RTI

Table of Contents
Introduction to Response to Intervention (RTI) ................................................................................ 3
Why Use RTI with Illuminate? ............................................................................................... 4
MTSS / RTI Intervention Tracking for Teachers ............................................................................. 10
Create an Intervention Group.............................................................................................. 11
Add an Intervention Session Log for the Student(s) ........................................................... 14
Removing/Exiting a Student from an Intervention Program ................................................ 19
Reports for Intervention Tracking ........................................................................................ 22
RTI Components ............................................................................................................................ 28
Good Instruction .................................................................................................................. 29
Regularly Assess Students ................................................................................................. 44
Analyze Assessment Results to Determine Student Needs ............................................... 55
Tiered Instruction and Intervention...................................................................................... 64
Evaluate RTI Outcomes ...................................................................................................... 69
Parent Involvement ............................................................................................................. 72
Student Involvement ........................................................................................................... 76
MTSS / RTI - Intervention Tracking for System Admin .................................................................. 79
MTSS / RTI Intervention Tracking Checklist ....................................................................... 80
Setup Code Management (Admin)...................................................................................... 83
Setup Intervention Permissions (Admin) ............................................................................. 87

RTI

Page 2

Introduction to Response to Intervention

(RTI)

RTI

Page 3

Why Use RTI with Illuminate?

The "EXTRAS: RTI" manual illustrates ways in which the Illuminate system can unlock the
potential of Response to Intervention (RTI) at your own site(s). Illuminate DnA is used to do this,
though Illuminate Student Information can also be used to implement an RTI behavior component,
and Illuminate Special Education is a natural tie-in for any students RTI helps to identify for special
education programs.
Visit https://www.illuminateed.com/RTIGuide.pdf to download the entire Illuminate RTI
guide.

What Is RTI?

Response to Intervention (RTI) is a research-based approach to helping struggling learners that

requires closely monitoring students and their academic progress and using performance data to
make and track intervention decisions processes that Illuminate helps makes simple and efficient.
While RTI can help determine which students require help through a special education program,
RTI is appropriate for all learners (not just those in special education).

What RTI Components Will Illuminate Help Tackle?

RTI components are as follows, and there are multitudes of ways in which Illuminate helps make
each of these possible (subsequent lessons in this manual will provide all the details).

RTI

Page 4

Good Instruction

A key RTI foundation is that all students receive good instruction from the onset in their general
education classrooms. Use Illuminate DnA data to determine what is working and what isnt, then
easily share whats working so other teachers can use it. Before now, differentiated instruction and
use of formative feedback has never been so fast, so easy, and a daily reality in classrooms. With
fast, in-class scanning good instruction just got better and easier.
See the "Good Instruction" lesson in this manual for details, though reading all lessons in this
manual consecutively is recommended.

Regularly Assess Students

At the crux of RTI is the need to regularly asses students to understand their learning rates,
standards-based achievement levels, and progress in relation to peers. Any assessment can be
added to Illuminate DnA (multiple choice, open response, rubric, true/false, etc., or a combination
of formats), and sharing it (even collaborating on it, if desired) with colleagues is simple. RTI
testing and intervention calendars can be housed along with them, as can any other related
components (virtually any file format is accepted).
Students scan their own plain paper sheets in their own classrooms via the teachers
inexpensive (e.g., $8) webcam or document camera, so results for student, teacher, and system
(including gradebook) are instantaneous. Since the process is so simple and sheets can be
laminated and used over and over again, there is no hassle in garnering formative feedback midlesson or prior to homework distribution.
See the "Regularly Assess Students" lesson in this manual for details, though reading all
lessons in this manual consecutively is recommended.

RTI

Page 5

Analyze Assessment Results to Determine Student Needs

In addition to using formative feedback to inform instruction occurring every day in the classroom,
RTI involves analysis of established assessments at regular intervals to examine students
learning rates, critical thinking skills, standards-based achievement levels, and progress in relation
to peers. Instructional adjustments are made to meet identified needs, and placement decisions
are made for tiered interventions.
Illuminate DnAs rich assessment reports highlight needs by state standard and other groupings
(e.g., content cluster, Blooms Taxonomy level, etc.) so you can see not only their performance
levels, but can also pinpoint students specific needs and exactly where they are struggling.
Reporting tools are easy to use (you can even add multiple and varied graphs to custom reports)
prebuilt assessment reports even highlight students performance in relation to peers.
See the "Analyze Assessment Results to Determine Student Needs" lesson in this manual for
details, though reading all lessons in this manual consecutively is recommended.

Tiered Instruction and Intervention

As individual student needs are determined, students are assigned to RTI tiers. Note that these
are flexible assignments, meaning that students should not be automatically locked into a tier for
the remainder of the school year. Because of the ongoing assessments DnA facilitates, students

RTI

Page 6

progress and needs are regularly assessed and they are reassigned to different tiers (and/or their
goals are modified) as needed.
Basically, Tier 1 constitutes the good general education instruction all students receive from the
onset (as covered in the Good Instruction section, above). While there is differentiation within
Tier I (flexible grouping, targeting specific skills, etc.), the main change in Tier II is that it includes
supplemental instruction. The added instruction and support in Tier II (targeted to the students
needs) takes place in addition to solid standards-based instruction the student continues to
receive in Tier I. If a student continues to struggle despite Tier II, he or she can be moved to Tier
III, where he or she receives even more explicit instruction for a particular skill (noting that it is
usually remedial but can also be accelerated).
While students are in Tiers II and III, progress on their goals in continually monitored, and
adjustments in their goals and programs are made as necessary. DnA makes tracking progress
and goals easy, allowing multiple stakeholders to view and contribute to the data and promoting
dialogue between stakeholders.
See the "Tiered Instruction and Intervention" lesson in this manual for details, though reading
all lessons in this manual consecutively is recommended.

Evaluate RTI Outcomes

In addition to monitoring and assessing students individual progress, a good RTI program
requires that you monitor and assess the program as a whole, as well as its individual
components. For example, are some teachers struggling more than others in their delivery of
interventions, in what ways and areas, and who is well equipped to help them? Is Tier II
supplemental instruction having a noticeable impact on helping students to meet their goals? Are
students in Tier II or Tier III making as much progress or more than students relegated to Tier I?
DnA can provide you with answers to these questions and more. Just as students are regularly
trying to improve, RTI staff should demonstrate the same willingness to grow and to improve the
program.
See the "Evaluate RTI Outcomes" lesson in this manual for details, though reading all lessons in
this manual consecutively is recommended.

RTI

Page 7

Parent Involvement

Regular communication and collaboration with parents can do wonders to support success
throughout the RTI process. Illuminate offers parent letters that give parents a clear, jargon-free
picture of their childrens struggles, strengths, and performance. Illuminate also allows teachers to
easily and quickly post information (such as assessment scores, grades, notes, etc.) to the parent
portal where any parent with assigned access can monitor his or her childs progress.
See the "Parent Involvement" lesson in this manual for details, though reading all lessons in this
manual consecutively is recommended.

