The RtI Referral Process

Brenda Harrell

Becky Ryan

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 are identified). 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.

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

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 .

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

RtI Teacher’s GuideDiagnostic Toolkit

Literacy Links-RtI Resource center for teachersProgress monitoring pieces for teachersCurrently implementing RtI referral forms

Progress Monitoring

Form

Group Summary for Progress Monitoring

Grade:_________ Date:_________ Support Provided by: ______________________

Group(circle one): Benchmark @ Risk Strategic Intensive Inventory Used to Assist with Targeted Skill: (Check all that apply) □Phonological Awareness Inventory □Phonics Inventory □Spelling Inventory □Decoding Inventory □High Frequency Word Inventory Intervention Targeted Skill: _________________with a focus on ______________________________________________________ Goal for mastery: _________________________________________ Assessment Used (Pre/Post): _____________________________________________________

Insert Weekly Dates of Progress Monitoring Student’s Name Room # Baseline Score/Date i.e. 8/26

letter sounds or 20/100 high frequency words

Additional Comments On Back: Yes No

Vocabulary & Comprehension

Fluency & Comprehension

Word Recognition & Fluency

Phonemic Awareness & Word Recognition

Cover Page

Response to Intervention Referral Forms

Student ID _____________ Birth date: ___/___/___ Student Name: _____________________ School: _____________ Teacher:_____________ Grade: ____________ Parent(s): _____________________________ Phone: _______________ Address: ___________________________________________________ Reason for Referral: □ Academic □ Behavior

Note: Use the data collected from the diagnostic inventories to determine areas of concern in order to locate the first skill set where intervention should begin. Refer the RtI Diagnostic Toolkit for specific grade level and skill information. Use the following page to record the intervention plan.

All student specific data and graphs must be attached!

ATTENDANCE

Days absent last year _______ Days absent this year _______ Other schools attended: ____________________ ____________________ ____________________ Retentions: Yr(s) ___Gr(s)___ Previous enrollment in Special Education/Section 504 _________________________ Is the student identified as: ELL (English Language Learner) (circle one) Yes No

HEALTH Hearing: Date ______________ Results ____________ Recheck needed _____ Vision: Date ______________ Results ____________ Recheck needed _____ Other: _______________ _____________________

DISCIPLINE Number of discipline reports ______________________ Number of suspensions: In-school ___________ Out-of-school _______ Other ______________ ___________________ ___________________

Screening Fall Winter Spring

MAP

DIBELS

CSD Benchmark

List Other:

Intervention Plan

Student Name _________________________________ School ______________________________ Grade _______ Teacher _______________Year___________

Christina School District Student Literacy Intervention Plan: Response to Intervention (K-5)

Tier I @ Risk

40th%ile - benchmark Core Classroom Instruction Houghton Mifflin Reading

Tier II: (Cycle I) Date:__________

25-40th%ile Minimum 90 minutes per

week/targeted intervention/in addition to core instruction

After first cycle of Tier II Intervention (six weeks)

Tier II: (Cycle II) Date:___________

(Based on Student Need)

Tier III: (Cycle I) Date:____________

below 25th%ile 150 minutes per week/targeted intervention/in addition to core

instruction All students will receive 90 minutes of reading instruction daily with fidelity to the curriculum. The 90 minutes of instruction will also incorporate differentiated, flexible small groups to address specific student strengths and/or weaknesses. Progress Monitoring:

Tool Date Results

Focus of Intervention: _____________________ _____________________ _____________________

Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________

Next Step: Choose one of the following – □ Continue Tier II

intervention with the following modification:

____________________ ____________________ ____________________ ____________________ ____________________ □ Address another need. PLC Review Date: ______

Focus of Intervention: _____________________ _____________________ _____________________

Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________

Focus of Intervention: _____________________ _____________________ _____________________

Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________

Screening Results: DIBELS

Month Day Results Aug/Sept

Jan May

Diagnostic Results: (to determine targeted instruction for Tier II)

Tool Date Results*

*use back of page if needed

Timeline: (6 weeks: 90 min. per week)

________ to ________ Date Date

Progress Monitoring: Tool Date Results

Proceed to next step at top of page…

PLC Notes/Comments: Follow-up: Timeline:

