Where Learning Comes First Catherine Farris Peterson Coordinator of Psychological Services

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1 Haralson County Schools Response to Intervention/Student Support Team Resource Guide Where Learning Comes First Catherine Farris Peterson Coordinator of Psychological Services Janet Goodman System Instructional Specialist Ann Gray Director of Personnel & Student Services Pepper Dearing Moon Director of School Improvement & Federal Programs Lorilyn Houston 7-12 School Improvement Specialist

2 Table of Contents Introduction Introduction to Response to Intervention and Student Support Team 1 Georgia Student Achievement Pyramid of Interventions 3 Student Achievement Pyramid of Interventions description 4 Haralson County RTI Process 6 Pyramid of Interventions Table 7 Pyramid of Interventions in the Classroom 8 Process/Procedures Goals, Process, and Procedures 12 How to Guide for RTI Coordinators 24 How to Guide for Teachers: Steps to Response to Intervention 25 Haralson County Example of the RTI Process flow chart 26 Tier I / Tier II Tier I Explanation 27 Tier II Explanation 28 Haralson County Board of Education Intervention Checklist 29 Tier II Notification Letter 30 Referral from Tier I to Tier II 31 Initial Tier II Minutes 32 Student Intervention Documentation Plan 33 Subsequent Tier II Minutes 34 Tier III Tier III Explanation 36 Eligibility Determination and Categories of Eligibility 37 Referral from Tier II to Tier III (Student Support Team) 38 Notification and Hearing/Vision Consent Letter 40 Parent Invitation Letter 41 Initial Tier III Minutes form 42 Student Intervention Documentation Plan 43 Subsequent Tier III Minutes 44 Progress Report for Modifying Intervention Plan 46 Tier III Request for Diagnostic Screening 47 Permission for Diagnostic Screening 48 Additional Forms Documentation of Contact form RTI/HC 1 Tier III / SST Team Log RTI/HC 2 Confidential Parent Information form RTI/HC 3 Hearing and Vision Screening Report RTI/HC 4 Notice of Hearing and Vision Failure RTI/HC 5 Functional Hearing and Vision Screening Results RTI/HC 6 Statement of Status RTI/HC 7

3 Student Support Team End of Year Summary RTI/HC 8 Emotional/Behavioral Information Sheet RTI/HC 9 Student Intervention Documentation Plan RTI/HC 10 By Pass SST Form RTI/HC 11 Dismissal from Tier Form RTI/HC 12 Permission for hearing/vision screening RTI/HC 13 Resources Academic (yellow section) Behavioral (green section) Section 504 Information

4 Introduction to Response to Intervention and Student Support Team Currently there is no case law concerning Response to Intervention (RTI) since its use in the eligibility criteria for students with Specific Learning Disabilities (SLD) was recently enacted in IDEIA 2004 and only this year has been implemented in school systems. Zirkel (2006) reports that case law concerning students with SLD up to 2006 primarily focused on the LEA s nondetermination of eligibility for SLD. Rather the historical and legal context of the use of RTI includes prereferral interventions and teacher assistant teams, including Student Support Teams. In Georgia, Student Support Teams are mandated by a State Board of Education Policy (GADOE, 2000). These regulations arise from a settlement in NAACP v. the State of Georgia, often referred to as the Marshall case. The main thrust of the plaintiffs argument was disproportionate representation of minorities in intellectually disabled classes and whites in specific learning disability classes. Further argument centered on the lack of any formal mechanism for developing and utilizing intervention strategies before referral for special education placement. Although the state prevailed and proved that the students identified were eligible for special education services, it was less successful in proving that intervention strategies were employed before placement. The function of the SSTs was to identify and assist students who were observed to have academic and/or behavioral difficulties. Acting on referrals from parents and school staff members, the SST would recommend alternative strategies to be implemented with the identified student, periodically meet to discuss the student s progress, and try different strategies before considering a referral for psychoeducational testing through special education. The mission of the SST continues to evolve in keeping with the requirements of the law. Originally, the District Court mandated that SSTs exist as a stopgap measure against hasty and inappropriate IDEA placement and to identify students who might be eligible for services under the Rehabilitation Act of 1973, specifically Section 504 of that act. Response to Intervention or the Georgia Pyramid of Interventions,(GADOE, 2006) as it is known in Georgia, is a refinement and more inclusive version of the Student Support Team. Tiers I and II refer to general instruction and supplemental instruction respectively, as they occur for all students. Tier III consists of a referral to the formal SST process and more individualized and targeted interventions. In the Georgia School Board Rule, the Board outlined a six-step SST process as follows: (1) Identification of needs; (academic or behavioral) (2) Assessment, if necessary; (3) Education plan; (4) Implementation; (5) Follow-up and support; and (6) Continuous monitoring and evaluation. The Haralson County Board of Education adopted a companion SST policy. In subsequent years, many schools have chosen formats that were individualized for the needs of their particular student population, educational level and SST management 1