Student Involvement

Proponents of RTI sometimes forget the importance of sharing goals and progress with students.
DnA includes student letters, small slips, and more to facilitate this communication.
See the "Student Involvement" lesson in this manual for details, though reading all lessons in this
manual consecutively is recommended.

RTI

Page 8

How Else Does Illuminate Facilitate RTI?

In addition to all the tools for collaboration, assessments, progress monitoring, program
evaluation, and more, Illuminate understands that knowing how to use all of Illuminates features is
paramount to its successful use (and thus the success of your RTI program).
Any user seeking information in his or her classroom or office, as well as any staff member leading
trainings (who might want some great handouts), has access to lessons in our extensive,
searchable, illustrated, easy-to-follow DnA Help manuals. This system even includes a manual on
RTI, covering RTI components and how Illuminate can help every step of the way.

Next Steps

Read "Good Instruction," the next lesson in this "EXTRAS: RTI" manual, to help with your RTI
implementation.
You might also be interested in other chapters and lessons within the Illuminate Help system for
assistance performing the actions described in the "EXTRAS: RTI" manual for more help with your
RTI implementation. For example, lessons in the "Assessments," "Reports" "Summary
Assessments," and "Illuminate U!" manuals might prove especially helpful, depending on the
actions you wish to perform.

RTI

Page 9

MTSS / RTI Intervention Tracking for

Teachers

RTI

Page 10

Create an Intervention Group

This lesson will guide you through setting up a MTSS/RTI Intervention Group in Illuminate.

Where to Start

1. Select Students tab.

2. Click Intervention Tracking.

View Intervention Programs - Overview

The Intervention Tracking Overview page provides tabs for monitoring your interventions, creating
intervention groups, and logging intervention sessions.
From the Overview page a user can also view Intervention Programs, Students who are or have
been enrolled in interventions, and the Reports for summarizing and logging intervention
sessions.

RTI

Page 11

Add Students to an Intervention Group

Click the Add Students tab to create an intervention group

Select Intervention Group Details

There are many options available when creating an intervention group:

1. For users with access to multiple user accounts, there will be an option to select the User that
the intervention group will be tied to. In most cases this will be the intervention teacher, RSP
teacher, or other user responsible for logging intervention session information.
2. Select a Program - Select the intervention program name from the drop down menu*.
*This menu must be populated by the System Administrator from Code Management, using the
category - Student Programs. See the lesson "Setup Intervention Tracking (Admin)"

RTI

Page 12

3. Select a Custom Field(s) (optional) - Select the custom field(s) from the drop down menu* if
you want to associate this intervention group with other fields (like funding sources, program
providers, method of instructional delivery, etc.)
*This menu must be populated by the System Administrator from Code Management, using the
category - Intervention Custom Fields. These fields can be used to track a funding source, an
intervention provider, the method of intervention delivery, etc. See the lesson "Setup Intervention
Tracking (Admin)"
4. Search Students to add to the intervention. Type at least three letters of a child's name. Tab or
click to select.
5. Select Start to End Dates for the intervention.
6. Click Add Students to Program to create and save the intervention group.
The intervention group will now be visible from the Overview tab in the Intervention Programs
section and participating students will be listed under the Students section.

Next Steps

The next lesson covers how to "Log Intervention Session(s) for Students" using the tab Add
Session Logs.
You may also want to review the lesson to "Setup Intervention Tracking (Admin)" if there were
fields missing for creating the intervention group.
For additional resources on Adding Intervention Groups, see the Illuminate U! lesson: U705
Adding Intervention Groups and Sessions

RTI

Page 13

Add an Intervention Session Log for the Student(s)

Where to Start

Select Students tab, click Intervention Tracking

Add Session Logs for an Intervention Group

Select the tab Add Session Logs in order to enter intervention session information like the date,
time, and comments.
Select the option to enter session logs for a Single Student or Multiple Students.

RTI

Page 14

Add a Session Log for a Single Student

1. Select the person responsible for the intervention delivery from the drop down menu
(permission-based menu option for Admin access).
2. Select a student from the drop down menu to log an intervention session.
3. Select the appropriate Intervention program from the drop down menu.
4. Log Date of the intervention session
5. Record the Start Time and End Time of the intervention session
6. Select the Received Intervention (default Intervention Flag Code) or Did Not Receive
Intervention
7. Enter Comments to capture the focus of the intervention, student outcomes, instructional
materials, etc.

RTI

Page 15

Add a Session Log for Multiple Students

Select Multiple Students

Use the Add Session Log for a Single Student option if the session date, times, or comments are
unique to just one individual within the intervention group.
1. Select the person responsible for the intervention delivery from the drop down menu
(permission-based menu option for Admin access).
2. Select the appropriate Intervention program from the drop down menu.
3. Use check boxes to select student(s) to log an intervention session in mass.
4. Click Fill Down to proceed.

RTI

Page 16

Use Fill Down for Mass Entry

1. Log Date of the intervention session for all selected students.

2. Record the Start Time and End Time of the intervention session for all selected students.
3. Select the Received Intervention (default Intervention Flag Code) or Did Not Receive
Intervention
4. Enter Comments to capture the focus of the intervention, student outcomes, instructional
materials, etc. if there is a comment which relates to all selected students.
5. Click Fill Down to record session log in mass for all selected students.
This Intervention Session Log will now be accessible from the Overview tab in the Student
section (using the speech bubble icon beside the student name).

Next Steps

The next lesson covers how to access "Reports for Intervention Tracking" from the Overview tab.
You may find our "Custom Reports" manual helpful if you're interested in analyzing the MTSS/RTI
Intervention Tracking meta-data with other data in the system (i.e. CELDT proficiency levels,
benchmark performance, CAHSEE pass rates, etc.)

RTI

Page 17

To access MTSS/RTI Intervention Tracking meta-data within Custom Reports look for the data
categories "Student Intervention Programs" and "Student Intervention Sessions."

Look within Custom Reports (Manage Columns tab)

Next Steps
For additional resources on Intervention Sessions, see the Illuminate U! lesson: U705 Adding
Intervention Groups and Sessions

RTI

Page 18

Removing/Exiting a Student from an Intervention Program

This lesson will guide you through the process of removing or exiting students from an Intervention
Group.

Where to Start

1. Select the Students tab.

2. Under MTSS/RTI, click Intervention Tracking.

Removing Students from a Program

You will be taken to the Intervention Programs page.

1. Click List Students.

RTI

Page 19

2. Select the checkbox next to the students you wish to remove.

3. At the bottom of the page, find the Actions dropdown menu and select Remove. Remove is
used if you want to erase record of the student ever being in the program. Note: Remove won't
work unless you have also deleted any and all sessions.
Should you wish to just simply exit the student see below.

4. Click Remove. You will receive a green success message at the top of the page.

RTI

Page 20

Exiting a Student from a Program

Exit From Program supplies an end date. To Exit a student from a program, follow the same steps
outlined above, but instead select Exit from Program from the Actions dropdown menu. Then,
select the date you wish to remove them from the group and click Save.
Once you've clicked save, you will receive a success message.