Timeline: (6 weeks: 90 min. per week) ________ to ________

Date Date Progress Monitoring:

Tool Date Results

PLC Review Date: ______ Decision: □ Dismiss from Tier II □ Continue Tier II interventions □ Move to Tier III AND refer to

RtI Core team

Timeline: (6 weeks: 150 min. per week)

________ to ________ Date Date

Progress Monitoring: Tool Date Results

RtI Team Review Date: ______ Decision: □ Continue Tier III with modification: _______________ __________________________ AND review with RtI Core Team

Now, we’ll break it down…

Tier I @ Risk 40th%ile - benchmark

Core Classroom Instruction Houghton Mifflin Reading

All students will receive 90 minutes of reading instruction daily with fidelity to the curriculum. The 90 minutes of instruction will also incorporate differentiated, flexible small groups to address specific student strengths and/or weaknesses. Progress Monitoring:

Tool Date Results

Screening Results: DIBELS

Month Day Results Aug/Sept

Jan May

Diagnostic Results: (to determine targeted instruction for Tier II)

Tool Date Results*

*use back of page if needed

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.

Tier II: (Cycle I) Date:__________

25-40th%ile Minimum 90 minutes per

week/targeted intervention/in addition to core instruction Focus of Intervention:

_____________________ _____________________ _____________________ Interventions:

□ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other

______________ Timeline:

(6 weeks: 90 min. per week)

________ to ________ Date Date

Progress Monitoring: Tool Date Results

Proceed to next step at top of page…

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.

After first cycle of Tier II Intervention (six weeks)

Next Step: Choose one of the following – □ Continue Tier II intervention

with the following modification: ____________________

____________________ ____________________ ____________________ ____________________ □ Address another need. PLC Review Date: ______

PLC Notes/Comments: Follow-up: Timeline:

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.

Tier II: (Cycle II) Date:___________

(Based on Student Need) Focus of Intervention:

_____________________ _____________________ _____________________

Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________

Timeline: (6 weeks: 90 min. per week) ________ to ________

Date Date Progress Monitoring:

Tool Date Results

PLC Review Date: ______ Decision: □ Dismiss from Tier II □ Continue Tier II interventions □ Move to Tier III AND refer to

RtI Core team

• 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.

Tier III: (Cycle I) Date:____________

below 25th%ile 150 minutes per week/targeted intervention/in addition to core

instruction Focus of Intervention:

_____________________ _____________________ _____________________

Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________

Timeline: (6 weeks: 150 min. per week)

________ to ________ Date Date

Progress Monitoring: Tool Date Results

RtI Team Review Date: ______ Decision: □ Continue Tier III with modification: _______________ __________________________ AND review with RtI Core Team

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.

Insert this page for additional intervention cycles and comments.

Tier III: (Cycle II) Date:____________

Tier ___: (Cycle __) Date:____________

Tier ___: (Cycle __) Date:____________

Comments: Focus of Intervention:

_____________________ _____________________ _____________________

Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________

Focus of Intervention: _____________________ _____________________ _____________________

Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________

Focus of Intervention: _____________________ _____________________ _____________________

Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________

Timeline: (6 weeks: 150 min. per week)

________ to ________ Date Date

Progress Monitoring: Tool Date Results

RtI Team Review Date: ______ Decision: □ Exit to Tier ___ □ Continue Tier ___ □ Refer for further assessment

Timeline: (6 weeks: ___ min. per week)

________ to ________ Date Date

Progress Monitoring: Tool Date Results

RtI Team Review Date: ______ Decision: □ Exit to Tier ___ □ Continue Tier ___ □ Refer for further assessment

Timeline: (6 weeks: ___ min. per week)

________ to ________ Date Date

Progress Monitoring: Tool Date Results

RtI Team Review Date: ______ Decision: □ Exit to Tier ___ □ Continue Tier ___ □ Refer for further assessment

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.

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.

Contacts

If you have additional questions about the RtI process, please contact your Inclusion Coach

Brookside MaclaryDownes MarshallGallaher West ParkJones Wilson

Contact: Rebecca Ryan

ryanr@christina.k12.de.us

Bancroft McveyBrader PalmerKeene PulaskiLeasure Smith

Stubbs

Contact: Brenda Harrell

harrellb@christina.k12.de.us