5 system. While the formats are somewhat diverse in appearance and methodology used, the SST procedures of documentation and intervention are consistent throughout the county. While it is recognized that the SST process will not be exactly the same at all local schools, this resource guide should provide the outline for a consistent SST philosophy and ensure appropriate procedural safeguards. It should also provide local schools with a wealth of resources to assist them in the overall task of SST implementation. Hopefully, this Resource Guide will assist local schools in getting maximum benefit from the SST process. It should also serve as a valuable source of information for newly appointed local school SST Coordinators and SST Grade/Team Leaders. In this 2007 revision of the SST manual, Response to Intervention will be addressed and the steps outlined for each of the four tiers of the Georgia Pyramid of Interventions. GADOE (2000, October). State Board Rule Code: IGB. Student Support Team. Retrieved November 30, 2007 from 123FE4810FFF55BC103AB8DEE33A506330B4BF7C03119&Type=D GADOE (2006, February). Georgia Student Achievement Pyramid of Interventions. Georgia Department of Education. Retrieved November 30, 2007 from pdf?p=39ef345ae192d900f620bfde9c014ce65f48e7e4cc eb3 D2B367434F67EC4756D61498C8&Type=D Zirkel, P. (2006). The legal meaning of specific learning disability for special education eligibility. Arlington, VA: Council for Exceptional Children. 2

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7 STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Tier 1: Standards Based Classroom Learning describes effective instruction that should be happening in all classrooms for all students. As Georgia moves towards phasing in the implementation of the Georgia Performance Standards (GPS) it is recognized that the curriculum standards are the foundation for the learning that occurs in each classroom. This type of instruction/learning focuses on the GPS and includes evidenced based instruction that is differentiated according to students various needs. Teachers utilize progress monitoring results to guide and adjust instruction. Tier 1 is not limited to instruction in the academic content areas, but also includes all developmental domains such as behavioral and social development. This tier represents effective, strategic, and expert instruction that is ideally available in all classrooms. Through standards-based learning and on-going formative assessments we can answer DuFour s questions of are kids learning; and how are they learning? Tier 2: Needs Based Instruction/Learning: Standard Intervention Protocols: Tier Two becomes the answer to the question what are we prepared to do when they do not learn? Tier 2 describes pre-planned interventions that should be in place for students who are not being sufficiently successful or adequately challenged with Tier 1 interventions alone. In many schools in Georgia, students who need additional interventions in the general classroom have been referred to the Student Support Team and possibly evaluated for special education services. The new conceptual framework illustrates the potential for having interventions for students before their gap becomes so large that specialized instruction is needed. Tier 2 interventions are not a substitution for Tier 1 interventions, but are layered in addition to the Tier 1 instruction that is provided. Tier 2 interventions are not solely reliant on the expertise and diligence of individual teachers across the school. They should include pre-planned interventions developed and supported at the school level, thereby becoming standard intervention protocols that are proactively in place for students who need them. Working collaboratively, teachers and instructional leaders should determine concepts and content areas that have traditionally proven difficult for students in their school. Then, they should develop interventions that are available when specific students show weaknesses in those areas. For 1st and 2nd - grade students who struggle with learning to read, for example, Tier 2 interventions may include structured, diligent, pre-planned tutoring interventions for those specified students. Similarly, schools should determine concepts and content areas that are likely to have been mastered by highly able students and, through strategies such as pretesting and curriculum compacting, be prepared to provide modified curriculum. All students who need a Tier 2 intervention (in addition to their Tier 1 instruction) should be identified through the progress monitoring evaluation data. Tier 2 interventions can be used at all school levels. Virtually every high school has students who become disenfranchised and unsuccessful and therefore become high risk for dropping out of school. High schools, possibly in collaboration with local middle schools, can anticipate this and 4

