Every student's RTI story follows the same seven steps, and each step leaves something in SuccessEd. If a step has no record, treat it as if it did not happen.
Read it left to right, then back along the second row. Continue and Change loop back into the cycle. Refer is highlighted because it can be reached from any step, not only the last.
| Step | What happens | What you record | Common time frame |
|---|---|---|---|
| 1. Spot | A screening score or a teacher concern points to a student | The score, or the teacher's referral with the date | Within a week of the concern |
| 2. Try in class | The teacher tries classroom supports and keeps notes | What was tried, for how long, and what happened | 2 to 4 weeks |
| 3. Meet | The RTI committee looks at the data and decides | Meeting date, who attended, the decision | Within 2 weeks of the referral |
| 4. Notify and plan | Parent notice goes home. The team sets the intervention, the goal and the schedule | Date the notice was sent, a copy of it, the plan and the goal | Before or on the day help begins |
| 5. Help and check | The intervention runs. Growth is checked on schedule | Every progress score with its date. Attendance at sessions | 6 to 9 weeks per round |
| 6. Review | The committee looks at the growth line and decides what is next | Meeting notes, the decision, the reason | At the end of each round |
| 7. Next move | Exit, continue, change the help, move up a tier, or refer for evaluation | The new status and its date. A new parent notice if the tier changes | Within a week of the review |
The time frames are common practice. Confirm locally: the district's own time limits for each step.
The four possible decisions at a review
| The data shows | Decision | What you do |
|---|---|---|
| Goal met and holding | Exit to Tier 1 | Record the exit date and reason. Tell the parent. Keep watching at the next screening. |
| Growing, goal not yet met | Continue | Set a new review date. Tell the parent how it is going. |
| Little or no growth, and the help was delivered as planned | Change the help or move up a tier | Update the plan. Send a new notice if the tier changes. |
| Little or no growth after strong help, or any sign of a disability | Refer for evaluation | Hand the full record to the principal and special education staff. Keep the help going. |
Before the team says an intervention failed, check two things. Did the student attend the sessions? Was the help given as often as planned? If either answer is no, the help has not been tried yet.
One rule overrides the steps. A suspected disability or a parent's written request sends the student to referral immediately, from any step.