST?

The SST committee at Uplift Williams will consist of:
An administrator Rotate between Crispin Amaro and Katie Gomez
An academic counselor Hugo Macias
A social counselor Kayla Ash
Special education teachers Rotate between Sarah Ward, Zahra Arab, and Adrienne Walsh
An ESL specialist (As needed) Terrie Kelly
An interventionist Changes based on the scholars reason for being referred
1-2 general education teachers Changes based on the scholars reason for being referred

Who can be recommended to SST?

Scholars can be referred to SST for either academic or behavioral concerns. SST is considered Tier 2 of Uplifts
RTI Process. This means that before a scholar can be referred to SST, teachers must document that they have
attempted differentiated instructional strategies for that scholar and have also included other teachers,
interventionists, and parents in the conversation/process of helping the scholar. (See flow-chart above).
SST Timeline:
Hugo will check for GoogleForm submissions weekly, but needs to have all forms for the month submitted by
the 1st Thursday of that month (any forms submitted after the first Thursday will be considered for the following
months round of SST). (IE: If you want a scholar to be reviewed during the December SST session, you need to
submit information for this scholar by the 1st Thursday of December).
Hugo will then meet with the referring teacher by the following Monday to better understand concerns, fill out
paperwork, and determine which other teachers need to complete paperwork as well.
If other paperwork is needed, Hugo will communicate with teachers and paperwork is due the 2nd Thursday of
the month.
Hugo will prep for meetings and ask for clarifying documentation (as needed) by the 3rd Monday of the month.
SST meetings will occur during planning periods the 3rd week of the month.
Teachers will receive SST accommodations and updates from Hugo during the first PLC of the following month.

What paperwork needs to be submitted to the SST?

SST Referral Form Worksheet (Yellow)
o Needs to be filled out by the referring teacher.
Excel Intervention Tracker from each teacher (for review SST meetings)
Educational Screening/Existing Evaluation Data (Pink)
o Referring teacher and additional teachers as requested need to fill one out
Scholar work samples
o At least 1 sample from teachers who submit paperwork needs to be submitted. Work should
highlight concerns.

What does an SST meeting look like?

SST will meet to review and make recommendations for the scholars that teachers have recommended. The
committee will spend approximately 20 minutes per scholar. They will first go over the major areas of concern,
taking into account all documentation, then they will create an action plan for the scholar. They can additionally
recommend evaluations as needed. They will also review scholars who are part of SST as needed in order to
gauge their progress and update their accommodations.

What can the SST committee recommend?

The SST committee can make one of three recommendations for the scholar following the meeting.
1. SST recommends additional supports in general education. Student progress is monitored and
documented. This could include the inclusion of additional supports like outside counseling. These
supports must be followed.
2. SST recommends consideration to the 504 Committee. Appropriate paperwork is completed.
3. SST recommends educational evaluation for possible Special Education eligibility. Appropriate
paperwork is completed.

NOTE: Scholars will only be recommended to the 504 Committee or to Special Education following the first
SST meeting if it is an extreme case. More than likely, all scholars who go to SST for the first time will be
recommended additional interventions inside of the general education program.