8 identify those students very early in their high school careers who are high risk for this type of difficulty. They can then build systematic mentoring programs that encourage students to become active and engaged in high school activities. In addition, specific academic interventions can be established for students who are missing core academic skills (e.g. strong reading skills) that will increase the probability that high risk students will have the necessary skills to be successful. To maintain motivation and improve academic achievement, high schools should use a variety of strategies to encourage more students to engage in rigorous coursework, e.g., vertical teaming that leads to AP courses. Tier 2 interventions should not be endless for individual students who are struggling. Schools must ensure that specific students are not labeled as being Tier 2 students and thereby create lower expectations or tracking for those students. Tier 2 interventions are proactive and maintain high expectations for all students. Tier 3: Student Support Team Driven Instruction/Learning provides an additional layer of analysis and interventions. The Student Support Team (-and other small group teams such as the Gifted Eligibility Team) meet to discuss students who are still not provided the instructional experiences to meet their needs. During this process, the diagnostic team analyzes the specific needs of the individual student. In Tier 2, schools establish standard intervention protocols that are available across the school. Tier 3 becomes much more individualized as the student s teachers, other personnel, and parents systematically determine the issues that need to be addressed for the student. Instructional interventions are then strategically put in place for the student and progress monitoring processes, including sensitive instruments that may be formal or informal in nature, are implemented frequently to determine if the student is responding to the interventions. Effective Tier 3 activities are exemplified by systematic activities to determine a student s needs, implementation of scientifically-based interventions that are strategically incorporated with fidelity to meet the student s individual needs, and frequent progress monitoring to inform continued instruction. Tier 4: Specially Designed Instruction/Learning is developed specifically for students who meet the respective eligibility criteria for special program placement. With three effective tiers in place prior to specialized services, more struggling students will be successful and will not require this degree of interventions. Tier 4 will provide instruction that is targeted and specialized to meet students needs. Tier 4 instruction would include formal Gifted Education services for students who qualify, but it may also include interventions suggested by the Gifted Eligibility Team for regular classroom curriculum modification for any student with advanced learning needs. It may include special education and related services for eligible students, provided in the general education classroom, or in some cases, in a resource room. Tier 4 does not represent a location for services, but indicates a layer of interventions that may be provided in the general education class or in a separate setting. Tier 4 is not a substitute for Tier 2, but is layered upon Tier 2 interventions. Georgia Department of Education, Kathy Cox, State Superintendent of Schools, February 2006, All Rights Reserved 5

9 Haralson County RTI Process The Pyramid of Interventions is in place in Haralson County to help educators determine if students are progressing as expected or if students need additional help to be successful in school. It is a proactive approach that does not wait for students to fail before intervening. It focuses on examining data and adjusting instruction for students who are struggling and then provides layers of intensive interventions and progress monitoring. TIER I standards-based classroom instruction with differentiation, progress monitoring, such as DIBELS, Accelerated Math, ABC Behavior Chart, SLP observations, etc. Begin to take note of students who are having difficulties and start to collect data. TIER II move into Tier II after 6 weeks minimum of progress monitoring (complete the Tier II Information Sheet). Bring this sheet to the meeting to discuss with the team. This is the first formal Tier meeting and the parents should be notified. The team will devise Tier II Interventions to be implemented. TIER III move into Tier III (SST) after 6 weeks minimum of progress monitoring of intensive interventions is completed. If the student is not making adequate progress, a referral to Student Support Team (SST) is made. Parents should be invited to this meeting. The student remains in SST for up to 6 weeks and then a referral for screening can be made at this time. Once the screening is complete, there will be a meeting to go over screening results. Then determine if there is a need to proceed with an evaluation if there is a lack of response to intervention. If no evaluation is warranted, the student will remain in Tier III with additional interventions and monitoring continues with a Tier III meeting every six weeks to discuss progress and possible movement back to Tier II. TIER IV if a student is made eligible for services in Special education, they remain in this tier. Special education is Tier IV. The student must meet state eligibility criteria and parental consent is required. 6

10 Pyramid of Interventions Tier 1 Intervention Focus Program Grouping Time Assessment Interventionist Setting For all Students Standards-based classroom instruction Multiple grouping formats to meet all student needs All day Benchmark assessment and progress monitoring throughout the academic year General Education Teacher General Education classroom Tier II Intervention Focus Program Grouping Time Assessment Interventionist Setting For students who have been identified as at-risk in a certain area or areas and have not responded to Tier I Interventions Needs-based Instruction Flexible, small groups 60 minutes per day, 2-3 times per week of intervention in addition to all Tier I Interventions Established intervention programs; frequent progress monitoring General Education Teacher and Specialist Appropriate setting determined by the team- may be within or outside of the classroom Tier III Intervention Focus Program Grouping Time Assessment Interventionist Setting Focus Program Grouping Time Assessment Interventionist Setting For students with marked difficulties and who have not responded to Tier I or Tier II efforts SST-Driven Instruction Small grouping 90 minutes per day, 3-5 times per week of intervention in addition to all Tier I and Tier II Interventions Frequent formative assessment and intense weekly progress monitoring General Education Teacher and Specialists for individualized interventions Appropriate setting determined by the team- may be within or outside of the classroom Tier IV Intervention For students who have marked difficulty and have not responded to Tier I, Tier II, and Tier III Interventions Specially designed instruction Small group instruction According to IEP According to IEP According to IEP General ed and/or Special ed classroom--according to IEP 7

11 Pyramid of Intervention Haralson County Schools Tiers Examples Academic Interventions Behavior Interventions Tier I Standards-based Classroom Instruction All students participate in instruction that is: Communication Interventions Resource Needs 8 Standards-based Differentiated Evidence-based Guided by progress monitoring and assessment Effective classroom Instruction Language instruction in all grades Parent involvement at all grade levels Flexible scheduling Common planning time Grade level/content meetings Common assessment Unit planning Instructional calendars/frameworks Standardized test results used for instruction Administrative/peer observations Parent Involvement activities tied to standards Students provided with examples of exemplary work Grade level rubrics in all core subject areas Emphasis on reading across the curriculum Exit students who are successful with Tier I interventions Classroom management plans Positive behavioral supports School-wide discipline Code of conduct provided to all students in handbook Emphasis on literacy at all grade levels Support vocabulary development SLP's Serve as consultant to school based teams on best practice Continued training in GPS Continued Professional Learning in differentiated instruction Inclusion and coteaching training and support Continued funding support from State and Federal programs

