Welcome to the Turnaround for Children Toolbox! Please tell us about your professional role so we can learn about our community and provide you with the most relevant tools and resources.

My role is:

SCHOOL INNOVATIONS

Applying integrated, whole-child design to school systems and settings

TIERED SYSTEM OF SUPPORTS > PHASES OF ACTION

Referral Phase

The next phase of the Tiered Systems of Support process is the Referral Phase. The science of learning and development makes it clear that it is important for schools to utilize an integrated, comprehensive approach to address the complex needs of all students in order to facilitate positive academic outcomes. Equally important are streamlined processes that enhance collaboration between educators, caregivers, clinicians, and communities. It is critical that processes are put into place that clearly describe how students who need additional support are identified and supported. These processes should be communicated to all stakeholders and monitored for implementation with fidelity and quality assurance. Both school staff and caregivers can make a referral when a student’s needs are not being met through your school’s universal strategies.

The more seamless the process, the better the school will be at creating equitable conditions for all students to thrive and not leaving those with more significant needs without the attention they deserve. A delay due to lack of clearly defined processes creates an added barrier to supporting the success of all students. It also deepens and becomes an added layer of the inequities historically experienced by marginalized students, thereby reinforcing the very challenges Tiered Systems of Support are trying to mitigate against.

Explore our tools to support educators in the process of designing and making a referral below.

INNOVATION IN ACTION:

Explore the tools below to learn more about the Referral Phase and start innovating within your own system:

Path 3

Getting Started: Referral Phase

ARTICLE

Learn more about the value of designing a process that clearly articulates how the teacher accesses and will receive support for the student based upon student strengths, caregiver engagement, needs, and context.

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Path 3 Copy

Guiding Questions for the Referral Phase

REDESIGN TOOL

The purpose of this tool is to provide educators with some guiding questions that will facilitate reflection on their knowledge of and responsiveness to a student they are considering referring for additional support. Reflection on this data will support the educator in accessing the appropriate support.

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Data Collection Checklist

REDESIGN TOOL

This tool distinguishes between the data needed for Tier 2 versus Tier 3 support and provides educators with the rationale for using each data component to drive the intervention planning process.

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Student Referral Form

REDESIGN TOOL

The purpose of this tool is to reflect on the needs of the student and request support to address student needs. It also provides a potential protocol by which a student is presented during a 1:1 or team meeting with staff. For example, this tool is flexible in that it can be used at both the Tier 2 and Tier 3 support levels.

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Sample Student Referral Form: Approach A

REFLECTION TOOL

The purpose of this form is to provide an example of how a teacher might complete the referral form applying the traditional MTSS approach.

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Sample Student Referral Form: Approach B

REFLECTION TOOL

The purpose of this form is to provide an example of how a teacher might complete the referral form applying the traditional MTSS approach.

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Path 3

A Tale of Two Approaches: Referring Students for Additional Support

REFLECTION TOOL

The purpose of this story is to illustrate the difference in two approaches to referring a student through the Tiered System of Supports. One approach is a more traditional way of addressing student needs, and the other approach offers an example that is whole-child aligned.

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Path 3 Copy