A lot of states mandate Multi-Tiered Systems of Support. Yet, they don’t provide a blueprint for how to develop the best systems and protocols that keep MTSS efficient and results-driven. As a result, many leaders are feeling the cumbersome and time-consuming nature of navigating the intervention and referral process. A collaborative, data-driven, streamlined, and research-based I&RS system is not only possible, but essential, especially when there are staffing shortages, leadership turnover, and teachers who are struggling to truly meet the diverse needs in their classrooms.
So with that, I present to you a blueprint for how to create a powerful Intervention and Referral process for your school-community.
Early Identification and Evidence-Based Interventions at the Classroom Level
The I&RS process starts with teachers identifying students experiencing consistent learning or behavioral difficulties. Before a formal referral, it's crucial for teachers to implement targeted interventions aligned with the student's specific needs. This might involve pulling a small-group of learners who need additional practice with a specific reading skill; the group might consistently contain a student struggling with summarizing and retelling events in a story. If the student who has been part of this small group for the past few weeks continues to show no improvement despite receiving specific feedback, a referral is warranted. However, this referral should only be considered if interventions have been implemented at the classroom level with consistency.
Research-based practices are essential during this initial intervention phase. Teachers should utilize proven methods with a strong track record of success in similar situations. If you suspect that your teachers are struggling with implementing specific interventions at the Tier 1 level, it's crucial to support them in this area. Providing this support is essential because these interventions form the foundation for the entire process that follows. Strengthening your system should begin with ensuring that teachers are well-equipped to deliver these targeted interventions effectively.
Data Collection: Building the Knowledge Base
Data collection is a cornerstone of effective intervention. This includes both qualitative and quantitative data. Qualitative data provides a rich picture of the student's experience. Observations, like how a student interacts with peers or participates in group activities, and anecdotal notes, documenting specific incidents or interactions, offer valuable insights. Quantitative data, on the other hand, provides more objective measures of progress. Formative Assessments, such as the Check for Understanding, standardized tests, or curriculum-based measures (CBMs) paint a clear picture of the student's skill level compared to grade-level expectations. By triangulating both qualitative and quantitative data, teachers gain a comprehensive understanding of the student's needs.
A strong I&RS system outlines the non-negotiables for data collection. What data must be included in the decision to refer and to move forward? How much data is needed? The answer to these questions will streamline expectations and “weed out” the referrals that don’t have enough evidence to be justified.
The Intervention and Referral Team: Leveraging Expertise
When initial interventions at the Tier 1 classroom don't yield the desired progress, a formal referral is typically made to a designated team within the school. This multi-disciplinary team, often named the School-Based Intervention Team, plays a central role. The goal of the committee is to see measurable student improvement in the identified targeted areas.
Composed of professionals with expertise in specific areas, this team brings a wealth of knowledge and perspectives to the table. The team should be reflective of the what the student needs within the I&RS cycle in order to demonstrate growth. For example, if the referral manifests from consistent data that demonstrates fluency gaps, a reading specialists will be part of the students' I&RS committee.
Initial Referral Meeting: Collaboration is Key
An I&RS meeting for a student referral serves several critical purposes:
Presenting the Concerns: The referring teacher outlines the reasons for referral, presenting data (assessments, observations, work samples) to illustrate the student's consistent specific gaps. This should be a collaborative effort, ensuring everyone understands the concerns and has the opportunity to ask questions.
Data Review and Teacher Intervention Analysis: The team delves into the collected data, analyzing both qualitative and quantitative information. They also critically examine the interventions the teacher implemented: Were they targeted to address the student's specific needs? Were they based on research-based practices? How long and how often were they implemented? Did the student show any improvements? Evaluating the effectiveness of prior interventions helps the team determine the best course of action moving forward.
Upon receiving a referral, the building leader may contact the parent about best next steps. In some cases, the team may schedule a meeting with parents, teachers, and other relevant personnel. Many states, such as New Jersey, have legal mandates regarding parental involvement. For example, pursuant to N.J.A.C. 6A:16-7.2(a)6, schools are required to “Actively involve parents or guardians in the development and implementation of intervention and referral services action plans.”
