4- Step Middletown’s Response to Intervention process

Step 1 The Referral If you have a student that you are concerned about and are thinking about referring that student to the 4- Step process there are a few steps you should take when placing a referral. First, identify a focused concern. When identifying the student’s area that you are concerned about be specific. State what areas of reading, writing, math, language, or behavioral/social the student is struggling with. You may need to talk with previous year teacher to help you narrow down the student’s specific weakness.

Once you have identified a specific concern or concerns gather data on the student’s performance. This is when you gather all of the student’s work samples, tests, journals, and portfolios. During your data collection you may need to perform additional informal or formal assessments of your students current functioning. Prior to referring the student to the 4-step process, you should contact the parent of the student and make them aware that their child will be referred due to your academic or behavioral concerns. Once you have contacted the parent fill out the 4-step referral form and submit it to the Principal. The Principal will schedule a meeting with you to discuss the referral and assign a case partner if it is determined that the student should be placed in the 4-step process. Step 1 Continued

Step 2 Case partner and teacher collaboration Schedule a meeting with your assigned case partner (s) to discuss your student and their specific needs. Determine in measurable terms an objective or objectives that target your specific area of concern. If you have multiple areas of concern choose two or three specific concerns to write objectives on. The more the better philosophy in regards to objectives is not the best method for intervention. An example: After reading a selection at her instructional level, Katie will be able to determine character, setting, problem, and solution with 75% accuracy.

Step 2 Continued  Generate strategies or interventions with your case partner that will aid in the attainment of the objective created for your 4-step student. During this step you will brain storm with your case partner different strategies/interventions that may be implemented either in whole group, small group, or individual instruction, as well as modifications that can be made to the child’s program that would ensure success. Develop and implement a plan of action towards the attainment of the objective. With your case partner determine who will be involved in this intervention, what they will do, when they will do it, how long this intervention will be tried, and how you will data on the student’s progress for the determined length of time.

Step 2 Continued Monitor progress and evaluate the student’s gains or lack of progress. By monitoring the student’s progress through the collection of data, you and your case partner will know if you need to adjust or create a new plan of action.

The intervention log (step 2) should be completed by teacher and case partner to document meetings, phone contact with parents, strategies implemented, and student progress. The teacher and case partner should be meeting monthly or bi- monthly to update the student intervention log. This update should include –Data on interventions/strategies implemented –Measurable objectives –Strategies/interventions that will be implemented during the specific time frame. –Persons responsible for the intervention –Frequency of the intervention (2x per week) –Date for next step 2 case partner meeting Step 2 Intervention Log

Forms During step 2, the following forms must be filled out based on the specific concern or concerns. The forms include: Reading concern = Reading worksheet Math concern = Math worksheet Attention concern = On task and organization worksheet & intervention plan for organization and or attention skills within the classroom. Behavior concern = Functional Behavior Assessment, Teacher Interview form, Student Interview form, Direct observation forms (narrative/FBA incident form), Teacher ABC form, Behavior Intervention Plan Listening and Speaking = Listening and speaking worksheet *These forms will be given to you by the 4-Step team based on the area of concern(s)

Roles & Responsibilities of the Case partner Assigned by the Principal & 4-Step Team Talk with referring teacher within a week of assignment. Assist referring teacher in gathering data, analysis of data, & possible interventions to implement. Assist in the completion of Step 2 paperwork. Assist referring teacher in assessment of interventions tried and decision of whether to go to Step 3. Aid in the presentation of the summary of data and the problem to the 4-Step Team. Brainstorm solutions. Assist referring teacher in selecting interventions & the monitoring of student progress through data collection.

Step 3 Referral to 4-Step Team continued At the 4-Step Team meeting the team will determine, based on documentation and data, if additional strategies should be implemented or if the student should begin the referral to special education. Either during or after the Step 3 meeting, the Step 3 referral to 4-Step section of documentation needs to be completed.

Step 4 PPT If a referral to special education is determined to be the next step for the student, the 4-Step Team will provide the teacher and case partner with the appropriate paperwork. The teacher is responsible to notify the parents that they have referred the student to special education and that they will be receiving a call from the special education teacher to schedule a IEP meeting. The teacher and case partner are responsible for completing this paperwork and returning it to the special education teacher so that the IEP meeting can be scheduled. Once the paperwork is handed into the special education teacher will contact the parent through a referral letter and invitation to the IEP meeting.