RTI

Page 21

Reports for Intervention Tracking

In this lesson you will learn how to view and download Reports associated with the Intervention
Tracking module. Prior to using Reports for MTSS/RTI Intervention Tracking, you will want to
peruse the lessons to "Create an Intervention Group" and "Add Intervention Session Logs."

Where to Start

Select Students tab, click Intervention Tracking

Reports

From the Intervention Tracking Overview page, scroll down to the Reports section.
To view the total session encounters, total minutes of intervention received, and the average
minutes of each session for each student, click on Summary Report.

RTI

Page 22

To view a list of each individual intervention session by occurrence, start and end times, and
session minutes, click on the Intervention Session List Report.

Summary Report

1. The Summary Report can be sorted by each column header (i.e. Last Name, Program ,Total
Minutes)
2. The report can also be downloaded to Excel, PDF, Tab-delimited, or XML file formats for
printing, emailing, or editing.
3. The Search bar can be used to filter the report to look for a specific student or program.

Intervention Session List Report

1. Select the Intervention Student Program

2. Select the intervention Start Date and End Date
3. Click View

RTI

Page 23

Filter / Search Intervention Session List Report

1. The Intervention Session List Report can be sorted by each column header (i.e. Last Name,
Program, Total Minutes).
2. Download the report to Excel, PDF, Tab-delimited, or XML file formats for printing, emailing, or
editing by clicking on the icons displayed atop the report columns.
3. Search the report to find a specific student or program by typing in the Search bar.

Custom Reports

If you're interested in analyzing the RTI/MTSS Intervention Tracking meta-data with other data in
the system (i.e. CELDT proficiency levels, benchmark performance, CAHSEE pass rates, etc., you
may find our Custom Reports help manual exciting.
Learn how to Add Columns in a Custom Report to add Intervention information.

RTI

Page 24

Student Intervention Program Custom Fields

Custom Fields are an optional feature to the setup process via Code Management.
Select the Type (1) Core Data.
Within the Categories search bar, type the keyword Intervention (2).
Select Student Intervention Program Custom Fields (3) to see the available Matching Columns,
to add to the custom report.

RTI

Page 25

Student Intervention Programs

Select the Type (1) Core Data.

Within the Categories search bar, type the keyword Intervention (2).
Select Student Intervention Programs (3) to see the available Matching Columns, to add to the
custom report.

RTI

Page 26

Student Intervention Sessions

Select the Type (1) Core Data.

Within the Categories search bar, type the keyword Intervention (2).
Select Student Intervention Sessions (3) to see the available Matching Columns, to add to the
custom report.

Next Steps
For additional resources on Reports for Intervention Tracking, see the Illuminate U! lesson: U710
Reporting for Intervention Tracking.

RTI

Page 27

RTI Components

RTI

Page 28

Good Instruction
A key Response to Intervention (RTI) foundation is that all students receive good instruction from
the onset in their general education classrooms. There are multitudes of ways in which Illuminate
can facilitate this process.
Visit https://www.illuminateed.com/RTIGuide.pdf to download the entire Illuminate RTI
guide.

Use Data to See Which Lesson Plans and Components Are (and
Arent) Working

Illuminate DnAs rich assessment reports disaggregate results by teacher, teacher+period,

teacher+course, site+course, site, and district or county. Thus teachers can see which lesson
plans and components are working in their classrooms and which are not.

For example, a teacher can see how lesson plans and components utilized in a particular period,
course, or for all students compare to those used by other teachers of the same course, site-wide,
and district-wide.
This comparison can take place in terms of average overall proficiency, as well as performance
levels (which can be customized in terms of both cut points and labels). Thus a teacher can see
how all lesson plans and components used to teach concepts worked together to prepare students
for a particular test.

RTI

Page 29

Sort summarized test results by standard, so you compare how everyone (teacher,
teacher+period, teacher+course, site+course, site, and district or county) performed on particular
standards.

Thus a less-vocal teacher can realize the lesson plans and components she used to teach to a
particular standard resulted in that periods students surpassing students in other classrooms. She
will then be more likely to speak up concerning those lessons success and share them with her
colleagues.
Likewise, even previously-complacent teachers will see which standards they struggle with in
relation to their colleagues (or one site versus the district, etc.). Illuminate charts show them which
standards lesson plans need to be reworked or replaced, and they can seek resources and/or
advice from their colleagues, thus improving their instruction.

RTI

Page 30

This analysis can also take place for any question groups you opt to establish. For example, you
can opt to see how a teachers lessons are engaging students critical thinking skills in relation to
questions Blooms Taxonomy levels, or you can set up other criteria (e.g.., power standards vs.
non-power standards, clusters, hard questions vs. easier questions, etc.). The options are
limitless.

Share Whats Working so Teachers Can Use It

Materials teachers use to assess students (e.g., homework, in-class assignments, projects, rubricbased speeches, essays, projects, quizzes, tests, quick checks, etc.) can all be added to
Illuminate DnA as assessment. Not only does this allow in-class scanning for immediate
feedback (which links to the gradebook and parent portal, of course), but it allows for staff to easily
share these resources with their colleagues.
If Illuminate data indicates a lesson component (worksheet, project, test, etc.) is helping students
master content, how great is it to share? Any assessment can be shared with a particular group of
users (or by site, name, or grade level) so all teachers can benefit from its effectiveness.
This saves teachers time. Because Illuminate also helps sharing to be data-informed, teachers
can utilize what is working with students in their own neighborhoods.

RTI

Page 31

Debrief What Counts without Losing Students Attention

Remember the days where teachers unveiled a tests answers on the board and either said, Does
anyone have any questions? or rehashed every single question on the test? For some, those
days are now, and many students dont even get their results until after days or grading or waiting
for scanning time.
Illuminate has come to the rescue. Not only does it eliminate scanning time (since the minute each
student drops his or her answer sheet under the camera in the classroom, its score is captured by
the system and displayed for the student), but it gives teachers the question-by-question feedback
they need to debrief effectively.

The Illuminate Response Frequency Report shows you exactly how students answered each
question, as well as which students selected each answer option (even if thats a rubric score, a
true/false, or any other criteria established for the question). You can also see overall percent
correct by question to pinpoint which concepts students struggled with the most, as well as the
content standard to which the question was tied. Some test options will even show you the
rationale between each answer option.
For example, a teacher can sort the assessments questions and focus his or her debrief of the
test on the questions students struggled with the most (thus not wasting time on questions they
aced). The teacher can also get inside their heads and see which wrong answers they mistook

RTI

Page 32

for correct (thus not wasting time on answer options they knew were wrong). Seeing which
students answered each way, the teacher can then engage correct students in sharing their
thinking (students who didnt learn a concept the way the teacher taught it can be saved by peerto-peer language), and the teacher will know which students to check for understanding during key
questions debrief. He or she can also use results to pair up students, group them at different
stations, etc. In any case, the teacher wont waste his or her own time (or students time) with
anything unnecessary.

