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The RtI Referral Process

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daniel-harrell
17 diapositives · 308 Views · Nov 17, 2014

Response to Intervention (RtI) is a mandated initiative aimed at providing early intervention services for students struggling in reading and math who are not identified for special education. The process involves tiered instructional supports, starting with Tier 2 intervention at 90 minutes and Tier 3 at 150 minutes for reading. Students are screened three times annually, and their progress is monitored to determine the need for additional interventions. This guide outlines the RtI framework, including referral processes and progress monitoring, to help educators effectively support student learning.

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  1. The RtI Referral Process Brenda Harrell Becky Ryan

  2. What is RtI? • Response to Intervention is a federal and state mandated initiative for providing early intervention services & instructional supports for struggling students not identified as needing special education services (as well as those who areidentified). Current RtI regulations stipulate that students identified as needing additional interventions in Reading and Math will receive the following supplemental instructional support: • Tier 2: 120 minutes of intervention targeting Reading & Math skills • Tier 3: 180 minutes of intervention targeting Reading & Math skills • In the case of mathematics, implementation shall be on a timeline and schedule as defined by the DOE with the goal of 2009-2010.

  3. CSD and RtI • Christina School District is currently implementing RtI in the area of Reading at the Elementary Level. • Tier 2: 90 minutes of intervention targeting Reading skills • Tier 3: 150 minutes of intervention targeting Reading skills

  4. RtI Framework • All students are tested using a universal screener 3 times per year. • Students who are placed in Tier 2 or Tier 3 instruction based on the screener (and other classroom measures when appropriate) are progressed monitored once per week. • Every 6 weeks, the progress is reviewed and changes made where necessary. • If after 12-18 weeks of intervention, the student is making little to no progress, the RtI Core Team in each building meets to discuss further evaluation .

  5. So…where are you? • Universal Screener • Groups (benchmark, benchmark @ risk, strategic, intensive) • PLC up and running (problem-solving team) • Reviewed at least one round (6 weeks) of data • RtI Core Team up and running

  6. RtI Teacher’s Guide • Diagnostic Toolkit • Literacy Links-RtI Resource center for teachers • Progress monitoring pieces for teachers • Currently implementing RtI referral forms

  7. Progress Monitoring Form

  8. Cover Page

  9. Intervention Plan

  10. Now, we’ll break it down… Tier 1 @ Risk • These students met the minimum benchmark goal on Dibels, however, they may have weaknesses in one or more skill areas. • They must be progress monitored at least once every 6 weeks, although we would encourage more frequent progress monitoring, to ensure that they remain on trajectory. All data collected, should be recorded in the appropriate box.

  11. Step 1: Identify the focus for the instructional intervention using data collected from the screening instrument(s). Example: Letter/sound recognition Word recognition Step 2: Choose the intervention(s) that will be used. Step 3: Complete the timeline portion of the chart as indicated. Step 4: Begin the intervention and record the progress monitoring results in the table.

  12. At the end of the first 6 week intervention cycle, the PLC will meet to review data and discuss the student’s response to the intervention. Based on the review of data, the team may decide to: • Continue Tier II intervention with modifications (modifications should be listed in space indicated) • Address another need if the student has mastered the skill identified in the previous intervention cycle OR if the team decides that the data indicates a greater need. • The new targeted skill is recorded in the next column. The bottom portion is used to record important notes, follow up information and to indicate a projected timeline.

  13. This section documents the next step in the intervention plan. • The steps are the same as in Tier II-Cycle I with the exception of the review portion at the bottom of the column. • At the end of the second 6 week cycle of interventions, the PLC team will meet to review data and discuss the student’s response. • The team may decide to: • Dismiss from Tier II due to data • Continue Tier II interventions to allow more time for the student to master skills OR • Move the student to Tier III due to failure to respond to the intervention. • Referral to the building RtI core team is required at this time.

  14. Complete this column: • If the student fails to respond to intervention after two cycles of Tier II interventions (12 weeks) OR • If the student begins the RtI process receiving Tier III interventions (as decided by the RtI matrix) • After 6 weeks, discuss data with RtI team. • Additional comments can be recorded on next page.

  15. These columns would be used for additional intervention cycles. At the end of each cycle (6 weeks), the RtI team will meet to discuss and decide how to proceed.

  16. When to begin the Referral Forms… • The teacher should begin completing the RtI Referral forms when a student is not making the expected progress after at least two cycles of interventions for Strategic students and at least one cycle for Intensive students. • These forms replace the START form and are required as part of the referral process. • The completion of the RtI Referral form and collection of data are required prior to meeting with the RtI Core Team to discuss a student who has not responded to the interventions as expected.

  17. Contacts • If you have additional questions about the RtI process, please contact your Inclusion Coach Bancroft Mcvey Brader Palmer Keene Pulaski Leasure Smith Stubbs Contact: Brenda Harrell harrellb@christina.k12.de.us Brookside Maclary Downes Marshall Gallaher West Park Jones Wilson Contact: Rebecca Ryan ryanr@christina.k12.de.us