12 Tiers Examples Academic Interventions Behavior Interventions Tier II Needs based Instruction Students participate in instruction that includes Tier I plus: Communication Interventions Resource Needs 9 uses established intervention programs provides enhanced opportunities for extended learning uses flexible small groups includes frequent progress monitoring in order to move students between tiers as needed student needs identified and incorporated into an instructional plan EIP Small group instruction before/after school programs extension classes mentors functional behavior assessment Supplemental Educational Services Research-based intervention strategies Extended learning time Team meetings Administrative meetings with teachers Teacher meetings with atrisk students Home visits Before school program After school program Administrative meeting with at risk students Assign mentor Double dose classes Remedial Education (MS and HS) Year long math and language arts Credit completion Credit recovery Direct Instruction Exit students who successful with Tier II interventions Conflict resolution Social Skills training Track discipline data Group and individual counseling Priority scheduling Renaissance Learning recognition program Peer mediation Behavior contracts weekly behavior charts SLP's Consult with teams delivering targeted intervention/instruction Direct services for eligible students Student Incentives Federal funds to reduce class size Reading First Grant Remedial Education Grant

13 Tiers Examples Academic Interventions Behavior Interventions Tier III SST Driven Instruction Targeted Students will participate in: Communication Interventions Resource Needs 10 Individual assessment Tailored interventions to respond to their needs Frequent formative assessment Consideration for specially designed instruction only when data indicates a lack of response to intervention Implementation of SST recommendations Individualized /group diagnostic assessment small group instruction Direct/Prescriptive Instruction Frequent benchmark assessments Exit students who are successful with Tier I or II interventions Daily behavior charts Weekly progress monitoring Individual behavior assessments change in antecedent Administrator in charge of discipline at all SST meetings Language intervention to student with delays consult with speech/language pathologist on students individual needs Continued professional learning on best utilization of SST

14 Tiers Examples Academic Interventions Behavior Interventions Tier IV Specially Designed Instruction Communication Interventions Resource Needs 11 Services will be determined by placement committee- Students must meet state eligibility requirements - Parental consent required Targeted Students will participate in: Specialized programs Adapted content, methodology, or instructional delivery GPS access/extension Special education/504 services School based administrative support at all IEP/504 meetings Frequent School based administrative meetings with students experiencing problems Related service to special education Continued professional learning w/emphasis on coteaching, paraprofessional utilization Support for inclusive students Continued professional learning for resource teachers on GPS

15 GOALS, PROCESS, and PROCEDURES GOALS Systems and Methodologies To ensure that all students are making adequate progress, systems and methodologies must be in place at each tier. In setting up these systems, school-based teams must answer critical questions such as: 1. Data-based Goals: Using Georgia Performance Standards, what specific goals do we have for our students in each content or targeted area? What are their personal goals? 2. Instruction: Are we implementing instruction, curricula, and methodologies based on scientifically based research? 3. Core Instruction (Tier I): What are the critical instructional components that need to be in place to reach our goals? 4. Differentiated Instruction and Targeted Interventions (Tiers II and III): What do we have in place at Tier I, II, and III to meet each student s needs? 5. Assessment: Based on Georgia Performance Standards, CRCT, Benchmark Testing, classroom assessments and progress monitoring data, how are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? TEAM MEMBERS The composition of the RTI team can vary based on the needs of the referred student. Minimum composition would be the referring teacher and at least three of the following participants, as appropriate to the needs of the student: Administrator RTI Coordinator Parents (must be invited in a timely manner to attend all RTI meetings) Grade/Team Leader Counselor Special Education Lead Teacher Speech/Language Pathologist School Psychologist Grade/Subject Specialist ESOL Teacher Special Education Teachers (see later section for details) School Social Worker Central Office Personnel Outside Specialists (e.g., physicians, rehabilitation specialists, etc.) Inclusion of school psychologists, school social workers or special education teachers should be limited to those cases where their particular skills and training would be most helpful. Time constraints would make it impossible for these resource personnel to attend all Tier III (SST) meetings. However, it is recommended that the School Psychologist and Special Education Lead 12

