Professional Documents
Culture Documents
2014 15instructional Support Plan
2014 15instructional Support Plan
2014-15
Literacy
Beginning
of
the
Year
Testing
and
Placement
Literacy
groups
for
all
instructional
support
services
(ELL,
Special
Education,
Academic
Support)
will
be
formed
in
the
fall
based
on
scores
and
groups
from
the
previous
year.
New
students
will
be
included
in
these
groupings,
based
on
testing
from
previous
schools
or
by
current
assessments.
Any
major
adjustments
to
groups
will
be
made
after
testing.
If
you
have
concerns
about
a
student
before
this
time,
contact
Lynn
Fuller.
Instructional
Support
teachers
will
assess
the
student
for
possible
placement.
Testing
Protocol
for
Each
Quarter
(K-2)
1.
We
will
continue
to
use
Academic
Support
teachers
to
support
testing.
Groups
will
not
meet
during
testing
periods.
2.
First
graders
will
be
given
appropriate
Reading
Recovery
screening
tests
during
the
first
full
week
of
school
so
data
can
be
used
for
placement
decisions.
3.
Who
is
responsible
for
testing
who:
Literacy
support
teachers
will
test
those
students
they
are
currently
serving
in
that
testing
period.
ELL
teachers
will
test
students
for
whom
they
give
direct
reading
instruction.
Levels
1
&
2
ELL
students
will
NOT
be
tested
on
the
regular
reading
curriculum,
unless
they
are
reading
above
DRA
14.
Level
3
ELL
students
may
or
may
not
be
tested
on
the
regular
reading
curriculum.
These
students
testing
will
be
determined
on
a
case
by
case
basis.*
Special
Education
teachers
will
test
students
with
reading
goals.*
The
homeroom
teacher
will
test
all
other
students.
Teachers
will
be
informed
about
whom
they
will
be
testing.
*Allowable
accommodations
will
be
used
for
testing.
It
will
be
our
goal
to
reduce
dependency
on
accommodations
for
students
to
be
successful.
See
bottom
of
form
for
dates
(2014-15
RTI
Testing
Dates)
All
reading
test
score
sheets
will
be
shared
among
teachers
who
share
students.
It
is
vital
that
this
information
be
shared
for
instructional
planning
and
for
record
keeping
purposes.
Teachers
who
instruct
students
for
the
reading
block
are
responsible
for
recording
the
information
on
the
Reading
Card.
Guidelines
1.
It
is
our
goal
to
have
almost
all
of
our
students
in
Tier
1
instruction
full
time.
Students
who
will
be
eligible
to
receive
instructional
support
in
reading
are
those
students
who
meet
the
following
criteria:
-Academic
Support
-Kindergarten
one
semester
behind.
-Grades
1-5
more
than
one
year
behind.
-Sp.
Ed.
-1.5-2
years
behind
-ELL
-Same
criteria
as
above
for
reading
placement.
-ELL
Language
Level
is
also
a
factor
in
placement.
2.
Academic
Support
teachers
could
support
classroom
teachers
with
Tier
1
and
Tier
1+.
These
decisions
will
be
based
on
the
needs
of
the
group.
Some
grade
levels
will
receive
more
support
based
on
student
needs.
Push-in
support
may
be
one
way
to
support
these
needs.
3.
Students
in
RtI
receive
90
minutes
Tier
2
instruction
per
week.
Students
may
receive
Tier
2
and/or
Tier
3
interventions
in
addition
to
Tier
1
instruction.
Exceptions
may
be
for
a
small
number
ELL
or
Sp.
Ed.
students
who
are
on
Alternative
Assessment.
This
is
determined
by
the
IEP
or
the
ELL
proficiency.
(eg.
Level
1/2
ELL
and
Severely
Handicapped
Students)
Programs
will
be
designed
in
the
best
interest
of
children.
