SECTION 1 - ALL SCHOOL
1.1 - Introduction to Learning Support Services
SECTION 1 - ALL SCHOOL
1.1 - Introduction to Learning Support Services
The learning support teacher’s role at AISC involves developing individualized student goals, implementing specific academic and social-emotional interventions, aiding students in accessing the curriculum, planning and consulting with teachers about appropriate scaffolds and accommodations, helping bridge student learning experiences with their peers, teachers, administrators, and parents, and monitoring student progress. The learning support team consists of a LSS teacher (one LSS for each section), a fulltime speech and language pathologist, part-time occupational and physical therapists, and school counselors. Learning support services are delivered through a multi-tiered approach that is driven by early identification and timely support of a student’s individualized learning and social-emotional needs. The school counselors are the first point of contact when a concern arises about a student’s academic performance or social-emotional needs. Students with learning difficulties are provided interventions at
The learning support teacher ’s role at AISC involves developing individualized student goals, implementing specific academic and social-emotional interventions, aiding students in accessing the curriculum, planning and consulting with teachers about appropriate scaffolds and accommodations, helping bridge student learning experiences with their peers, teachers, administrators, and parents, and monitoring student progress. The learning support team consists of a LSS teacher (one LSS for each section), a full-time speech and language pathologist, part-time occupational and physical therapists, and school counselors. Learning support services are delivered through a multi-tiered approach that is driven by early identification and timely support of a student ’s individualized learning and social-emotional needs. The school counselors are the first point of contact when a concern arises about a student ’s academic performance or social-emotional needs. Students with learning difficulties are provided interventions at increasing levels of intensity to accelerate their learning and support access to the curriculum.
1.2 - Tiered Levels of Supports for Students
1.2 - Tiered Levels of Supports for Students
There are three tiers in which students receive support. Tier 1 Support involves core instruction and universal strategies that all students receive.
There are three tiers in which students receive support. Tier 1 Support involves core instruction and universal strategies that all students receive.
Tier 2 Support involves implementation of a short-term intervention over a number of weeks in which data are gathered to determine effectiveness of the intervention. The intervention may be implemented by the classroom teacher, EAL teacher, teaching assistant, or LSS teacher.
Examples of Support Tier 2 Support
Elementary
● Additional guided reading group; 2 times per week; 30 minutes each time
● Additional small group support for writing; 2 x week; 15 minutes
● Bridges Intervention; 2 x week; 15 minutes
● Daily behavior plan
● Daily check-in/check-out with counselor or LSS teacher
Middle/High
Tier 2 Support involves implementation of a short-term intervention over a number of weeks in which data are gathered to determine effectiveness of the intervention. The intervention may be implemented by the classroom teacher, EAL teacher, teaching assistant, or LSS teacher.
● Bi-monthly study sessions
● Daily Learning Habits/Behavior plan
● Daily check-in/check-out with counselor/LSS
● Case management
● Weekly homework club
● 1:1 remediation in academic areas
Examples of Support Tier 2 Support
Elementary
• Additional guided reading group; 2 times per week; 30 minutes each time
• Additional small group support for writing; 2 x week; 15 minutes
• Bridges Intervention; 2 x week; 15 minutes
• Daily behavior plan
• Daily check-in/check-out with counselor or LSS teacher
Middle/High
• Bi-monthly study sessions
• Daily Learning Habits/Behavior plan
• Daily check-in/check-out with counselor/LSS
• Case management
• Weekly homework club
• 1:1 remediation in academic areas
Tier 3 Support involves individualized instruction for a specific period of time or for a full academic year based on the student’s goals in their individualized plan. Individualized instruction follows a “push-in” or “pull-out” model for elementary while middle and high school students are assigned a learning support block with their class schedule.
(Please see section 4.2 Resources for Faculty for more information about tiered levels of support.)
1.3 - Accommodations & Modifications
Accommodations are environmental, instructional, or assessment related changes that allow students to fully access the curriculum and meet the same expectations as their peers. Accommodations can be provided to students in Tier 1 or Tier 2. These accommodations might be formalized in a plan when students are in need of Tier 3 support. Below are few examples of environmental, instructional, or assessment related accommodations:
Environment - preferred seating, adaptive writing utensils
Instructional - give written and verbal directions, increase wait time before response
Assessment - allow test be taken in separate setting to reduce distractions, give practice quizzes before test is taken
Modifications are changes to the curriculum in terms of the instructional content or expectations for learning. Examples of modifications might include use of video about a given topic in place of reading the text, pass/no pass option, or rewording questions in a simpler language.