Utilize Instant Formative Feedback

RTIs mandate for good instruction is not likely to happen unless teachers can easily acquire
instant formative feedback so they know exactly which students are struggling with which concepts
so they can response accordingly. Educators are trained to know formative assessment makes
any instruction more effective, but delays in getting the necessary feedback make responses to
data stale and less effective.
Fortunately, DnA provides instant formative feedback. Teachers can use web cameras (already
built-in or bought for less than $8) or some document cameras already in use to instantly
determine a lessons success and respond accordingly (teachers dont even have to scan, as
students simply drop completely crooked is fine their answer sheets under the camera as they
turn them in).
Garnering quick feedback from DnA even mid-lesson, teachers can instantly use data for flexible
grouping of students, judging how to pace and plan the next lesson, etc.

For example, after lecture/modeling I could quickly ask students these 3 questions (tied to the
lessons content standard and easily put in the system), and they could drop in their answers as
they pick up materials for the next activity

RTI

Page 33

I would instantly know most students can jump right into the next/related activity, but I would pull
aside the small struggling group for a reteach, or I would work with this group on the next activity
providing added guidance, or I would give them each a particular role in the activity paired with
another student for support, etc.
Examples of using formative feedback to inform good instruction were included earlier in this
lesson, and examples of using formative assessment to differentiate instruction are included in the
next section.

Make Differentiated Instruction a Reality

With instant feedback on student performance (noted above), teachers can judge mastery of
concepts immediately after teaching a lesson and pass out differentiated homework accordingly.
They can see which standards and/or strands or clusters individual students need more support in
mastering and individualize instruction and assignments based on data-informed needs.
Without a tool as powerful and yet easy-to-use as DnA, differentiated instruction and individualized
learning plans are simply not being executed to their fullest potential. DnA reports (both pre-built
and custom) allow teachers to easily track progress and intervene accordingly.

RTI

Page 34

Differentiated Instruction Example 1 (Resources)

For example, our Standard Progress Report allows you to easily see students' progress on
specific standards on any (or all) assessments they take over time so you can quickly see where
they are improving and where they are not. This and other reports (like our Student Profile Report)
are excellent tools for IEP meetings and IEP writing (e.g., always up-to-date with assessments,
demographics, grades, and more).

Our online Help system even helps you understand how to use DnA reports for student grouping
and differentiation, as appropriate grouping has traditionally been confusing for many educators.
Fortunately, DnA is full of tools to make differentiation straightforward and practical.
Since data is grabbed instantly (in the classroom), teachers can use it immediately for grouping
students at stations, assigning appropriate roles in activities, pull aside a few students, or a
number of other options.

RTI

Page 35

Differentiated Instruction Examples 2 and 3 (in the Classroom)

As another example, as students enter the classroom they could drop their homework (bearing a
photocopy of the answer sheet box) under my webcam (thus scanning automatically)

Or, the day before I could circulate while students work on a lab or activity and (using a rubric,
yes/no criteria, or anything else) I could bubble each students answer sheet (I put them in page
protectors so I can use the same sheets all year long) by the end of the day based on how he
accomplished the days lesson

Since the days lesson will build on a particular standard covered in the homework (or previous
days activity), Ill open the assignments/assessments Peer Comparison List Report in Illuminate

RTI

Page 36

and sort students by that standard (outlined in red above); note I may also do this by cluster or
any question group I set up (e.g., Blooms Taxonomy level) if more appropriate.
While students go through the mornings routines, Ill pull aside the students who struggled with
this standard, as well as students who didnt complete the assignment, to prep them in what theyll
need for the upcoming whole-class activity. During the whole-class activity, I will check on them
most frequently as I circulate.

Differentiated Instruction Example 4 (in the Classroom)

As another example, students turn in their open-response homework (remember: you can use
Illuminate for more than just multiple choice answers) and I grade (bubbling based on a rubric) and
scan the papers later

Ill open the homework assessments Peer Comparison List Report in Illuminate and sort
students by Overall % Correct.

RTI

Page 37

As students enter class the next day, Ill assign them to stations (as outlined below) where theyll
be working on a task appropriate for their level. Though Ill regularly circulate, Ill give the lowest
performing group added attention in learning the concepts theyll need to be successful with
current and upcoming steps.

Differentiated Instruction Example 5 (in the Classroom)

What if I dont want to use rubrics for grading assignments?

As another example, I can just bubble a C for correct (or Y for yes, or whatever I want to set
up) for every correct answer on a students assignment (classwork or homework), and then scan
the results

RTI

Page 38

Something like this will tell me that the next time I see me class, we need to cover the material
again. Since my previous lesson didnt work well, Ill borrow lessons and ideas from my colleagues
or other resources

Something like this will tell me my lesson worked well, and my class is ready to move forward as
a whole

Something like this means differentiation is especially needed.

RTI

Page 39

Ill open the homework's Peer Comparison List Report and sort students by Overall % Correct
(just like in the last example)

As students enter class the next day, Ill place them in groups (as outlined below) where each
group member plays an assigned role (secretly based on his or her level, as indicated by the
scanned assignments).

Differentiated Instruction Example 6 (in the Classroom)

As a final example, consider how Illuminate can revolutionize how homework is assigned.
After the days lesson, within the last minutes of class, I could quickly display these 3 questions
(tied to the standard we covered in class)

RTI

Page 40

Students bubble their answers (I put them in page protectors so I can use the same sheets all
year long), then they drop them under the webcam where I see their results

When students score 2 or 3 (out of 3), I give them this assignment (above)

and when a student scores a 0 or a 1, I give him or her this assignment (above).
Both assignments cover the same standard(s) being taught, and both require the same amount of
time to complete, but they begin at different places and offer different levels of support.

RTI

Page 41

For example, the lower-level sheet contains a glossary on the back and use simpler language
when providing directions. In contrast, the higher-level sheet requires the student to take the
material further and practice more without spending time on preliminary explanations.
As a vital bonus, when students are done scanning I have an instant indication of how successful
my lesson was (I record any notes that might help me the following year) and how much review I
will need to offer the following day. I can also use the results to group students for the next days
opening activity. Once again, we see that formative benefit.
Collaborate with colleagues to make the most of your time and efforts; while more of each could
be required initially to create alternate versions of assignments, your students will benefit
tremendously from the differentiation. Fortunately, DnA saves you time in determining exactly what
each student needs, so you can redirect any time you used to spend in the past determining
individual students strengths and weaknesses.

It Doesn't Stop There

Add multiple assessments to an Assessment View to report on them together, check out the
Assessment Summary Report, or explore other reporting tools within the system.
Illuminate enhances instruction in other ways, as well. Such factors as sharing data with students,
communicating strengths and weaknesses with parents, determining student-specific needs, and
other components of good instruction are featured later in this manual.

RTI

Page 42

Next Steps

Read "Regularly Assess Students," the next lesson in this "EXTRAS: RTI" manual, to help with
your RTI implementation.
You might also be interested in other chapters and lessons within the Illuminate Help system for
assistance performing the actions described in the "EXTRAS: RTI" manual for more help with your
RTI implementation. For example, lessons in the "Assessments," "Reports," and "Summary
Assessments," manuals might prove especially helpful, depending on the actions you wish to
perform.