16 Teacher become a part of the Tier III (SST) meetings before any referral is made to Special Education. This will provide valuable information to the School Psychologist if a referral is made for a complete psychological evaluation and allow the Lead Teacher to explain the referral process to parents. It is recommended that special education teachers not be standing members of Tier III (SST) because of their instructional obligations. However, special education teachers may be invited to participate in the Tier III (SST) process when they possess expertise useful for working with a particular student. The special education teacher may be able to suggest further interventions and modifications for the student before he/she is referred to Special Education. It is important to exhaust all strategies before a referral is made for a complete psychological evaluation. RTI TEAM MEETING SCHEDULES The development of the RTI team schedule is a local school decision. A regular schedule of RTI meetings is necessary to ensure teacher access to the RTI team for support. It is the responsibility of the local school RTI Coordinator and Administrator to develop RTI procedures for the school based on the information in this guide and on the school s unique needs, schedules, etc. PARENT REQUESTS At times, parents present concerns about their child s functioning or make requests for services that can be best addressed by the RTI process. The procedure is the same as that of teacher referrals to RTI. The student s teacher would notify the RTI Coordinator to bring the student (parent) concerns to a Tier II intervention team meeting. The RTI process should be explained to the parent so that they understand the requirement for providing interventions for a minimum of twelve weeks and progress monitoring during this time. PRIVATE SCHOOL/HOME SCHOOL Occasionally, requests for evaluation are made for private school students and/or home school students. These requests are to be considered in the same manner as for Haralson County Schools students utilizing the RTI process. The procedure is the same as that of teacher referrals to RTI. The student s teacher would notify the RTI Coordinator to bring the student concerns to a Tier II intervention team meeting. The RTI process should be explained so that the referring party understands the requirement for providing interventions for a minimum of twelve weeks and progress monitoring during this time. The child s private school teacher should take the place of the referring teacher. For home school students, the parent would provide all necessary information. The RTI team convenes in the public school the student would attend. Attendance by the student s teacher and parent is encouraged so the RTI may evaluate the benefits of any previously attempted interventions and determine the necessity of additional strategies. The RTI team may then suggest additional interventions and methods for progress monitoring. 13

17 BYPASS PROCEDURE The Tier III Student Support Team (SST) initiates referral. The SST may be bypassed only in extreme situations in which a disabling condition is apparently severe or profound. All bypass situations should be discussed in detail with the School Psychology Coordinator and signed by the Special Education Coordinator. PRE-KINDERGARTEN REFERRAL PROCEDURE For Pre-K regular education students with academic (readiness) or behavior concerns: 1. Pre-Kindergarten teacher should request an SDD evaluation prior to the child s 7 th birthday if there is concern. The Regular Education Pre-K teacher will request an evaluation through Special Education Lead Teacher. 2. If the child is already 7 years of age and there is significant concern, refer to RTI team and follow the normal RTI process. RTI/SST FILES AND RESOURCES 1. Teacher maintains all Tier II documentation for their students in the RTI process. 2. The RTI Coordinator will maintain all Tier III (SST) files in a secure location easily accessible to the intervention teams. All RTI/SST information is strictly confidential and should be viewed only by parties directly related with the education of the student. 3. Intervention manuals and other resources will be maintained by the RTI Coordinator and available for checkout by teachers. RTI/SST LOGS 1. Intervention Team Logs will be maintained by the RTI Coordinator. 2. School logs will be maintained by the RTI Coordinator. These logs should be updated quarterly and forwarded to the County RTI/SST Coordinator. POWERSCHOOL 1. For any new students initially referred to Tier III (SST), the RTI Coordinator will enter data in PowerSchool. 2. The RTI Coordinator(s) are responsible for updating any changes in the PowerSchool Tier III (SST) record for students. 14

18 SST FOLDERS-Placement of Information *Information will be added with the latest information on top 1. First Section-Inside of front cover/first clip: a. Referral to Tier III (SST) on top b. Background Information Checklist c. Documentation of Parent or Agency Contacts 2. Second Section-Second clip: a. Diagnostic Screening Request b. Parent Permission for Vision/Hearing Screening and/or Diagnostic Screening c. Statement of Status Checklist (Eight Areas of Learning) d. Work Samples, CRCT scores e. Emotional/Behavioral Information-Maladaptive Form, data collection 3. Third Section-3 rd Clip: sorted in this order for each meeting, most recent on top a. Invitations b. Minutes c. Student Intervention Documentation Plan and progress monitoring from Tiers II and III, DIBELS d. End of Year Summary, report card 4. Fourth Section-4 th Clip: a. Vision/Hearing Screening Results b. Diagnostic Screening Results *It may be necessary to combine sections three and section four. SPEECH/LANGUAGE REQUEST For new referrals to RTI: If a student is having difficulty that appears to involve speech/language issues the referral to RTI intervention team must include input from the speech/language pathologist. 1. The speech/language pathologist must observe the child in the classroom and then offer interventions to be documented at the Tier II intervention meeting. 2. Interventions will be provided and modeled for the classroom teacher and progress monitoring will take place in consultation with the SLP. 3. Also, if a severe articulation concern is noted, the speech/language pathologist will determine if the SST process should be bypassed (speech/language only) and will complete that paperwork prior to S/L evaluation. 4. RTI Coordinator should provide a copy of the minutes and permission to screen to SLP. 5. If the final disposition is to receive speech/language services only and there is no other academic or behavior concern, the student file can be closed and accommodations will be provided by the SLP for regular education. If a problem arises later, the student would be referred to the RTI process at Tier II. 6. If academic or behavioral concerns are noted, the student will be referred to the RTI process at Tier II. For Kindergarten students who were served in speech/language in PK, if there is a concern for academics, behaviors, etc., the teacher should refer to the RTI process. 15