ELL
Students
may
receive
service
up
to
the
following
minutes,
based
on
student
needs:
In
K-1:
Up
to
1
hour
(may
be
more
for
first
graders
with
limited
formal
schooling)
Levels
1-4:
Up
to
1
hour
of
service
Level
5:
Monitoring
(no
service
minutes)
In
Grades
2-5:
Level
1-
Up
to
full
day
support,
excluding
specials
and
math
instruction
Level
2-
2.5
hours
Level
3-
2
hours
with
monitoring
Level
4
&
5-
1
hour,
or
monitoring
(no
service
minutes)
Special
Education
students
will
be
served
according
to
the
minutes
specified
by
their
IEP
and
may
be
monitored
for
other
academic
subjects
not
served
by
their
IEP.
Definition
of
Tiers
Tier
1
-
Classroom
instruction
and/or
an
additional
instruction
(this
includes
re-teaching)
in
classroom.
Tier
1+
-
Additional
instruction
will
be
delivered
within
the
literacy
block
(this
may
be
a
guided
reading
group
in
addition
to
the
time
delivered
by
the
classroom
teacher).
Tier
2
-
Classroom
instruction
and
a
formalized
intervention
in
addition
to
instruction
provided
for
Tier
1+
(This
could
include
one
guided
reading
group
with
the
classroom
teacher,
one
additional
guided
reading
group
with
a
special
education
teacher
and
a
formal
intervention
group).
Tier
3-
Individually
coordinated
instruction
determined
by
the
team
(ELL,
SpEd,
Literacy
Support,
Classroom
Teacher)
including
all
services
available
in
Tier
1+
and
Tier
2.
West
Lincoln
2014-15
RTI
Calendar
1st
Intervention
Period
8/25/14-10/29/14
(10
weeks)
2nd
Intervention
Period
11/03/14-2/05/15
(10
weeks)
3rd
Intervention
Period
2/15/15-5/8/15
(10
weeks)
West
Lincoln
Reading
Assessment
Calendar
Reading
DRA
test
data
is
due
on
the
following
dates.
October
9
Testing
window
(October
2-9)
December
19
Testing
window
(December
15-19)
March
2
Testing
window
(March
2-6)
May
15
Testing
window
(May
11-15)
Student
Assistance
Process
Overview/Mission
Statement
The
Student
Assistance
Process
is
a
philosophy
as
well
as
a
set
of
guidelines
for
addressing
student
concerns
and
needs.
The
premise
of
this
process
and
our
work
as
educators
is
that
we
have
the
responsibility
of
providing
services
to
ALL
students.
This
process
is
designed
to
provide
support
for
students
who
are
experiencing
difficulties
in
the
classroom
as
well
as
for
staff
members
who
are
working
to
assist
students
to
become
successful
in
the
regular
educational
environment.
The
fact
that
this
process
is
a
problem-solving
process
needs
to
be
kept
in
the
forefront
of
our
thoughts
as
we
work
with
students.
While
this
process
has
been
developed
to
offer
flexibility
to
building
staff
members,
it
is
imperative
that
ALL
STEPS
within
the
process
are
followed.
There
are
no
shortcuts
or
quick
fixes
in
meeting
students
needs.
Reasons
for
using
the
Student
Assistance
Process
Students
are
exhibiting
academic
concerns
Students
are
exhibiting
behavior
concerns
in
the
classroom
and
unstructured
times
Student
has
chronic
attendance
concerns
ELL
students
are
having
problems
adjusting
to
school
expectations
Students
are
suspended
from
school
Students
are
exhibiting
school
phobias
Students
are
referred
for
special
education
evaluation,
but
found
not
to
qualify
Students
are
dismissed
from
a
special
education
program
Its
our
legal
responsibility
that
keeps
the
district
in
compliance
with
Nebraska
State
Law
(Rule
51)
Referring
parties
Referrals
may
be
generated
by
teachers,
parents,
counselors
or
administrators.