RTI

Page 43

Regularly Assess Students

At the crux of Response to Intervention (RTI) is the need to regularly assess students to
understand their learning rates, standards-based achievement levels, and progress in relation to
peers. Any assessment can be added to Illuminate DnA (multiple choice, open response, rubric,
true/false, etc., or a combination of formats), and sharing it (even collaborating on it, if desired)
with colleagues is simple. RTI testing and intervention calendars can be housed along with them,
as can any other related components (virtually any file format is accepted).
Students scan their own plain paper sheets in their own classrooms via the teachers
inexpensive (e.g., $8) webcam or document camera, so results for student, teacher, and system
(including gradebook) are instantaneous. Since the process is so simple and sheets can be
laminated and used over and over again, there is no hassle in garnering formative feedback midlesson or prior to homework distribution.
While daily formative assessment was already covered (in the Good Instruction section), this
section covers more regulated assessment practices.
Visit https://www.illuminateed.com/RTIGuide.pdf to download the entire Illuminate RTI
guide.

Post a Clear Calendar

Since you can upload virtually any file types to any assessment you put in the Illuminate system,
your calendar can accompany each RTI assessment.

RTI

Page 44

You can even point out exactly where that particular assessment falls.

RTI

Page 45

There many different theories concerning what makes a good testing schedule, intervention
schedule, etc. Some of these even conflict, and new research is constantly providing more insight.
Nonetheless, this sample calendar (above) provides some of the more popular opinions. Here are
notes from it:
1. A key explains calendar terms.
2. Dates are provided for each week on the calendar, as well as the week # of the session. The
latter makes it easier to roll over the calendar for the next year.
3. While other (e.g., repeated) standards and concepts are also covered, the calendar should
connect to a pacing guide that tells teachers what main concepts will be assessed at the end of
the week(s).
4. Days of the week correspond with what is scheduled below.
5. Tests are frequent (you want to know right away if/what intervention is needed) and short.

RTI

Page 46

6. Diagnostic only relates to standards students need to hit the ground running so teachers can
plan according.
7. Assessments used are common/uniform (everyone in similar courses takes the same test) so
results can be compared from one class to the next (showing teachers what is working and what is
not, to enhance learning and sharing - with colleagues).
8. Color coding tells teachers when to teach a concept, when it is first assessed, when a reteach
(e.g., splitting students between colleagues or handled within the classroom) takes place as
needed, when teachers analyze results together, and when any next tier interventions occur.
9. Common benchmark assessments also occur at regular intervals to catch old mastery that is
slipping, gage progress, etc.
10. If teachers garner their own formative feedback regularly, interim assessments do not have to
be formative; if not, this will be a formative tool. Even if designed to be summative, results that
reveal any glaring needs should render a response.

RTI

Page 47

Here (above) is the same sample calendar without notations.

RTI

Page 48

As long as you upload your testing calendar to an assessment, anyone to which you give access
to the assessment will also have easy access to the calendar.

RTI

Page 49

Multiple Measures

While multiple choice tests make a good start to an assessment program, especially if your
colleagues are resistant, Illuminate also supports multiple measures.
For example, your assessment might feature a combination of assessment types (as shown
above). You dont have to mix assessment types like this; just know the Illuminate sheet design is
open-ended to accommodate varied needs.

RTI

Page 50

Align to Standards

To make the most of your assessments, align your questions to state content standards or
national common core standards. In Illuminate, this is easier than ever.
Just pick the standards you want to include

click to add them to your test

then click away on the Alignment tab to indicate which standard(s) align to each question (click,
click, click its really that simple).

RTI

Page 51

Align to Question Groups

Illuminate also lets you align your questions to any question groups you want to set up. You may
still align the same questions to standards, but this way you can also get results back by groups.
For example, you might want to set up (and thus be able to see student results by):
- Content Cluster or Strand (e.g., Word Analysis, Reading Comprehension, etc.)
- Blooms Taxonomy Level (e.g., Knowledge, etc.)
- Question Rigor (e.g., Easy, Medium, Hard)
- Vocabulary (e.g., Low vs. High Academic Vocabulary Used)
- Pacing (e.g., Material Already Covered, Material Not Yet Covered, or Fall, Winter, etc.)
- Anything Else You Want (its open-ended)

RTI

Page 52

Share Assessments

Share any assessment by group(s) (e.g., teacher, principal, etc.), by site(s), by particular user
name(s), and/or by grade level(s).
You can also control specifically what any user can (and cant) do with the assessment.

Any attachments you add to the assessment will also be shared accordingly.

RTI

Page 53

Make Assessments Easy to Find

Associate your assessment with a sub-type (e.g., Intervention), subject (e.g., English), grade level,
etc. so users can find it easily by filtering their assessment list. They can also search the
assessment list (e.g., for RTI), and they can sort it (e.g., by date administered, title, etc.).

Next Steps

Read "Analyze Assessment Results to Determine Student Needs," the next lesson in this
"EXTRAS: RTI" manual, to help with your RTI implementation.
You might also be interested in other chapters and lessons within the Illuminate Help system for
assistance performing the actions described in the "EXTRAS: RTI" manual for more help with your
RTI implementation. For example, lessons in the "Assessments," "Reports," and "Summary
Assessments," manuals might prove especially helpful, depending on the actions you wish to
perform.

RTI

Page 54

Analyze Assessment Results to Determine Student Needs

In addition to using formative feedback to inform instruction occurring every day in the classroom,
Response to Intervention (RTI) involves analysis of established assessments at regular intervals
to examine students learning rates, critical thinking skills, standards-based achievement levels,
and progress in relation to peers. Instructional adjustments are made to meet identified needs, and
placement decisions are made for tiered interventions.
Illuminate DnAs rich assessment reports highlight needs by state standard and other groupings
(e.g., content cluster, Blooms Taxonomy level, etc.) so you can see not only their performance
levels, but can also pinpoint students specific needs and exactly where they are struggling.
Reporting tools are easy to use (you can even add multiple and varied graphs to
custom reports) prebuilt assessment reports even highlight students performance in relation to
peers.
While using assessment reports for class and program improvement, as well as for immediate
formative response, was already covered (in the Good Instruction section), this section covers
the type of analysis that accompanies more regulated assessment practices.
Visit https://www.illuminateed.com/RTIGuide.pdf to download the entire Illuminate RTI
guide.

Overall Performance/Proficiency Band, Percent Correct, and Score

Open the Peer Comparison List Report to sort results by overall percent correct, raw score, or
performance band. You will instantly see which kids are falling behind and which are excelling.

RTI

Page 55

You can even customize the cut-points and labels of your proficiency bands (e.g., you might use
bands like Possible Benchmark/Possible Strategic/Possible Intensive or Consideration for
Tier 2, etc.)

Since performance in relation to peers is a component of RTI, the report also shows you how far
above or below students scored in relation to peers who took the same test.

RTI

Page 56

Performance by State and/or National Standard

Since you can align your test to any state content standard or national common core standard, the
same report displays performance by those standards, as well.

You can sort by any standard with a single click to see which kids have demonstrated mastery of it
and which are struggling.

You can also see how far above or below students scored (on a particular standard) in relation to
peers who took the same test.

