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Pre-Referral Intervention Process

Introduction

Changes in federal and state laws have directed schools to focus more on helping all children learn by addressing problems earlier within the general education setting.

These new laws emphasize the importance of providing high quality, scientifically-based instruction and interventions, and hold schools accountable for the adequate yearly progress of all students.

This new process of providing interventions to students who are at risk for academic or behavioral problems is called RtI (Response to Intervention).

What is RtI?
RtI is a process designed to help schools focus on high quality interventions that are matched to student needs and monitored on a frequent basis. The information gained from an RtI process is used by school personnel and parents to adapt instruction and to make decisions regarding the student's educational program.

What Are the Benefits of RtI?
Perhaps the greatest benefit of an RtI approach is that it eliminates a “wait to fail” situation because students get help promptly within the general education setting. As soon as assessment data indicates a problem area for a student or a group of students, interventions are put into place to address these concerns.

While the interventions are taking place, school staff monitors any progress that these students are making in their problem areas. These progress monitoring techniques used within the RtI process provide information that allows teachers to better evaluate student needs and match instruction, resources and interventions appropriately.

What is the RtI Process?
Most RtI systems are divided into a three-tier intervention model

Tier 1: -Core Curriculum - 80-90% -Whole Group/Core Instruction -For All Students in the Class
Tier 2: -Small Group Interventions 5-10% -For Some Students (At-Risk) -Done in Addition to Tier 1
Tier 3: -Intense Interventions - 1-5% -Customized Interventions -For a Very Small # of Students -Done in Addition to Tier 1 & Tier 2

How can Parents Be Involved?
o Frequently communicate with your child's teacher(s).
o Attend school functions such as parent-teacher conferences.
o Monitor and assist with your child's homework assignments.

What If My Child is Having Difficulty With Academics or Behavior in School?

o Ask whether or not your school uses an RtI Process, and get information on how the process works at your particular school.
o Discuss with your child any concerns you and/or the teacher have regarding academics or behavior.
For More Information Contact:
Your child's principal

GHS RtI Diagram 2013-2014

 

Academic

Non-Academic

Tier 1

- Identification of Academic needs by grades, EPAS testing, Discovery Education, NovaNet. (classroom teachers, Counselors, Administration referrals).
- Coordination and proper documentation for classroom instructors and the BBT.  Teachers share differentiation techniques, assist with Tier 2 group interventions, and refer students to the BBT team for more cooperative assistance.

- Identification of Non-Academic/Behavioral needs by grades and discipline/attendance reports.
- Classroom teachers use organizational techniques (i.e. planners), coordination with student’s other teachers, and assistance from administration.

Tier 2

- Identified students receive skill building from Interventionists during the school day in programs like learning centers, SAS, or classroom teacher group supports before and after school (not pulled out of identified academic need class).
- Coordination of interventions with classroom teacher and documentation to be shared with BBT, and possible referral to Tier 3.
- Parent Involvement/Communication.

- Identified Students receive group conversations, speakers, follow-up from Guidance Team in coordination with Classroom teachers on a weekly basis.
- Interventions take place during school day keeping in mind behavior needs.
- Updates to be shared with BBT, and possible referral to Tier 3.
- Parent Involvement/Communication.

Tier 3

- Multiple weekly interventions planned on an individual basis focused on significant skill building.  Progress monitoring tools can be used only as a baseline reporting and building, more assistance and direct instruction will be made.
- Coordination of interventions with classroom teacher, documentation, BBT updates, and determination for further assistance if no progress made.
- Parent Involvement/Communication.

- Specific individually tailored interventions with Counselor on a weekly basis (i.e. 7th hour organizational training, confidence building session), coordination with Social Worker and School Psychologist.
- Updates to be shared with BBT, with determination for further assistance if no progress is made.
- Parent Involvement/Communication.

Indicators of Success

* Monitored by classroom teachers tier 1 and 2, by interventionist and classroom teachers tier 2 and 3.

  1. Grade improvement (% or letter)
  2. EPAS progress towards meets/exceeds.

* Review by BBT

* Monitored by classroom teachers tier 1, by guidance team (counselors, social workers, psychologist) and administration for tier 2 and 3.
1. Homework Completion Rate increase & grade improvement (% or letter)
2. Discipline frequency decreases
3. Qualitative data from Guidance and Teachers (report forms)
* Review by BBT


For More Information Contact:

Elementary - Your Child's Building Principal
Middle School - Your Child's Counselor
High School - Your Child's Counselor


SUPERINTENDENT MESSAGE:

Millikin School Design and Construction Recognized in Chicago
At the 2017 Joint Annual Conference in Chicago, Millikin School was recognized for the design and construction which led to our renovated and expanded learning environment. Many thanks to Scott Johnson, from Richard L. Johnson Associates, our architect; and our partners from Hodge Construction, for the beautiful new space we are enjoying today. Thank you … Continue reading "Millikin School Design and Construction Recognized in Chicago"

PHONE NUMBERS:
High School: 945-0399
Middle School: 945-0599
Millikin: 945-0475
Northside: 945-0625
Southwest: 945-0652

IMPORTANT ITEMS

November 15, 2017, School Board Members Day


The Geneseo CUSD 228 Board of Education is conducting a search for a new superintendent. The Board requests that everyone complete an online survey provided by the IASB


Purchase Tickets Online for the 2017 GHS Madrigal

Kindergarten Registration 2017-18 Kindergarten Registration Forms

Parent Information

Kindergarten Supply List 2017-18

Summer Speech, Ocupational, and Physical Therapy Programs

SCHOOL REPORT CARD an index of school performance measured against statewide and local standards.

Read the 16-17 District 228 Year In Review & Annual Report

Geneseo CUSD#228 is in need of substitute teachers for all grade levels.  Interested individuals must have a valid teaching or substitute teaching certificate.  Please contact the Regional Office of Education at 309-936-7890 for compliance requirements.  

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