19 REFERRAL TO TIER II INTERVENTION TEAM 1. Student is not making adequate progress in Tier I Standards-Based Classroom instruction. Referring teacher brings student information to the Tier II Intervention Team for discussion of interventions to be implemented that target specific academic, behavioral, or language difficulties. 2. Parents will be notified via Tier II Notification Letter (p. 29). 3. Teacher completes top half of Referral from Tier I to Tier II (p. 31) and brings to Tier II Intervention Team meeting for further discussion of interventions to be implemented. 4. Interventions will be put into place and progress monitored bi-weekly for at least 6 weeks. Any interventions that are ineffective during this time should be replaced with another appropriate intervention that targets the specific difficulty. If student makes progress, discussion should take place about putting student back into Tier I. If student is not making adequate progress after 6 weeks, new interventions should be put into place in Tier II and/or referral to Tier III (SST). REFERRAL TO TIER III (SST) INTERVENTION TEAM TIER III (SST) REFERRAL (Referring Teacher) Tier II interventions and lack of progress should be discussed with the parent at this initial Tier III meeting. During the meeting, the teacher and parent may share concerns and any interventions and progress that has been documented in Tiers I and II. This allows the team and the parent an opportunity to discuss interventions that have been successful either at home or school. At this time the teacher should describe the RTI/SST process with the parent. As always, provide the parent any support necessary in order to help them feel comfortable. Documentation of Parent or Agency Contact Form (RTI/HC1) will be useful in noting any contact regarding a student. 1. Teacher will refer student to Tier III (SST) and notify the RTI Coordinator: a. Create a Tier III (SST) folder for the student. b. Schedule the initial or first Tier III (SST) meeting. c. Complete and send (with student or by mail) the initial parent invitation. This letter should be sent to the parents at least 5 days in advance of the meeting. It is important to note that parents must be invited to attend all Tier III (SST) meetings and should be notified in a timely manner. d. Inform the Team Leader of the scheduled meeting. e. Invite appropriate people to the Tier III (SST) meeting. This can be done by or by sending written notice of the meeting. f. Enter the student s name in the Tier III (SST) log with the date of the first scheduled meeting. g. Give this information to your school s SIA to enter data into PowerSchool SST record for student. 16

20 2. VISION/HEARING SCREENING PROCEDURE Beginning school year, students initially referred to Tier III (SST) will receive vision and hearing screenings through the following procedure: a. Permission for vision/hearing screening will be sent home. b. Upon receipt of the parent s permission for V/H screen, which is included with the Initial Invitation Letter, the RTI Coordinator will request a vision/hearing screening by the school nurse. c. A student must pass the vision and hearing screenings prior to further diagnostic screenings. d. Remember-No vision and hearing screenings can be done without parent permission. 3. DOCUMENTATION OF INTERVENTIONS AND OUTCOMES (Referring Teacher) If the student is not making adequate progress in Tier II, a referral to Tier III (SST) can be made. Parents should be invited to this meeting. Tier II interventions and progress monitoring of the student will be discussed and further targeted interventions will be implemented based on the Tier II progress (or lack of). The student receives intensive, targeted interventions in Tier III (SST) for at least 6 weeks with weekly progress monitoring. After 6 weeks, student progress will be analyzed for further interventions or a referral for screening can be made at this time. Any Tier II and Tier III interventions that have been somewhat successful will be continued during this process. Once the screening is completed, there will be a meeting to go over screening results. A determination will be made at this time if there is a need to proceed with an evaluation if there is a lack of response to interventions. If no evaluation is warranted, the student will remain in Tier III with additional intensive, targeted interventions and progress monitoring continues with meetings every six weeks. Progress monitoring documentation should include interventions made prior to the referral. These interventions should be appropriate to the referring problem and areas of concern that are affecting the student s educational performance in the classroom. The referring teacher should also complete a review of the student s permanent record for pertinent information. 4. WORK SAMPLES (Referring Teacher) If the concern is primarily academic, the referring teacher should gather one or two work samples indicating the student is performing below expectancy or below grade level. If there are communication issues, the SLP should be involved in providing intensive interventions and tools for progress monitoring. 5. BEHAVIORAL DOCUMENTATION (Referring Teacher) If the concern is primarily behavioral, the referring teacher should provide written documentation of the type of behavior, setting(s), what happens immediately before the behavior is exhibited, consequences, interventions, positive behavior supports, and data collection on the inappropriate AND appropriate behaviors. 17