RTI

Page 57

Performance by Question Group (Customized by You)

Illuminate also lets you align your questions to any question groups you want to set up. You may
still align the same questions to standards, but this way you can also get results back by groups.
For example, you might want to set up (and thus be able to see student results by):
- Content Cluster or Strand (e.g., Word Analysis, Reading Comprehension, etc.)
- Blooms Taxonomy Level (e.g., Knowledge, etc.)
- Question Rigor (e.g., Easy, Medium, Hard)
- Vocabulary (e.g., Low vs. High Academic Vocabulary Used)
- Pacing (e.g., Material Already Covered, Material Not Yet Covered, or Fall, Winter, etc.)
- Anything Else You Want (its open-ended)

This allows you to sort by any question group with a single click to see which kids have
demonstrated mastery of it and which are struggling.
For example, the reports are interactive, so you just click on any columns header to sort by that
particular question group.

RTI

Page 58

As always, the report also shows how students performed for each question group in relation to
peers who also tested.

Performance by Question

Though your analysis of each students needs will probably not get more specific than standard,
you do have the ability to see which students missed each question, which students got it right,
and how ever student answered each question. Illuminates Response Frequency Report makes
this specific an analysis easy.

RTI

Page 59

Performance over Time

The Standards Progress Report allows you to select any combination of assessments you choose
and then analyize each student's performance on any standards and/or clusters assessed by
those tests over time.
This report can be used for progress monitoring, as it indicates how students are progressing on
individual standards or question groups (e.g., clusters) established by the author(s) of the set of
assessments selected. In the Trend column, a green/up arrow indicates a student is trending up
on a given standard (% correct for standard on most recent assessment is higher than average %
correct for standard on all assessments selected), red/down arrow indicates trending down (%
correct for standard on most recent assessment is lower than average % correct for standard), =
sign indicates no change in performance, and N/A indicates not enough scores are present to
calculate trend (student did not take one or more tests involved).

RTI

Page 60

Consider a Single Student

On the same report you may click an individual score to view all scores for a particular student.
For example, if you clicked on an individual score for a student's performance on a particular
standard, you would see the given student's complete performance history (like above example)
on the given standard (as scored on the assessments you selected earlier). The same can be
done if you are viewing progress by content cluster.

Illuminate reports also let you zero in on a single student. For example, the Student & Parent
Letters (which can generate as a personalized parent letter or a student letter) communicates a
students score, which questions he or she missed, which he or she got right, how questions were

RTI

Page 61

answered, on which standards he or she did not fully demonstrate mastery, and on which
standards he or she did.

Consider the students assessment history, language proficiency, special education status, and
more by generating his or her Student Profile Report. There are multiple convenient ways to
generate this. One is to simply search for the student

and then click Student Profile.

Here you see just one page of a rich Student Profile Report.

It Doesnt Stop There

Other ways of considering individual student performance and progress were covered in the
"Good Instruction" lesson in this manual, and more are covered in the next section, as well.

RTI

Page 62

Assign Interventions And Goals

Use your analysis of varied measures (including teacher feedback) to assign interventions and
clear, specific goals for students (covered more in the next section). However, the analysis of
students needs is ongoing, as the interventions you are providing remain flexible to respond to
new data.
In addition to tier placement, some students are considered for special education placement (data
collected during Tiers 1, 2, and 3 can assist in determining eligibility).

Next Steps

Read "Tiered Instruction and Intervention," the next lesson in this "EXTRAS: RTI" manual, to
help with your RTI implementation.
You might also be interested in other chapters and lessons within the Illuminate Help system for
assistance performing the actions described in the "EXTRAS: RTI" manual for more help with your
RTI implementation. For example, lessons in the "Assessments," "Reports," and "Summary
Assessments," manuals might prove especially helpful, depending on the actions you wish to
perform.

RTI

Page 63

Tiered Instruction and Intervention

As individual student needs are determined, students are assigned to Response to Intervention
(RTI) tiers. Note that these are flexible assignments, meaning that students should not be
automatically locked into a tier for the remainder of the school year. Because of the ongoing
assessments DnA facilitates, students progress and needs are regularly assessed and they are
reassigned to different tiers (and/or their goals are modified) as needed.
Visit https://www.illuminateed.com/RTIGuide.pdf to download the entire Illuminate RTI
guide.

Explanation

Basically, Tier 1 constitutes the good general education instruction all students receive from the
onset (as covered in the Good Instruction lesson earlier in this manual). While there is
differentiation within Tier I (flexible grouping, targeting specific skills, etc.), the main change in Tier
II is that it includes supplemental instruction. The added instruction and support in Tier II (targeted
to the students needs) takes
place in addition to solid standards-based instruction the student continues to receive in Tier I. If a
student continues to struggle despite Tier II, he or she can be moved to Tier III, where he or she
receives even more explicit instruction for a particular skill (noting that it is usually remedial but
can also be accelerated).
While students are in Tiers II and III, progress on their goals in continually monitored, and
adjustments in their goals and programs are made as necessary. DnA makes tracking progress
and goals easy, allowing multiple stakeholders to view and contribute to the data and promoting
dialogue between stakeholders.

RTI

Page 64

Track Placement and Goals by Student

Create and share a Summary Assessment with any columns you desire (e.g., a text column for
tracking goals, a date column to record program entry date, a number column to record starting
performance level, and more). Anyone you share the summary assessment with (and give editing
permissions) can enter and edit information for students to which they have access.

Now anyone who is given access can keep track of which student is assigned to which
intervention, what goals the student has at different points during the intervention, when he or she
enters and exits the intervention, and anything else you want to track.
Clicking any column header allows you to sort by its criteria, you can export the data to Excel xls,
Adobe pdf, and more.

Track Overall (e.g., Assessment) Progress by Student

Any piece of data (e.g., local assessment scores, homework or project assessments performance
levels, state or national assessment scores, English language proficiency level, special education
status, disability code, parent contact information, grades, attendance, etc.) can be easily added to

RTI

Page 65

an Illuminate custom report. This allows you to monitor how students are responding to
interventions.

You can also add different graph types to your reports to make trends and red flags easier to spot.

Track Standard (e.g., State, National, or Local) Progress by Student

Illuminate custom reports can show you how students are progressing on a particular standard (or
standards) over time.

Throw in graphs to see which students are showing growth and which are not.
Add as many charts as you like, and vary the chart type (for example, bar, line, column, pie, and
motion charts are all possible).

RTI

Page 66

Note the charts are interactive. For example, you can click on any data column to change the sort
order, and you can click on any item in the chart (for example, a bar, as shown above) to see a
description of its data.

Our search function lets you pull up one student at a time to narrow down report results and focus
on a single students needs.

Track Progress (with Placement and Goals) by Student

Since all pieces of data can be easily consolidated in an Illuminate custom report, you can also
track how each student is progressing in relation to his or her placement and goals.

Again, graphs make it easy to spot trends.

RTI

Page 67

It Doesnt Stop There

Students who show no (or little) progress at their current intervention levels are considered for
placement in a higher tier and in some cases considered for special education placement (data
collected during Tiers 1, 2, and 3 can assist in determining eligibility). Students who show
moderate progress might have their intervention goals and/or instruction modified. Students who
achieve success are considered for placement in a lower tier.

