Response To Intervention Start Up Packet
It has taken me awhile to get to this point, but I finally feel that I have a handle on how to provide tiered services to general education students, see my special education students, and stay sane!
The materials in this packet will help you too!
Disclaimer: The materials here are simply the materials that I use. They are not STANDARDIZED! They help collect subjective data and track progress for elementary age students!
I created a Google Form to send to teachers who have concerns about a student. I LOVE LOVE LOVE this form! It is easy for the teachers to use and it helps keep me organized. When teachers discuss students in the hall or even send an email, I forget. I’m just too busy and it creates problems.
With this referral form, all you have to do is send the form to the teacher, they fill it out, and the responses get populated in a Google Spreadsheet.
Now, once you receive a referral….what to do?
This is the tricky part and I have a few ideas for you!
First, I read the screening form results and look at the areas of need.
If the area of need is articulation, I have a quick articulation screening form that I made. Again, this is NOT standardized, but I find it helpful to collect non-standardized information. As a bonus, I color coded the screening form so you can have a quick glance if the student’s errors are age appropriate or not.
AGAIN, this is NOT a standardized measure. It is just a probe for different areas of language development such as vocabulary retrieval, following directions, narrative development, etc... You can always give this screening form to a sample of students from each grade and create a “cut-off” score but that isn’t always necessary. You can also collect data for each area of language development and use your clinical judgment along with other data to further decide if an intervention is needed and if so, what type.
You will also receive a progress monitoring tool to use at the end of each cycle to measure progress or lack thereof! You can record scores by date and see a trend over time.
Okay, let’s say a student has a few areas of need….now what? What type of intervention is needed? This will depend on the teacher report, results of screening and other data collected.
Let’s say, a student only had trouble following directions on the language screener. Well, the inability to follow directions in the classroom can have a domino effect in all areas! If a child misses the initial directions, they might not access the rest of the instruction!
For this, a may just provide the teacher with classroom strategies and a progress monitoring/data sheet to track progress and check back in a few months! (This is also included in the start up packet!)
Let’s say a child qualifies for tier 3 services. Then, I contact the parent with a note home. You will have access to our form. Why invent the wheel?
For my tier 3 speech and language students, I create an individual goal. I track all progress in google drive. I also provide a data tracking sheet and then ways to graph progress. I LOVE this one! It makes data, data, data much easier to gather and track.