RTI Procedures: How to Refer a Student to a Problem Solving Team or Standard Protocol Intervention
(1) Concerned Party completes requested review form which can be found in the Student Services
office or obtained from department chairs. The concerned party will communicate directly with
the school counselor upon completion of the form.
(2) Concerned Party completes requested review form and gives it to Marilynne Sgrecci, who makes
a copy and forwards one copy to the school counselor, a copy to the Student Services
Department chair and a copy to the RtI Facilitator.
(3) School counselor reviews current student data in school tool, meets with student, and talks
with family. If Tier I interventions are appropriate or outside referral is warranted, school
counselor follows up with intervention or referral, documents in school tool, and communicates
back to referring party, RtI Facilitator and Student Services Department Chair within seven (7)
school days. School counselor indicates which standard protocol intervention or problem
solving team they believe is the most appropriate for the student on the back of the requested
review form.
(4) All intervention plans need to include;
 Data collection and analysis
 Intervention design and implementation (action plan developed and timelines
established)
 Progress monitoring and evaluation
 Data based decision-making
(5) The Student Services Department Chair (Marie Mauboussin), the RtI Facilitator (Shawn
Goodman), and the Associate Principal (Samantha Little) will meet weekly, review referrals, and
assign students to the appropriate intervention or Problem Solving Team. Refer to the
‘Standard Protocol Interventions: Intents, Criteria and Procedures’ handout.
Standard Protocol Interventions: Intents, Criteria, and Procedures
(1) Student Empowerment Team
a. Intent: To create an effective system of communication and collaboration amongst
Administration and Student Services Department to support and foster growth, and
development for student’s academic and social emotional well- being.
b. Criteria: Share highlights of students success-what is working and identify areas in need
of adjustment in an effort to create opportunities for students to reach their full
potential.
c. Procedures: Administration and Student Services representation meet weekly to
discuss and review student data on office referrals, attendance, grades, and other social
emotional issues. School Counselors review data with students (and families as
necessary), set goals for improvement, and problem solve.
(2) RtI Macro Meeting
a. Intent: Provide developmentally appropriate and logical interventions for individual and
groups of students where there are identified areas of concern ( attendance, academic
performance, classroom behavior management plans)
b. Purpose: Review school wide systems looking at data and evidence to determine
interventions needed. Create a menu of interventions for educators to use at Tier I, Tier
II, and Tier III.
(3) Attendance Mentoring Program
a. Intent: To prevent students who are showing early signs of disengagement from school
from failing classes and eventually dropping out.
b. Criteria: 9th grade students who show early attendance problems, but are not currently
connected with another in school intervention (such as AVID, special education)
c. Procedures: Students meet weekly with their mentors. School Psychology Interns
provide mentors with weekly student data on office referrals, attendance, and grades.
Mentors review data with students, set goals for improvement, and problem solve.
(4) Social Behavioral Consultation
a. Intent: To gather information on student social emotional needs and answer the
following questions: (1)Can a tier II social emotional or behavioral intervention (such as
short term skill instruction or self monitoring instruction) improve outcomes for the
student, (2) Is a referral to an outside agency or community resource needed, or (3) Is
long term individual in-school counseling needed.
b. Criteria: Chronic emotional or behavioral concerns that impact grades, attendance, or
behavior.
c. Procedures:
i. Assigned social worker conducts an assessment of the problem and student
needs
ii. sets goal with student
iii. Within 3 weeks, social worker sends e-mail to Marie Mauboussin, Shawn
Goodman, Samantha Little, School Counselor and referral source to
communicate goal and plan.
