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áLoudon County Schools will graduate college and career-ready students through rigorous and relevant learning opportunities.
Core Components of the RTI Process

School-Wide Screening
All students are assessed with reliable, valid, time-efficient measures of academic skills to identify those who are “at-risk.”

Early Intervention
Early interventions are the most efficient and effective.

Research-Based Interventions
School staffs implement specific, research-based interventions to address the student’s difficulties.

Frequent Review of Student Progress
Student progress is assessed frequently so that progress can be examined and changes made if necessary.

Interventions Increase in Intensity
Skills are monitored and if desired progress is not obtained, interventions increase in intensity.

Decisions Based on Data
A student’s performance is assessed with the data obtained during the interventions and decisions are made based on that data.



Loudon County RTI Tiers

Tier 1 Minimum of 6-8 Weeks
  • Universal screening of all students with CBM benchmarks to identify “at risk”
  • “At Risk” are lowest 10 percent of district with consideration given to school norms
  • Teacher initiates contact with parent
  • Teacher develops strategies (see intervention options Destination Reading, Fundations, etc. minimum of 2-30 minute sessions per week)
  • Teacher administers CBM probes in reading to monitor progress every two weeks
  • Non-responders: scores fall below the established criterion for both the performance level and the rate of growth (making less weekly progress than a grade level student at the 25th percentile) and/or continuing to fall below the 25th national percentile will be considered for Tier 2
Tier 2 Minimum 40 sessions over 9-12 Weeks
  • Referral to school support team
  • Four 30 minute sessions per week, additional learning activities in area of deficiency in addition to regular instructional practices already in place (K-5 Fundations, Destination Reading, My Sidewalks) (6-8 Destination Reading and Reading Navigator)
  • Additional learning activities could be (Skills Tutor PreK-8, Star Early Literacy, Options Comprehension Strategies Kit), etc.
  • Teacher, Assistants, or Reading Intervention Teachers administer weekly probes with consultation from Family Service Liaison/School Psychologist
  • Parent informed of intervention(s) taking place
  • School Psychologist may conduct an informal classroom observation, teacher interview and parent interview at either Tier 2 or Tier 3 depending on nature of referral
  • School administrator/designee monitor treatment fidelity
  • Non-responders: scores fall below the established criterion for the performance level and the rate of growth (making less weekly progress than a grade level student does at the 25th percentile) and/or continuing to fall below the 25th national percentile will be considered for Tier 3.
Tier 3 Minimum of 45 sessions over 9-12 Weeks
  • Two 30 minute sessions per day of learning activities in area of deficiency in addition to regular instructional practices
  • Teacher, assistants, Reading Intervention Teachers or Family Service Liaisons administers weekly probes with consultation from Family Service Liaison/School Psychologist
  • Parent informed of intervention(s) taking place
  • School administer/designee monitors treatment fidelity
  • Non-responders: scores fall below the established criterion for both the performance level and the rate of growth (making less weekly progress than a grade level student at the 25th percentile) and/or continuing to fall below the 25th national percentile will be considered for a special education LD in reading referral. Give RTI/S-Team data to the school psychologist.
An exception to the requirement of 45 sessions necessary for Tier III are cases in which two interventions are attempted in Tier II with regression or no improvement in performance. If, after 4 weeks in Tier III, such students continue to show no progress, special education can then be considered. 

LD Consideration
Response to intervention is determined by the student’s level of performance and rate of growth. The goal is to bring the student to the 25th percentile when compared to other students (level of performance) or achieve a rate of improvement equal to students at the 50th percentile (rate of growth). If a student remains below the 25th percentile but shows good growth compared to peers, the intervention is continued before progressing to a higher Tier. Students who fail to respond to Tier III interventions are suspected to have a learning disability and are then evaluated in order to provide additional information needed for special education placement.

Parent Involvement
Parents are informed of their child’s participation and progress in the various tiers through the use of reports sent home every three weeks. Parent permission is always obtained for evaluation before formal consideration for special education services.
Last Updated: 3/5/10
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