The RtI Referral Process

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The RtI Referral Process

• Brenda Harrell
• Becky Ryan

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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.

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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

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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 .

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Sowhere are you?

• Universal Screener
• Groups (benchmark, benchmark _at_ 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

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• RtI Teachers Guide
• Diagnostic Toolkit
• Literacy Links-RtI Resource center for teachers
• Progress monitoring pieces for teachers
• Currently implementing RtI referral forms

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Progress Monitoring Form
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Cover Page
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Intervention Plan
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Now, well break it down

• Tier 1 _at_ 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.
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• 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.

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At the end of the first 6 week intervention
cycle, the PLC will meet to review data and
discuss the students 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.
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• 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 students 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.

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• 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.

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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.
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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.

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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_at_christina.k12.de.us
Brookside Maclary Downes Marshall Gallaher
West Park Jones Wilson Contact Rebecca
Ryan ryanr_at_christina.k12.de.us