This presentation will review referral packet forms.
Forms can be found at sites.google.com/site/satsherry Look at the left hand margin and click on Marion County SAT process and referring for multidisciplinary evaluation
On this page, look for the forms in the filing cabinets in the right margin
The cover sheet has only changed slightly with the addition of the history of attendance chart
You’ll find the intervention log we’ve used in previous years. This form can still be used for interventions other than the tiered reading intervention.
You’ll also find Tier 2 intervention logs that were designed collaboratively with teachers in Marion County. There is a place for lesson plans at the top of this form.and a place to record benchmark scores, attendance at intervention sessions and progress monitoring data. There’s only room for 5 students ,since this is the recommended number of students in a tier 2 intervention group
Teachers commented that there was not enough room for lesson plans on the tier 2 form. Please note the addition of a page 2 option with bigger blocks for planning. These blocks can be photocopied onto the back of the tier 2 form
The tier 3 form is similar to tier 2 except for the fact that it allows for no more than 3 students in a group
In the RTI forms filing cabinet, you’ll find a link to the WVDE tier 2 small group intervention log. We are advising teams to use this log when using scripted programs with built-in data reports such as FAST FORWARD or IPAP.
The next document in the referral packet is the classroom teacher report. This form has not changed. This form supports the requirement that decisions must be based on data. Some teachers have reported that it is difficult to locate data on a student within their building. This form requires accessibility of this data. School teams or IITs must consider a student’s data when making intervention decisions. Data management will be a logistical challenge that must be addressed as other professionals besides the classroom teacher are keeping data on various students. This data must be accessible to and discussed by Instruction and Intervention Teams as well as Student Assistance Teams.
Please note that there are two versions of the parent questionnaire – one for elementary students and one for middle/high school students. These forms are used to invite parents to share relevant information about their child and to share their educational concerns. In addition, the form once signed by the parent provides permission for the school system to conduct vision, hearing, speech and language screenings. Signed forms should be forwarded to Vicki Wallace at Central Office to initiate screenings. Teams must review and discuss the results of these screenings and may develop interventions based on their results. For example, a team may have to alert the family that medical follow-up is required, or a team may decide to move the seating of a child who failed a vision or hearing screening. Vision and hearing issues must be ruled out before determining a child has a specific learning disability. We used to recommend that teams have parents complete these forms early in the SAT process in order to uncover any issues. Schools may need to discuss a change in procedures regarding screenings. Some schools are choosing to screen students upon the initiation of a second round of tier 2 intervention.
Referral packets are to include a history of WESTEST scores, a student’s transcript and current grades or progress reports
Packets for students who have been receiving intervention through Response to Intervention, must include documentation that aligns with Marion County’s RTI framework.
For example, the framework calls for elementary reading students to receive benchmark evaluations through Scott Foresman. All elementary reading referral packets must include these reports. Tier 2 and Tier 3 non-negotiable interventions are laid out by grade level, and the corresponding data must be a part of the referral packet. Teams have some flexibility when choosing interventions for students based on the data decisions are based on. Referral packets will look different for different students. Teams must ensure that packets contain sufficient data for making an eligibility decision.
At a minimum, the referral packet must include the information listed on the next two slides. You’ll notice that Marion County’s framework and the forms we’ve designed should allow for teams to report the needed information. The data must show a history of the student’s education including -benchmark and baseline data and targeted areas of concern based on this data. -documentation that the student received appropriate instruction Documentation about the nature, frequency and duration of intervention including attendance at intervention sessions.
Additionally, packets must show any diagnostic assessments administered. Teams should be looking for data that shows “significant and persistent” low academic achievement after research based intervention has been provided. Intervention data should include a target goal for the student and progress monitoring results that can be compared to peers. This data should include progress monitoring measurements taken at appropriate frequencies – at least 6 data points over a 16 week period is a recommended minimum. Data should be graphed to aid in an analysis of goal lines and trend lines. When students have received normed assessments, teams should be especially concerned about students whose scores are approaching the 8 th percentile. Finally, packets must include document that a student received appropriate instruction and intervention.