Next Steps

Read "Evaluate RTI Outcomes," the next lesson in this "EXTRAS: RTI" manual, to help with your
RTI implementation.
You might also be interested in other chapters and lessons within the Illuminate Help system for
assistance performing the actions described in the "EXTRAS: RTI" manual for more help with your
RTI implementation. For example, lessons in the "Assessments," "Reports," and "Summary
Assessments," manuals might prove especially helpful, depending on the actions you wish to
perform.

RTI

Page 68

Evaluate RTI Outcomes

In addition to monitoring and assessing students individual progress, a good Response to
Intervention (RTI) program requires that you monitor and assess the program as a whole, as well
as its individual
components. For example, are some teachers struggling more than others in their delivery of
interventions, in what ways and areas, and who is well equipped to help them? Is Tier II
supplemental instruction having a noticeable impact on helping students to meet their goals? Are
students in Tier II or Tier III making as much progress or more than students relegated to Tier I?
DnA can provide you with answers to these questions and more. Just as students are regularly
trying to improve, RTI staff should demonstrate the same willingness to grow and to improve the
program.
Visit https://www.illuminateed.com/RTIGuide.pdf to download the entire Illuminate RTI
guide.

Track Progress by Placement or Starting Levels

Illuminates grouping feature makes it fast (and flexible) to summarize results, creating averages
(or other calculations) to analyze results by group.

For example, here we are analyzing how students who began at each proficiency level have seen
their proficiency levels rise or drop since their interventions began.

RTI

Page 69

Track Progress by Intervention Goals

Using Illuminates grouping feature again, this example shows an analysis of how students who
have been assigned particular intervention focus areas or goals have seen their proficiency levels
rise or drop since their interventions began.

Again, charts are interactive, so you can click on a column to resort the chart, click on a column to
see the data it contains, etc.
Also remember these reports are customizable, so if you want to depict percent correct on
homework assessments, or grades, or any other data in the system you can.

Track Standard Progress by Placement and Starting Levels

Using Illuminates grouping feature again, this example shows an analysis of how students who
scored a particular percent correct on their diagnostic test and were placed in a Tier II intervention
have progressed on a particular state content standard since their interventions began.

RTI

Page 70

Once again, you can interact with the data and graph it to spot trends, successes, and/or areas of
concern.

It Doesnt Stop There

Modifications are also considered for intervention programs. The group analyses provided as
examples above draw attention to what is working and what is not. For example, if all students are
showing progress except students with goals related to reading comprehension, you should
examine the curriculum and instruction these students are receiving. The "Good Instruction"
lesson in this manual points out ways you can determine what is working (e.g., a teacher who
excels at teaching reading comprehension who can mentor intervention teachers, curriculum used
in classrooms that score higher than others, etc.).

Next Steps

Read "Parent Involvement," the next lesson in this "EXTRAS: RTI" manual, to help with your RTI
implementation.
You might also be interested in other chapters and lessons within the Illuminate Help system for
assistance performing the actions described in the "EXTRAS: RTI" manual for more help with your
RTI implementation. For example, lessons in the "Assessments," "Reports," and "Summary
Assessments," manuals might prove especially helpful, depending on the actions you wish to
perform.

RTI

Page 71

Parent Involvement
Regular communication and collaboration with parents can do wonders to support success
throughout the Response to Intervention (RTI) process. Illuminate offers parent letters that give
parents a clear, jargon-free picture of their childrens struggles, strengths, and performance.
Illuminate also allows teachers to easily and quickly post information (such as assessment scores,
grades, notes, etc.) to the parent portal where any parent with assigned access can monitor his or
her childs progress.
Visit https://www.illuminateed.com/RTIGuide.pdf to download the entire Illuminate RTI
guide.

Parent Letters

The Student & Parent Letters can be generated as a personalized parent letter, which can be
printed or downloaded (e.g., and emailed) as an Adobe pdf file. It communicates the childs score,
which questions he or she missed, which he or she got right, how questions were answered, on
which standards he or she did not fully demonstrate mastery, and on which standards he or she
did.

RTI

Page 72

You can easily communicate a students assessment history, transcript grades, language
proficiency, special education status, and more by generating his or her Student Profile Report
(the Analyze
Assessment Results to Determine Student Needs section of this manual shows you how easy this
is to generate).
This report gives parents a clear, visual picture of their childrens academic profile, and can also
be printed or downloaded (e.g., and emailed) as an Adobe pdf file (this and more download
options are available for all reports in Illuminate).

Parent Portal

Teachers can quickly and easily post information (such as assessment scores, homework scores,
grades, notes, etc.) to the parent portal where any parent with assigned access can monitor his or
her childs progress...

RTI

Page 73

...This provides parents with an immediate, timely link to their childrens progress, as well as an
extra line of communication with teachers.

It Doesnt Stop There

Youve seen the other types of reports Illuminate provides and allows for. Any that are studentspecific can be considered for sharing, as well.

Next Steps

Read "Student Involvement," the next lesson in this "EXTRAS: RTI" manual, to help with your
RTI implementation.
You might also be interested in other chapters and lessons within the Illuminate Help system for
assistance performing the actions described in the "EXTRAS: RTI" manual for more help with your
RTI implementation. For example, lessons in the "Assessments," "Reports," and "Summary

RTI

Page 74

Assessments," manuals might prove especially helpful, depending on the actions you wish to
perform.

RTI

Page 75

Student Involvement
Proponents of Response to Intervention (RTI) sometimes forget the importance of sharing goals
and progress with students. DnA includes student letters, small slips, and more to facilitate this
communication.
Visit https://www.illuminateed.com/RTIGuide.pdf to download the entire Illuminate RTI
guide.

Student Letters

The Student & Parent Letters can be also generated as a personalized student letter, using
student-friendly language and simplifying results. This can be printed or downloaded (e.g., and
emailed) as an Adobe pdf file to share with students. It communicates his or her score, which
questions he or she missed, which he or she got right, how questions were answered, on which
standards he or she did not fully demonstrate mastery, and on which standards he or she did.
Note how the language in the student version of this report differs from the parent version in the
previous section. Students who are struggling are especially in need of tools like this that make
performance easier for them to understand.

RTI

Page 76

Student Small Slips

To give students quick feedback without wasting much paper, generate Student Small Slips...

...These are customized by clicking options, like showing the answer key or not showing the
answer key, showing standards that require work or not showing standards, etc. They allow you to
print multiple student slips on the same sheet of paper, and give students a small, student hand
held version of performance free of too much text or graphics.

RTI

Page 77

It Doesnt Stop There

Youve seen the other types of reports Illuminate provides and allows for. Any that are studentspecific can be considered for sharing, as well.

Next Steps

Explore other chapters and lessons within the Illuminate Help system for assistance performing
the actions described in the "EXTRAS: RTI" manual for more help with your RTI implementation.
For example, lessons in the "Assessments," "Reports," and "Summary Assessments," manuals
might prove especially helpful, depending on the actions you wish to perform.