21 INITIAL TIER III (SST) MEETING The purpose of this meeting is to provide a better understanding of the student s progress by examining the student s performance while receiving Tier II interventions. The results of the progress monitoring in Tier II should provide information for development of more intensive and targeted interventions if progress in Tier II is not adequate. THE RTI BUILDING COORDINATOR WILL CONDUCT THE FIRST TIER III (SST) MEETING USING THE FOLLOWING OUTLINE: *Designate a person to write the minutes (This may be the Team Leader). 1. Introduce everyone in attendance. 2. State the purpose of the meeting. For example, The reason we are meeting today is to discuss the educational concerns regarding student s name. 3. Review information provided by the referring teacher from the Tier II and Tier III forms regarding progress monitoring and targeted interventions that have been implemented up to this point. 4. Ask the teachers to update the RTI team on the child s present level of functioning. 5. Ask the parent to share any concerns regarding the student. This may include what works at home, any problems at home, and any suggestions for improvement. 6. The Tier III (SST) will brainstorm targeted interventions that may improve educational performance relative to the concern, whether academic, communication, or behavioral. Appropriate interventions will be determined and implemented in the classroom with weekly progress monitoring. 7. The interventions decided upon will be included on the Student Intervention Documentation Plan (RTI/HC 10) and provided to all teachers working with the student relative to the area of concern. For example, if the problem is behavioral and affects all classes then all teachers will have a Student Intervention Documentation Plan and will monitor outcomes regarding the effectiveness of the strategy. 8. The RTI Coordinator will provide the parents with the Confidential Parent Information Form (RTI/HC3) and Notification and Hearing/Vision Consent Letter (p. 40). Encourage the parent to complete this information following the meeting if possible. Otherwise request the forms be returned to the RTI Coordinator within three (3) days. If the parent is not present at the meeting, these forms should be mailed to the parents or the parent should be notified that the packet will be sent by the student and should be returned within three days. Document that this information has been given to the parents. 8. The RTI Coordinator will orally summarize the minutes, including the next steps and any interventions agreed upon by the team. 9. The next meeting date (at least 6 weeks) will be determined. RTI team may meet before 6 weeks if student is not making progress and interventions need to be changed. 10. All members present at the meeting will sign the minutes page. 18

22 11. A copy of the minutes and any other paperwork will be given to the parents. In the absence of the parents, the referring teacher will be responsible for notifying the parents of the meeting results and will send a copy of all paperwork to the parent. Forms to be completed at the Tier III (SST) meeting include: 1. Tier III (SST) Minutes (pp. 42 & 44) 2. Student Intervention Documentation Plan (p. 43) 3. Confidential Parent Information Form (RTI/HC3) 4. Permission for Hearing/Vision Screening (p. 40) The Tier III (SST) Minutes form must be completed during any Tier III meeting and should fully document any discussion and decision from the meeting. Additional pages may be attached if necessary. An approximate date for the next meeting should be recorded. All persons present at the meeting should sign the minutes page and a copy should be given to the parents. The Student Intervention Documentation Plan must be completed for all students who are discussed at a Tier III (SST) meeting. The purpose of this form is to record interventions that will improve educational performance targeted to the referral problem so that outcomes can be monitored and results documented. The Student Intervention Documentation Plan may be subject or class specific. All teachers implementing the specific intervention should have a copy of the plan and record progress monitoring. If student does not show progress, another intervention should be implemented and progress monitoring continued. Interventions should be individualized and targeted to the specific student s area of difficulty. Student Intervention Documentation Plan: 1. The RTI team should discuss any objective/task (academic, communication, and/or behavioral), targeted interventions, and criteria for progress should be documented per subject area. This sheet should be given to the teacher or other school personnel responsible for carrying out the intervention. Space is provided for the teacher to record the progress monitoring data and the dates of the progress check. It is important to remember that many interventions require an extended period of time before benefits are recognized. The teacher is responsible for measuring and recording progress and sharing this information at the subsequent RTI (SST) meetings. An updated copy of the Documentation Plan should be presented to the RTI Coordinator at each Tier III (SST) meeting to be included in the Tier III (SST) file. 2. As interventions are being implemented and progress monitored, meetings should be scheduled every 6 weeks. Remember, parents must be notified five (5) days prior to any SST meeting. 19

