Response to Intervention “KID Talk” Referral Process
July, 2013
James Irwin Charter Academy (JICA) is committed to monitoring the academic needs of every student and ensures the delivery of rigorous instruction using research based curriculum with frequent checks for academic progress. In accordance with Exceptional Children’s Education Act (ECEA) 1 CCR 301-8 section 2220-R-4.00 and 8.00, and IDEA-Part B Child Identification, JICA follows a Response to Intervention model (RTI) to identify children in need of additional supports or that may need to be further evaluated for special education supports. RTI provides a continuum of evidence-based, tiered interventions with increasing levels of intensity and duration. It supports students to make significant academic progress whether they are struggling or advanced. Collaborative educational decisions are based on data derived from frequent progress monitoring checks around student performance and rate of learning.
The RTI process is a three tiered system designed to meet the needs of all students. JICA utilizes a color coded model that consists of a green, yellow and red tier.

RTI TIERS

  • Tier I (green tier) – All students – provides core instruction for all students. Flexible grouping that targets specific skill levels are included so that the instructional goals of all students can be met.
  • Tier II (yellow tier) – Struggling (or advanced) students -offers supplemental instruction in addition to the standards-based curriculum received in Tier I. The curriculum and instruction at Tier II is designed to meet the needs of students not progressing as expected in Tier I.
  • Tier III (red tier) – Intensive – Students not progressing in Tier I or II – instruction includes more explicit instruction that is focused on a specific skill need, whether that be an accelerated need or a remedial need.

Child Find “KID talk” Problem-Solving General Procedures:
JICA has developed a highly qualified team as required through No Child Left Behind Act (NCLB) to discuss student needs and interventions required to monitor each student’s success in reading, writing and math. The team will make informed decisions based on academic data collected from parent feedback, classroom observations, benchmarks, nationally normed, and state data. The team problem-solves and assists the representative teacher in selecting and designing strategies for improving student academic and or behavioral performance. JICA assures that our child find process is an ongoing throughout the school year and all “KID Talk” activities are provided at no cost to the parents.

JICA RTI “KID Talk” Team consists of the following members:

  • A designated person identified as the child find coordinator
  • Administrator
  • Highly qualified grade level classroom teachers
  • Dean of students/504 coordinator
  • Licensed Special Education Teacher
  • Parents will be made aware of the efforts to intervene, but are not required to be part of the team.

JICA Screening Procedures
Vision and Hearing
JICA adheres to screening and evaluation activities required by section 22-1-116, C.R.S. for students’ ages 3 to 21 who may need more in-depth evaluation in order to determine eligibility for special education and related services.

  • Follow up vision and hearing screening shall interface with the vision and hearing screening which occur for all children in kindergarten and grades 1, 2, 3, and 5.
  • All “new” students to JICA who do not have recent vision and hearing screening records will receive vision and hearing screening
  • Appropriate educational referrals are made if the child is suspected of having an educationally significant vision or hearing loss and parents shall be informed of any need for further medical evaluation

Academic:
JICA progress monitors the following academic areas of concern: emerging reading skills, reading fluency, comprehension, math computation and problem solving, access skills (listening, oral communication, following directions). The purpose of academic screening is to identify student’s ages 3 to 21 that may need more in-depth evaluation to determine eligibility for special education and related services. At JICA, Highly Qualified lead teachers as indicated in NCLB will maintain a binder of RTI Lite Sheets for every student in their grade level.

JICA assures that:

  • Student reviews will be conducted on a weekly basis.
  • Grade level teams in collaboration will determine whether students’ performance warrants a tier adjustment.

Universal Tier I Screening/Benchmark Assessments:
Who – All students
When – Three times per year (Fall, Winter Spring)
HOW – MAP, DIBELS, AIMs Web
WHY – Assess student progress against national norms for grade levels
Assess percentage of students meeting benchmark (target = 85%)
Identify students at risk for academic difficulties or who have exceeded benchmarks and need additional challenge.
Document RTI light form that includes:
classroom differentiation strategies and adjustments to instruction
Additional data to support Tier II supplemental instruction via standard protocol for underachieving students
Analyze Determine if there is a significant gap based on data points

JICA RTI Tier II and Tier III “KID Talk”
Student learning is directed by team (grade-level and/or kid talk) efforts in consultation with the classroom teacher. Plan and/or efforts will be carefully documented for every student using the school based practice. If student is not making adequate gains as indicated on benchmarks, more rigorous progress monitoring is conducted to ascertain success of interventions being attempted. Repeated efforts to intervene must be made prior to escalating to Red Tier III. However, yellow Tier II and red Tier III students may be revisited at any time.

Tier II
JICA is a high performing school that implements rigorous instruction across core content areas. At JICA, if the student is below 85% mastery in reading, writing and math or the student is not making sufficient academic gains with universal interventions – student is referred to “KID talk” team. Intervention strategies are determined based on student need.

JICA assures that:

  • Prior to a student reaching high yellow, or approaching red tier, the classroom teacher will refer the student to the RTI “Kid Talk” Team.
  • Students are monitored at least 2 times per month using formative assessments
  • Data is collected, analyzed and discussed at grade level meetings. Problem-solving team discusses intervention strategies and reviews data for trends
  • Interventions and results are documented on RTI light forms and in Alpine
  • If student is not making sufficient gains with Tier I, Tier II interventions, parents will be contacted and notified of further evaluation for special education referral in accordance with 1 CCR 301-8, ECEA section 4.02, Special Education Referral Process.

Tier III
Red Tiered students require extensive parent, administrator, and classroom teacher involvement. Upon identification of intensive interventions and all other supports have been exhausted and proven unsuccessful, the student will be referred for a special education evaluation. Upon a special education referral, JICA will follow IDEA Part B Child Identification protocol as noted in 1 CCR 301-8, ECEA section 4.02 to include: parental consent requirements and procedures set forth in 34 CFR 300.300 and ECEA section 4.01; special education referral, initial evaluation and determination of disability and eligibility for special education as noted in 1 CCR 301-8 section 4.02.

JICA assures that:

  • Parent consent and acknowledgement of the intervention level should be secured at this time.
  • Formal plans are resident in Alpine and interventions efforts being driven by the team may include alternate core curriculums delivered outside of the classroom.
  • Special education staff and itinerant staff (psychologist, social worker, etc.) may participate in the process in an official capacity once initial intervention efforts are found to lack successful outcomes
  • Students are monitored using formative assessments at least 1 time per week.
  • Rigorous progress monitoring is implemented with fidelity and the student may be served in a variety of settings including by a Special Education staff member
  • Academic deficit and remediation strategy is determined by RTI “KID Talk” Team
  • Team will determine start and end date; look at data; determine if we need to keep intervention or add additional
  • Interventions are implemented immediately and monitored using the SAME data measure (AIMS, DIBELs) each time.