iv. implements short term intervention or makes outside referral (if either are
warranted)
v. documents outcome using SBC disposition form within 6 weeks
vi. uploads SBC disposition form to school tool with e-mail notification to referral
source, school counselor, Shawn Goodman, Marie Mauboussin, and Samantha
Little
(5) Plato Credit Recovery
a. Intent and Criteria (copied from PLATO Wiki Page): The program is designed to
serve students who have previously failed courses or who, due to certain circumstances
(i.e. a significant illness, leaving the country at the end of the year, etc.), are incapable of
finishing high school without an alternative method. Instead of taking a regularly
scheduled class multiple times, a student may retake the class after school through
PLATO
b. Procedures: School Counselors make a referral to PLATO instructors, Nathan Lockett
and Jeremiah Salomon
(6) Content Area Lab
a. Intent and Criteria (copied from district website)
Content Area Support is one form of Academic Intervention we offer in the Ithaca City
School District in grades 6-12. Content Area Support can be offered in a small group
setting with a focus on critical thinking skills, organizational skills, and direct instruction
in mental models and vocabulary that assist students in learning about the sciences,
mathematics, social studies, and English Language Arts (reading, writing and thinking.)
Certified Reading Specialists provide the instruction and often use student assignments
in the area of need (as determined by local and state assessments) to help teach the
students. Group size is usually around 6 students. CAS (Content Area Support) is a small
structured lab for all students who may need assistance with organization, HW, pre
teaching, re teaching, etc.
b.
Procedures
School Counselor schedules student into CAL lab
(7) Reading Intervention/Read 180 or System 44
a. Intent and Criteria (copied from district website)
READ 180 targets students in grades 6-12 who are performing below the proficient level
on standards-based tests.
The purpose of Read 180 in Ithaca City School District is to provide a comprehensive
reading intervention program designed to meet the needs of students in middle through
high school whose reading achievement is below the proficient level. We use Stage B to
target middle school students, and Stage C to target high school students.
(8) Referral for Drug/Alcohol Counseling
a. Intent: To evaluate student need for drug and alcohol counseling, provide short term
intervention and refer for community resources when appropriate.
b. Criteria: Suspected or confirmed drug and alcohol use
c. Procedure: School counselor refers to Meredith DePol
Problem Solving Teams: Intents, Criteria, and Procedures
(1) CARE Team (SUBJECT TO CHANGE AS IT IS STILL IN DEVELOPMENT PHASE)
a. Intent: To improve access to and communication with outside agencies and supports.
To improve long term mental health and academic outcomes for students with chronic
and complex needs.
b. Criteria: Students with multiple, chronic mental health needs and severe academic
disengagement who need a coordinated service delivery plan or are already involved
with multiple agencies and school services
c. Procedures: The CARE team meets with student and family and develops an
intervention plan based on student needs. The case manager posts intervention plan on
school tool and communicates via e-mail to the referring party, the school counselor,
Shawn Goodman, Marie Mauboussin, and Samantha Little
(2) FBA/BIP team
a. Intent: To determine the function of the student’s problem behavior and formulate a
plan to reduce the frequency or severity of the problem by providing an alternative
appropriate behavior that meets the same function.
b. Criteria: Students who exhibit a pattern of chronic behavior problems in school, as
indicated by 10 or more office referrals for non attendance related concerns. Examples
include severely disruptive or aggressive behavior in multiple settings.
c. Procedures: Assigned school psychologist convenes FBA/BIP team and leads the process
to complete the assessment and intervention plan as outlined in the district FBA/BIP
protocol. School Psychologist uploads FBA/BIP to school tool and communicates to all
teachers, Shawn Goodman, Samantha Little, School Counselor, Marie Mauboussin and
referring party.
(3) RTI student Team
a. Intent: To problem solve when standard protocol intervention is not apparent and
further data gathering and problem solving is needed to find an intervention that aligns
with student needs.
b. Criteria: Problems with attendance, academic skills deficits, work completion,
motivation, or mild/moderate behavioral issues
c. Procedures:
i. RTI secretary disseminates and collects teacher data sheets
ii. RTI coordinator shares with RTI team prior to meeting
iii. RTI team convenes, follows problem solving process and develops goals,
intervention plan, and follow up procedures
iv. RTI secretary uploads intervention plan on school tool and e-mails all school
teachers, Shawn Goodman, School Counselor, Marie Mauboussin and Samantha
Little
v. Case manager follows up with student and all parties to ensure
implementation