1.4 - Process for Identifying Students in Need of Learning Support
1.4.1 - Student Discussion Meeting (SDM)
The purpose of the SDM is to discuss the students’ strengths, presenting problems, interventions tried, and review student data in order to develop a plan of action. This plan might involve implementing additional interventions, create an Accommodations Plan, or refer to LSS for further evaluation. The SDM team might consist of the classroom teacher(s), EAL teacher, teaching assistant, LSS teacher, school counselor, school psychologist, speech language pathologist, and the occupational therapist. An SDM is scheduled on an as needed basis.
1.4.2 - Tier 2 or Short-Term Intervention
A Tier 2 or short-term intervention is an academic or behavioral intervention that is implemented over a number of weeks in which data are gathered to determine the effectiveness of the intervention. The SDM will reconvene towards the end of the intervention period, and decide on one of the following actions:
• If a student has made significant progress during the period in which the intervention was implemented then the student will continue to receive Tier 1 support and be monitored by the homeroom teacher.
• If a student has made some progress then the intervention might be adjusted and implemented for another several weeks.
• If a student has made no progress then the team will either recommend implementing a different intervention or refer the student to LSS for evaluation and development of a potential ILP.
● If a student has made some progress then the intervention might be adjusted and implemented for another several weeks.
● If a student has made no progress then the team will either recommend implementing a different intervention or refer the student to LSS for evaluation and development of a potential ILP.
1.4.3 Criteria for Moving from Tier 1 to Tier 2 Support Elementary School Middle/High School
1.4.3 Criteria for Moving from Tier 1 to Tier 2 Support
Elementary School Middle/High School
1) Teachers utilize Tier 1 teaching strategies as well as contact parents to share their concerns. Parents are also notified that the teacher will be seeking further support for the student.
1. Teachers utilize Tier 1 teaching strategies as well as contact parents to share their concerns. Parents are also notified that the teacher will be seeking further support for the student.
grade
1) MS and HS grade level faculty meet in Student Discussion Teams to review student progress for a given grade level. These meetings are facilitated by the counselor and are held monthly for each particular
faculty meet in Student Discussion Teams to review student progress for a given grade level. These meetings are facilitated by the counselor and are held monthly for each particular grade level. If a concern is shared about a student, a plan is created to support the student (e.g., MS student discussion plan).
Elementary School Middle/High School
2. Teachers implement a Tier 2 intervention.
3. Teachers contact the grade level counselor to initiate a Student Discussion Meeting regarding concerns and interventions tried. Teachers work with the counselor and other faculty to plan additional interventions.
4. Classroom teacher completes the SDM form and shares that with the grade level counselor and LSS HOD> (Teachers should ensure that at least one specific intervention has been implemented and data have been gathered before completing the SDM Referral form).
5. Once the SDM Referral form has been shared with the grade level counselor, the teacher receives a calendar invite to the SDM meeting.
SDM convenes to develop an action plan that may involve:
• Implementing another Tier 2 intervention
• Creating a Short Term Intervention Plan
• Holding a 3rd SDM meeting to consider further evaluation
2. If there are continuing concerns at a subsequent Student Discussion Meeting then the counselor will schedule a TCM. OR
3. Teachers utilize Tier 1 teaching strategies as well as contact parents to share their concerns.
4. Teachers share their concerns with the section counselors.
5. Counselors schedule a TCM
TCM convenes to develop an action plan that may involve:
• Teachers highlighting challenges the student faces in their class
• Teaching group will identify the students 2 - 3 biggest struggles
If needed, SDM reconvenes within 8 to 15 weeks to review Tier 2 intervention
• An action plan will be developed Tier 2 interventions by the all present in the meeting and will address the students biggest struggles
• A 6 week update will be conducted by the same team of faculty members evaluating the effectiveness of the tiered interventions.
• If they prove effective then teachers will continue with interventions.
• If they do not prove effective then team will move towards developing explicit accommodation plan for student
• Referring to LSS for further evaluation
If needed, TCM reconvenes within six weeks to review Tier 2 intervention
*If initial concerns arise about a student with Speech and Language or OT needs, the SDM referral can be completed right away and sent to the appropriate grade level counselor.
1.5 - Evaluation Process and Development of Individualized Plans
When a student appears in need of Tier 3 support, the school psychologist in coordination with the learning support team reviews the evidence gathered and considers if further evaluation is needed to determine if the student has an identified learning need that requires the development of an individualized
learning plan. The evidence reviewed may involve the following:
• Classroom performance data (past and present)
• Response to Intervention and short term interventions
• Home language and proficiency (WIDA scores)
• Standardized test data (MAP scores)
• Teacher reports
• Student and parent reports
• Physician’s statement
• Diagnostic assessments
• Psych-ed tests
• Achievement tests
• Speech and Language measures
1.5.1 - Consent to Evaluate
If further evaluation is needed, then the School Psychologist along with the LSS team and classroom teacher(s) will meet with the family and obtain consent using the Parent Consent to Evaluate form. Following the parent’s signed consent, assessment of the student should occur within a reasonable time frame in order to determine whether or not the student is eligible for learning support services.
