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TIER 1
Assess: First Year students for 9, 40 minute classperiods and MUS students for 6, 80 minute blocks based on the Tier 1 interventions options
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Consult: with other teachers who also teach the student and ask the following questions· Do you have any concerns about (student name)?·If there are any concerns (academic, social, emotional, behavioral), What are they and what have you done to address the issue(s)?·How long have you used the strategy?·Have you seen any improvement in the concern and if so what has been observed?
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Evidence: send to SST to document concerns and share what has been done to address the issue. If no improvement, the teacher completes a SSS referral
Tier 2
Assessment:
If an Ed/Psych assessment is requested, the parents will have 90 days to get the report. If no effort to schedule an assessment has been made, the student will then receive differentiated support in the classroom(Tier 1).
Information: Upon receipt of the Ed/Psych results, the Student Support Team (parents, student (when appropriate), principal, SSS coordinator, teachers and SSS staff involved with the student will review the results and determine the services to be provided which may require writing an Accommodation Plan(504)or Individualized Education Plan(IEP)and possible Tier3 support
Review for student progress:
If the student is not making progress, a parent meeting will be scheduled with the student’s teachers and SSS staff who have been working with the student to determine the next step to meet the student’s needs. The student will continue to receive Tier 2 services until a decision about the next intervention is made. An Educational/Psychological (Ed/Psych) assessment may be requested by the school to be completed within 90 days
Notify: If an IEP or 504 is to be written the Student Support Team will convene to write the document and, upon approval by parents, will share the document with all stakeholders.
Intervention service is recommended the student’s parents will be contacted prior to the start of the service and the intervention will be implemented for a maximum of(8)weeks with reviews of progress every(2)weeks.
Tier 3
Determination of Eligibility for SEN (Special Educational Needs) Services
●Must meet the criteria for a specific disability
●Needs specially designed instruction to access the general education program
●Is not making effective progress in the general curriculum
●IDEA (Individuals with Disabilities Education Act) guidelines
Individual Education Plans (IEPs) are for identified needs. The framework of the IEP covers the following:
●Formally identified diagnosis/exceptionality
The student’s present level of performance in the mainstream classroom and how their individual needs affect their classroom performance
●Accommodations and/or modifications to be provided in the school setting
●Identifies the least restrictive environment for each student
●Recommendations for external services as necessary and
●Sets measurable goals and objectives for students receiving direct support.
Accommodation Plans (504)(Changes how students learn the material)Accommodations are provided to students with formal documentation supporting specific needs. Recommended accommodations are stated on the student’s Accommodation Plan (504) and implemented within the classroom by the subject teacher with the guidance of SSS Staff.
Accommodations are NOT reflected on the student’s report card and do not change the assigned task.
Some common examples of accommodations are:
●Extended time
●Assistive technology
●Preferential seating
●Small group setting, for tests etc.
●Additional or extended time
●Use of translation dictionary
●Executive function support