Two
points
that
need
attention
as
one
proceeds
through
steps
of
the
Student
Assistance
Process
(SAP)
1.
Role
of
parents:
It
is
the
responsibility
of
the
school
staff
to
communicate
progress
to
parents,
solicit
their
participation
and
suggestions
and
take
other
steps
necessary
for
parental
involvement
EARLY
and
OFTEN
in
the
process.
2.
Unique
characteristics
(non-English
speaking,
non-oral
communications,
limited
vision/hearing,
minority
group
membership,
special
health
concerns)
may
necessitate
special
adjustments
in
the
procedures.
The
SAT
must
consider
these
effects
as
they
assist
students.
How
do
I
solicit
the
assistance
of
the
Student
Assistance
Team?
1.
Make
the
SAP
Coordinator
aware
of
the
problem.
2.
Referring
party
requests
a
SAP
packet
to
complete
the
Tier
1
Pre-Referral
Teacher
Led
Intervention
Packet,
including
the
Accommodations
and
Interventions
Checklist
and
the
Request
for
Current
Health
Information.
3.
Progress
not
being
made,
completed
Tier
1
Pre-Referral
Teacher
Led
Intervention
Packet
including
the
Accommodations
and
Interventions
Checklist
and
Request
for
Current
Health
Information
are
turned
in
to
the
SAP
Coordinator.
4.
Refer
to
Instructional
Support
Guidelines
listed
above.
Students
need
to
participate
in
a
research-based
intervention
for
an
8-week
period
of
time
for
SAT
1.
After
the
intervention
period,
the
plan
is
reviewed
and
documented.
If
progress
is
not
being
made,
a
second
research-
based
intervention
will
be
planned.
The
second
intervention
plan
will
be
implemented
for
an
8-
week
period
of
time
followed
by
a
team
review
of
progress.
5.
When
the
intervention
data
indicates
that
the
student
has
not
made
sufficient
progress
in
the
academic
areas
they
have
received
intervention
in,
the
SAT
will
request
Tier
3
assistance.
6.
Tier
3
could
include
referral
to
the
504
team,
SCIP
referral,
School
Social
Worker
referral,
Community
Agency
referral,
or
MDT
referral.
How
long
do
I
need
to
do
an
intervention
(Tier
1)?
Accommodations
&
interventions:
No
set
number
of
days
or
weeks
(record
date
on
appropriate
form),
must
be
a
reasonable
length
of
time
(typically
8-9
weeks)
and
intervention
must
be
implemented
with
integrity.
It
is
possible
that
this
step
could
be
repeated
more
than
once
during
Tier
1.
How
long
will
the
intervention
period
be
for
Tier
2?
A
reasonable
period
of
time
is
typically
considered
to
be
8-9
weeks.
Interventions
must
be
delivered
with
integrity,
guidelines
of
the
research-based
intervention
must
be
followed
and
progress
must
be
monitored
at
regular
intervals.
Data
must
be
collected
and
made
available
to
the
Student
Assistance
Team.
It
is
possible
that
this
step
could
be
repeated
more
than
two
times
during
the
Student
Assistance
Process.
Literacy
interventions
will
be
monitored
with
DIBELs.
Students
must
score
below
the
12th
percentile
to
be
considered
for
Tier
3
services.
It
is
important
to
review
all
academic
areas
and
set
up
intervention
plans
(including
plans
for
monitoring
progress)
so
that
Tier
3
assessment
can
be
made
in
all
areas
the
student
may
qualify
for.
How
long
will
the
intervention
selected
in
Tier
3
be
in
place?
504
plan
-
year
long
regular
education
plan
that
scripts
specific
accommodations
because
of
childs
health
condition,
plan
reviewed
each
year.
MDT
referral
-
timelines
determined
by
Rule
51.
SCIP/Community
Agency
referral/School
Social
Worker:
no
definite
timeline.