1.5.2 - Physician/Medical Statement
If the student’s learning difficulties appear related to a health or a medical condition, then a signed physician’s statement is required as an additional form of documentation. The family will be given a copy of the Physician/Medical Statement to give to the child’s doctor to fill out. Once completed the form is returned to the School Psychologist.
1.5.3 - Development of the Individualized Learning Plan (ILP)
Based on the evidence gathered, if the team decides that an individualized learning plan is needed, then the LSS teacher will create a draft of an individualized plan that addresses the following items:
• Evaluation and Medical Information
• Present Level of Performance
• Accommodations
• Services
• Goals
• Transition Planning
• Team Members
A meeting should be scheduled within a reasonable timeframe from the point of gathering data to determine eligibility to a completed draft of the ILP. If the team decides that the student is not eligible for an ILP then the team will continue to monitor the student’s academic and social/emotional progress.
Individuals that should be invited to an ILP meeting include the parents, classroom teacher(s), EAL teacher, counselor, learning specialist, school psychologist, administrator, and the student if appropriate. In addition, other specialists including the SLP and OT may be invited to the ILP meeting if the student needs those services.
Students may also attend their own ILP meeting, however, middle school and high school students may feel that there is a more direct benefit in terms of utilizing self-advocacy skills and providing input about the plan. The ILP Summary form is a brief student-centered document to which students can refer during the ILP meeting to talk about their strengths and areas of improvement and their goals. The ILP Summary form can als be shared with families and teachers in which strengths, supports, and student goals can easily be identified.
Original signed copies of each ILP are kept with the school psychologist in a secure location. A copy of the ILP should be provided to parents as well as
every teacher who works with the student throughout that academic school year. All digital ILPs should be saved to the appropriate section folder for ILPs on the Learning Support shared drive. All ILPs should be reviewed annually or on an as needed basis.
1.5.4 - Development of the Accommodations Plan
If a student requires formalized accommodations, but does not require specially designed instruction then the team might choose to develop an Accommodation Plan.
While teachers can always informally provide classroom accommodations, the development of an Accommodations Plan is a formal document that is reviewed annually. Determining if a student is eligible for an Accommodations Plan involves a similar process to that of establishing eligibility for an ILP in terms of evaluation and/or requiring parents to have a doctor complete the physician/medical statement. The documentation is not significant to establish whether or not a student should have an Accommodations Plan, but is also highly important for high school students seeking accommodations related to College Board testing.
If there is a sufficient amount of evidence and the team decides that an Accommodation Plan is warranted then a plan will be created by the learning specialist and counselor with input from the other team members from the TCM. Once a plan has been drafted, then the learning specialist, counselor, and School Psychologist or learning support coordinator will meet with the family to discuss the plan and obtain consent to implement the plan. If the team decides that the student is not eligible for the Accommodations Plan then the team will continue to monitor the student’s academic and social/ emotional progress.
1.6 - Transitioning Within and Between Sections
A set of handover documents, created at the end of each school year, are located in the Learning Support Drive for students receiving learning support and who are transitioning within and between ES, MS, and HS. At the beginning of
each school year, section counselors help facilitate discussions with classroom teachers about the handover documents. (When faculty are leaving.)
1.7 - MAP and WRAP Testing
Students from Grades 2 through 10 participate in the Measures of Academic Progress (MAP) test around the beginning and near the end of the school year. The MAP test has universal embedded and non-embedded features that serve as different supports for all students. Designated embedded and nonembedded features are specific supports for a given student when a teacher or team decides such supports are warranted. Accommodations are changes to materials or procedures within MAP that are typically only available to students on ILPs or Accommodation Plans. For more information about the different embedded and non-embedded accommodations in MAP, please review this handout from NWEA.
Students in Grades 3 through 8 participate in the Writing Assessment Program (WRAP) test. The WRAP test allows for nonstandard testing for students on ILPs and Accommodations Plans. Any accommodations needed are of the school’s discretion and should be related to the accommodations listed on the student’s ILP or Accommodations Plan. Nonstandard testing is not intended to give students without disabilities an extended writing period.
SECTION 2 - ELEMENTARY
2.1 - Scheduling Services for Students
Based on the student’s needs, services may be provided in the classroom (push-in) or in a separate space outside the classroom (pull-out). While at times it may be necessary to work with a student in a separate setting such as the LSS room, a push-in model is preferred over pull-out so students remain fully included. Timing for services is arranged with the homeroom teacher.