Marion County will use the Fidelity Checklist to cover this component.
Other forms required for SOME referrals, include the discipline file review and BESS screener which must be forwarded with packets for students demonstrating behavior or emotional issues. Discipline file review forms are in the Referral packet forms file cabinet. BESS screeners can be obtained from our behavior specialist, Trish Chisler.
It is critical that the SAT responds immediately and appropriately to a written request for evaluation. A meeting must be scheduled within 10 days of a written request for evaluation. At this meeting, the team will provide an explanation of a student’s intervention results and other school data. Parents must be provided a copy of procedural safeguards and the RTI handbook. Within 24 hours of this meeting, the team must forward to Central Office a referral packet including a prior written notice OR a prior written notice explaining the team’s decision not to refer for evaluation.
ALL referral packets must be submitted to Central Office within 24 hours of the meeting where the decision to refer was made. All referral packets must include a prior written notice that documents the information considered when making a decision about whether or not to refer a child for evaluation. And again, if a team decides not to refer for evaluation, their reasons must be discussed at a meeting with the parent, and a draft prior written notice must be submitted to Central Office within 24 hours of this meeting. Please contact your liaison if you need assistance.
Prior Written Notice forms can be found in the referral packet filing cabinet
If you have questions, please email me at the address on this slide. Don’t forget the r in my name…. Also, please not the url for a short video you can watch about RTI in action.
Referring for Evaluation
Referring for Multidisciplinary Evaluation S.A.T. Forms
<ul><li>Elementary Referrals Fall 2009: </li></ul><ul><li>□ Chronology of student’s educational history </li></ul><ul><li>□ Benchmark/baseline data </li></ul><ul><li>□ Targeted area(s) of concern </li></ul><ul><li>□ Specific documentation of the nature and intensity of general classroom instruction </li></ul><ul><li>□ Comprehensive documentation of the nature, frequency, and duration of intervention including n umber of intervention periods attended </li></ul>
<ul><li>□ Results of diagnostic assessments to inform the intervention process (e.g., Quick Phonics Screener, Phonological Awareness Screening Inventory, Basic Reading Inventory). Variety of assessment results show “significant and persistent” low academic achievement after research-based classroom intervention </li></ul><ul><li>□ Target goal </li></ul><ul><li>□ Level of mastery of peers </li></ul><ul><li>□ Progress monitoring results </li></ul><ul><ul><ul><li>Graphs showing level and rate of learning </li></ul></ul></ul><ul><ul><ul><li>Measurements taken at appropriate frequency </li></ul></ul></ul><ul><ul><ul><li>At least 6 data points over a 16 week period </li></ul></ul></ul><ul><ul><ul><li>Especially suspicious of results at or below 8th percentile </li></ul></ul></ul><ul><li>□ Documentation indicating interventions were “provided as intended for the appropriate duration and with sufficient intensity” i.e. Fidelity Checklist </li></ul>
Written Request for Evaluation <ul><li>Schedule a meeting within 10 days </li></ul><ul><li>Provide parents with: </li></ul><ul><ul><li>Explanation of current intervention and data/results </li></ul></ul><ul><ul><li>Procedural safeguards </li></ul></ul><ul><ul><li>RTI Parent handbook </li></ul></ul>
<ul><li>Forward packets within 24 hours of the SAT meeting when the decision to refer was made </li></ul><ul><li>Include a draft prior written notice with the packet </li></ul><ul><li>If a written request for evaluation has been made and the team decides not to refer for evaluation, forward a prior written notice within 24 hours of the SAT meeting where this decision is made. </li></ul>
Questions? <ul><li>My email: </li></ul><ul><li>[email_address] </li></ul>Watch a video from RTI Action Network? http://www.youtube.com/watch?v=a2-DXXoenAg