23 SUBSEQUENT TIER III (SST) MEETINGS The RTI Intervention Team will reconvene to review interventions, progress monitoring, and address continuing or additional concerns. At this time, additional interventions may be recommended and progress monitoring continued. It is anticipated that for the majority of students, the interventions implemented in Tiers II and III will sufficiently address the student s needs. Tier III meetings can be called as needed. It is important to remember that parents should receive an invitation in a timely manner. All teachers should: 1. Be prepared to share information regarding current level of performance and any Tier II and Tier III interventions implemented and progress monitoring data. 2. Updated Student Intervention Documentation Plans (with weekly progress monitoring recorded) must be brought to the Tier III (SST) meetings. 3. A copy should be provided to the RTI Coordinator to be included in the student s Tier III (SST) file. IMPORTANT POINTS TO REMEMBER: For students making progress and no further Tier III interventions seem necessary, the RTI Team (at a meeting with the parent) may determine that there is no further need to monitor this student through Tier III (SST). In this case, o The Tier III (SST) minutes should document that the RTI Team has decided to close the file and move the student back to Tier II interventions. o The RTI Coordinator will: Place the closed Tier III (SST) file on inactive status. Document on PowerSchool the SST file is inactive. o At any time in the future, a student s Tier III (SST) file may be reopened as need arises. If this is done, the RTI Coordinator is responsible for updating the PowerSchool file by indicating the file has been reactivated. Referral for Diagnostic Screening: SST Permission for Diagnostic Screening (p. 48). It is important to help the parent understand that the purpose of a diagnostic screening is to provide additional information regarding interventions that will improve the educational performance of the student in the regular education classroom. The Diagnostic Screening IS NOT a comprehensive psychoeducational evaluation. The Permission for Screening (p. 48) form is required prior to any diagnostic screenings, which may include cognitive, academic, communication, and/or behavior screening. School nurses will administer the vision and hearing screenings. Before other screenings can be administered, the student must pass the vision and hearing screenings within the last year. While the results of these tests are often very helpful for planning interventions, they are not to be used in the determination of eligibility for special education services. The Permission for Screening should be completed by the RTI Coordinator and signed by the parents. If the parents are not present at the meeting, the RTI Coordinator will follow up with the parent and explain the Permission for Screening form. 20

24 3. The RTI Coordinator will: a. Assist the teacher(s) in completing the Request for Diagnostic Screening form including specific information about student behaviors and performance. b. Complete and gather the following to send to the Diagnostician at Central Office: Request for diagnostic screening(p. 47) Signed permission for diagnostic screening (p. 48) Vision and hearing screening results (RTI/HC 4) Confidential Parent Information Form (RTI/HC 3) SST minutes (P. 42 & 44) Student Intervention Documentation Plan (p. 43) Statement of Status (if the concern is primarily academic) (RTI/HC 7) ) Emotional/Behavioral Information form (if the concern is primarily social, emotional or behavioral) (RTI/HC9) 4. The RTI Coordinator will forward the completed Tier III (SST) file to the Educational Diagnostician. (A record should be kept of any students referred for diagnostic Screening for your records.) If the packet is not complete, the Educational Diagnostician will return it to the RTI Coordinator for completion. Document date request is sent to Central Office on Team Log. 5. The Educational Diagnostician will enter the request to the Screening Log. 6. Screenings will be scheduled as soon as possible by the Educational Diagnostician. 7. Screening results will be reviewed by the School Psychologist. 8. The School Psychologist will contact the RTI Coordinator to schedule a meeting to discuss screening results. a. If the recommendation is to refer for psychoeducational evaluation, all paperwork will be completed at this final meeting. b. If the recommendation is to continue interventions and progress monitoring, the student will remain in Tier III and a meeting will be scheduled for 6 weeks later. 21

25 Referral to Psychological Services: Although there is no required minimum number of Tier III (SST) meetings prior to making a psychoeducational referral for evaluation, interventions and progress monitoring must occur for at least 12 weeks. Tier III (SST) paperwork must clearly identify the problem and document intensive, targeted interventions within the general education curriculum. Only after a lack of response to intervention has been documented is it appropriate to initiate a special education evaluation. 1. The RTI Coordinator is responsible for scheduling this final Tier III (SST) meeting and inviting all necessary persons, including the parents. It is strongly recommended that the school psychologist become a member of the SST, as well as the special education lead teacher, before the student is referred for special education services. This meeting should be coordinated with the School Psychologist. Notification may be sent by or in writing. 2. The RTI Coordinator should confirm the meeting with the parents. It is pertinent that parents attend this meeting in order to receive necessary information and complete required paperwork prior to the referral for psychoeducational evaluation. 3. At the final Tier III (SST) meeting, if the committee agrees that a recommendation to refer for a comprehensive evaluation is appropriate, this decision is recorded in the minutes. 4. The Special Education Lead Teacher reviews with the parents the process of referral for the evaluation. The parents are presented a copy of Parental Rights and a list of evaluation instruments. The Permission to Evaluate is signed by the parents. If the student is referred for a psychoeducational evaluation, the School Psychologist will take the referral packet. If the referral is for a suspected Learning Disability: Information required for all referrals Statement of Status(RTI/HC 7) Analyzed Work Samples and Observations for all areas of concern on Statement of Status If the referral is for suspected Emotional/Behavioral Disorder: Information required for all referrals Behavioral Rating Scales (Parent and Teacher) Direct Observation Discipline Records If the referral is for suspected Intellectual Disability: Information required for all referrals Formal Adaptive Behavior Rating Scales (Parent and Teacher) Informal Adaptive Behavior Assessment Structured Observations If the referral is for suspected Other Health Impairment: Information required for all referrals Medical Examination Report Form (current within one year) Behavior Rating Scales 22

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