RTI

Page 78

MTSS / RTI - Intervention Tracking for System

Admin

RTI

Page 79

MTSS / RTI Intervention Tracking Checklist

In this lesson you will learn how to setup MTSS/RTI Intervention Tracking for any user who will
need to enter intervention data which includes selecting intervention programs, add students to
intervention programs, and log intervention sessions. This lesson provides overall procedures and
steps that can only be conducted by a System Administrator.

Enable Permissions

Where to Start: Setup Intervention Tracking

All users utilizing the Intervention Tracking module will need permissions to access the module.
Users who need to have access to all caseloads at a site or district will need to the permission to
view all caseloads.
This lesson covers:
Assigning appropriate permissions for users

Setup Code Management

Where to Start: Setup Code Management

Additional Intervention Custom Fields, Intervention Flags, and Student Programs will need to be
created to support the Intervention module when building Intervention groups and adding session
logs. Custom Field examples include before/after school, Push-in, SDAIE, LCAP-SED, etc.
Intervention Flags inherited and available once the module has been enabled are received and not
received. Student Program examples would be RTI Reading, ELD, Math Intervention, etc.

RTI

Page 80

This lesson covers:

Adding and Managing Intervention Custom Fields
Adding Managing Intervention Flags
Adding and Managing Student Intervention Programs (must label as an 'intervention'
program)

Build Intervention Groups

Where to Start: Create Intervention Groups
All users with the permission can create Intervention Groups based on their visibility.
This lesson covers:
Navigation of the module
Creating Intervention Groups
Editing/Managing Intervention Groups

Adding Session Logs

Where to Start: Adding Session Logs
Users can add intervention notes and logs for multiple or single students that includes log date,
start and end times, instruction received and comments, if applicable. All entered data is available
for custom reporting.
This lesson covers:
Entering sessions logs for single or multiple students
Editing and Managing session logs

Available Reporting
Where to Start: Reports for Intervention Tracking
Reports are available within the module for quick and easy access to intervention information.
Intervention data can also be used within Custom Reports.
This lesson covers:
Navigating the Summary Report
Navigating the Intervention Session List Report

Custom Reporting
Where to Start: Reports for Intervention Tracking

RTI

Page 81

Intervention data is available for use within Custom Reports to add to new or current custom
reports.
This lesson covers:
Where to find intervention data within Custom Reporting

Next Steps
Get started with the Intervention module by visiting MTSS / RTI Intervention Tracking for
Teachers!
As a System Administrator you may want to reference the DNA System Admin lesson for "Add
and Edit DNA Scopes" for a starter with Code Management or watch the MTSS/RTI Intervention
Tracking Setup video. You will want to load "Student Programs" and "Intervention Custom
Fields" to customize the options that appear in the MTSS/RTI Intervention Tracking module.
When adding Student Programs for RTI, you will need to use the program type - "intervention".

RTI

Page 82

Setup Code Management (Admin)

In this lesson you will learn how to setup MTSS/RTI Intervention Tracking for any user who will
need to enter intervention data which includes selecting intervention programs, add students to
intervention programs, and log intervention sessions.
As a System Administrator you may want to reference the DNA System Admin lesson for "Add and
Edit DNA Scopes" for a starter with Code Management or watch the MTSS/RTI Intervention
Tracking Setup video.

Where to Start

Click the Admin Gear > Under Other, select Code Management

RTI

Page 83

Intervention Custom Fields

Search for "Intervention" in the Select a Code Table menu and select Intervention Custom
Fields. Click Load to preview the available codes before adding unnecessary or duplicate codes.
Intervention Custom Fields would include but not limited to Before/After School Program, LCAP
1 - Low Income, Pull-Out Program, etc. There are no inherited or provided Custom Fields for
Intervention. Custom Fields must be created.
1. Select Add Code to create a custom field for Intervention
2. Enter Code Key, or label
3. Type a Code Translation or Title for the custom field
4. Provide a Code Category if applicable
5. Select the District to apply for all sites. For specific sites, select sites if applicable.
*State ID and Sort Order are optional

Intervention Flags

Search for "Intervention" in the Select a Code Table menu and select Intervention Flags. Click
Load to preview the available codes before adding unnecessary or duplicate codes. Intervention

RTI

Page 84

Flags would include but not limited to Did Not Receive Intervention and Received Instruction,
which are inherited or provided flags. If additional flags are needed, conduct the following:
1. Select Add Code to create a Intervention Flag
2. Enter Code Key, or label
3. Type a Code Translation or Title for the flag
4. Provide a Code Category if applicable
5. Select the District to apply for all sites. For specific sites, select sites if applicable.
*State ID and Sort Order are optional; Received Intervention is defaulted to Yes/True

Student Programs

Search for "Student Programs" in the Select a Code Table menu and select Student Programs.
Click Load to preview the available codes before adding unnecessary or duplicate codes.
Student Programs would include but not limited to Math Intervention, RTI ELA Interventions,
CAHSEE Support, etc. There are no inherited Student Programs and all programs must be given
the Program Type 'Intervention'.
1. Select Add Code to create a Student Program
2. Enter Code Key, or label (Code keys can be alpha or numerical values)
3. Type a Code Translation or Title for the flag
4. Assign the Program Type 'Intervention' in order for the program to be an option within the
Intervention module
5. Select the District to apply for all sites. For specific sites, select sites if applicable.
*State ID and Sort Order are optional

RTI

Page 85

Next Steps
Now that permissions, fields, flags, and programs have been set, start to Create Intervention
Groups. Visit Illuminate U! for training modules and how-to videos.

RTI

Page 86

Setup Intervention Permissions (Admin)

In this lesson you will learn how to setup MTSS/RTI Intervention Tracking for any user who will
need to enter intervention data which includes selecting intervention programs, add students to
intervention programs, and log intervention sessions. Prior to using the Intervention Tracking
module, contact your Implementation Manager to discuss Code Management setup of the
available Student Programs and Intervention Custom Fields or watch the MTSS/RTI Intervention
Tracking Setup video.
For an overview of what's possible with Illuminate's RTI tools see the Building Dynamic Class
Profiles for RTI2, Supporting MTSS with Illuminate, and Illuminate's RTI Toolbox presentations
from the IEUC 2014 Conference.

Where to Start

Click the Admin Gear > Permissions

Define Scope - Permissions

1. Select a Scope to choose the Site, Role, or User that will have access to managing the MTSS/
RTI Intervention Tracking feature.
2. Click Load to display the current permissions and make any changes.

RTI

Page 87

Edit Permissions - Intervention

1. Click "yes" for the two permissions shown above in order to enable the Intervention Tracking
access for the user, role, or site selected.
2. Click Save. The MTSS/RTI Intervention Tracking link will now appear under the Student Tab
for the selected users.

Next Steps
You might be interested in the next MTSS/RTI Intervention Tracking lesson: "Create an
Intervention Group".
As a System Administrator you may want to reference the DNA System Admin lesson for "Add and
Edit DNA Scopes" for a starter with Code Management or watch the MTSS/RTI Intervention
Tracking Setup video. You will want to load "Student Programs" and "Intervention Custom Fields"
to customize the options that appear in the MTSS/RTI Intervention Tracking module. When
adding Student Programs for RTI, you will need to use the program type - "intervention".

RTI

Page 88