2.2 - Quarterly ILP Progress Reports
Using the ILP Progress Report template, a summary of each student’s progress on their ILP goals is due at the end of every quarter. If a student has multiple goals then an additional page is created for each goal.
Each learning support team member who provides services to the student will write a summary of the student’s progress for each goal. The goal is noted at the top document with a check mark for that semester on whether the student has made progress, not made progress, or has met the goal. The written summary should describe the student’s progress in relation to criteria listed within the objective(s) that the student is striving to meet. If the LSS teacher is responsible for teaching a core subject area (e.g., reading, math) then more detailed comments should be provided.
A digital copy of the student’s ILP Progress Report is kept for the academic year in the Progress Reports folder on the shared Learning Support drive.
Once the progress report has been proofread by the LSS Head of Department, the case manager is responsible for sending the report to the parents. The LSS progress report is sent out the same day as the ES report cards.
SECTION 3 - SECONDARY (MS/HS)
3.1 - Scheduling Services for Students
The sectional counselor and LSS teacher will meet to discuss the individual needs of students with ILP’s and Accommodation Plans. In MS, meet with the counselor in charge of scheduling at the end of year and/or beginning of year to make sure there is appropriate coverage for the needs of the students (i.e., co-taught classes). It will likely be a mix of models. There is at least one teaching assistant (usually most helpful in MS, where needs are higher) to help with coverage. The needs will be split between the MS and HS schedules.
3.2 - Quarterly and Semester Progress Reports for ILPs
Students receive progress reports regarding their ILP goals four times a year. If the LSS teacher is teaching a class (such as modified math for MS), then the LSS teacher will have a class page for that class in PowerSchool where the report card comments are located. IT support can help with the class standards on PowerSchool because class standards don’t apply to students working at individual levels. Although they show up on the LSS teacher’s Powerschool page, the LSS teacher can choose aud for ‘audit’ to show that these are not
assessed by class standards. Instead, students are assessed according to their related ILP goals. Students will still receive comments and an overall assessment of their progress in the class, but should be directed to their progress reports that are subject to their ILP goals. NOTE: protocols for written comments are different for MS than for HS.
3.3 - Class Management and Grading
All classes in MS and HS have their own class pages on PowerSchool. Attendance, grades, assignments, rubrics, virtual/distance learning, class calendars, and communication are all embedded into PowerSchool. For students enrolled in classes who are receiving learning support services, the LSS teacher can ask MS or HS teachers to be added as a co-teacher to their class so the LSS teacher can have access to view the student’s class page. NOTE: grade set-up is different between MS and HS. IT support can help with PowerSchool grading during the marking period.
3.4 - College Board Testing
Any student that is in need of accommodations for college related exams (e.g., Advanced Placement, SAT, PSAT) will need to have the appropriate documentation in order for a request to be reviewed by the College Board (https://accommodations.collegeboard.org/ssd-online). The HS Learning Specialist is typically responsible for submitting and managing accommodation requisition. The HS LSS teacher must sign up to be this school’s coordinator and use the site to request and administer accommodations for our students. If the school is requesting accommodations for a student on an ILP or an Accommodations Plan then that plan must be valid for the current school year. A request for accommodations (or inclusive access arrangements) can also be made for International Baccalaureate (IB) exams, but must be submitted six months prior to the exams taking place.
SECTION 4 - ADDITIONAL INFORMATION
4.1 - Resources for Support Students
• Sign in and password link
• LSS shared drive
Reading
• Readworks.org
• Readtheory.org
• Newsela.com
Math
• Bridges Intervention Math Program
• Prodigy
• K12 Math Online
UDL
• CAST Tools
• UDL APPS
• 30+ Tools for Diverse Learners
• UDL-aligned Strategies
4.2 - Resources for Faculty
Below are a few articles explaining tiered levels of support.
• 3 Tiers of RTI Support
• PBIS
• Quick Guide for Multi-tiered System of Supports
4.3 - Purchasing and Budgeting
Early on during the first semester, the process and timeline for ordering materials is shared with faculty along with the form to be used while placing an order. All International orders for the following academic year are finalized
by December of the current academic year. Each LSS section (ES,MS & HS) compiles their orders and submits their order to the LSS Department Head. For local purchases, a purchase order would need to be filled out and submitted to the section principal after approval from the LSS Department Head. The LSS Department Head can also submit the purchase order on behalf of the LSS team.
4.4 - Learning Support Forms
• Parent Consent to Evaluate
• Physician/Medical Statement
• Individualized Learning Plan
• ILP Summary Form
• Accommodations Plan