Developing the I&RS Plan: A Collaborative Action Plan
Based on the data analysis and discussions at the meeting, the team collaboratively develops an Intervention and Referral Services (I&RS) plan. This plan serves as a roadmap for supporting the student. Here are crucial elements to include:
Multi-disciplinary Team Composition: Identify the specific team members who will be involved in supporting the student, ensuring the team has the necessary expertise to address the student's needs. For example, a student who is being referred because of behavioral challenges would have a counselor as part of the team.
Data Collection & Storage Methods: Determine how the intervention data and classroom data will be collected and stored. This might involve utilizing a user-friendly data management system or relying on teacher trackers. Streamlining this process ensures efficient data collection and accessibility. Pro Tip: Less is more. This process does not require an over-the-top system with all the bells and whistles. In my experience, I’ve worked alongside teachers and teams who use Google Spreadsheet and are more than happy with its accessibility and ease. If you have the system in place, you can have a simple platform to host the information.
Reassessment Frequency: Establish a schedule for reassessing the student. The frequency may vary depending on the severity of the initial gaps identified. It is important to note that while a formal intervention is implemented and data is collected, classroom data on the student should still be collected and used as part of the decision-making process.
Meeting Frequency: Determine how often the team will meet to monitor progress and discuss any necessary adjustments to the interventions. This should be individualized based on the severity of the identified gaps.
Progress Markers: Set clear benchmarks to measure the student's growth. These benchmarks should be similar to the benchmarks used to determine the functional level compared to grade-level standards. Having clear markers helps everyone track progress and celebrate successes.
Data Analysis and Progress Monitoring: Tracking the Journey
The team establishes a regular schedule for data collection and progress monitoring. This might involve comparing classroom data with intervention data to identify growth or areas needing adjustments. By analyzing the impact of the intervention, the team can determine its effectiveness, make adjustments, and develop next steps.
Ultimately, the data analysis is a guidepost for crucial decisions regarding the next steps for supporting the student:
Extend Current Interventions: If interventions are proving successful, the team might choose to continue them for a designated period. This allows the student to benefit from the positive momentum and reinforces the progress already made.
Modify/Increase Intervention Intensity: If progress is slow, the team might modify the current interventions by adjusting the approach, materials, or frequency. They might also increase the intensity of the interventions, dedicating more time or resources to supporting the student.
Classification: 504’s and IEP
In some cases, further support in the form of classification, might be necessary. If a student has a disability or illness that necessitates accommodations, a 504 plan can be developed. This plan outlines specific accommodations, such as extended time on tests or preferential seating, to ensure the student has equal access to learning opportunities within the general education curriculum.
For students with significant learning needs that cannot be met by interventions or a 504 plan, the team might initiate the process of developing an Individualized Education Program (IEP). An IEP is a legal document that outlines the student's specific needs, measurable goals, and the specialized services required to support their academic success. More on IEP’s and 504’s can be found here.
Addressing Common Challenges
Implementing a streamlined system requires acknowledging potential challenges and developing solutions to overcome them. Below are common challenges that stakeholders have faced when designing (or redesigning) the system.
Multi-disciplinary Team Composition: Ensure the team has the necessary expertise to address the student's specific needs. This might involve including specialists from various areas or providing professional development opportunities for team members.
Data Entry: Data entry can be a time-consuming task. Utilize user-friendly data management systems or designate specific times for data entry to streamline this process.
Workload: Schools often manage a high number of referrals. Allocate resources efficiently and consider utilizing student support personnel or parent volunteers to assist with interventions.
Collaboration: Foster collaboration between all stakeholders to ensure effective accommodations are implemented in the general education classroom environment. Regular communication and shared planning are crucial for success.
Collaboration is Key to Success
By implementing a streamlined intervention and referral system that leverages school-based teams, data-driven decision-making, and collaboration among all stakeholders, schools can create a more effective support system for struggling students. Remember, early identification, targeted interventions, and ongoing progress monitoring are crucial for student success. This approach empowers educators to ensure all students reach their full potential. With a well-defined system in place, schools can move away from a reactive approach to intervention and referral, and proactively support students on their journey to academic success.
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