TST Initial Teacher Packet

SOCORRO INDEPENDENT SCHOOL DISTRICT

TST Initial Teacher Packet Teacher Support Team

8/1/2010 Teacher Support Team NOTE: TST Three Tier ProcessTST FLOWCHART meeting All students receive Tier I on-grade-levelFor Grades instruction 1-12 and are administered a universal screener to identify those who packets are on- are falling behind and at-risk for learning difficulties and; therefore, require proactive Tier I intervention. Diagnostics going documents will be administered to identify areas of specific need. Progress monitoring will be conducted to determine effectiveness of interventions.

Copies of TST Flowchart & TST Process Checklist along with the following forms should be provided to all teachers during the beginning-of-year TST/SI²S training. Forms will become part of the Initial Teacher Packet.

- Academic/Behavior Intervention Log Completed on students identified as struggling on universal screener - Parent Contact Log After consulting with TST Coordinator, form is used to request informal observation on students not responding to Tier I - Teacher Questionnaire/Observation Request intervention (other than OT, PT, Dyslexia or Speech.

E After consulting with TST Coordinator, this form along with observation request is I - Parent Letter for Screener Consent given to appropriate personnel to request screener: Dyslexia Provider, Occupational R Therapist, Physical Therapist, and Speech Therapist. This form will only be used when a screener is requested.

Informal Observation- If informal observation reveals additional support is needed, then TST Coordinator provides teacher with remainder of Initial Teacher Packet forms (Health Assessment, Speech/Language Assessment, Behavior Monitoring Log). All forms should be completed and returned within 10 school days to the TST coordinator. In addition, OSP (Online Student Profile) system should be used to locate and print the following: Overview, Grades, Class work, ARMS, PGP, Graduation, as applicable. TST Coordinator schedules Initial Tier II Meeting and sends out Meeting Notice to staff and parent/guardians.

Initial Tier II Meeting TST reviews information from Initial Teacher Packet and any additional information requested NOTE: Tier II through the TST request process. TST packet is used to determine specific goals and strategies to students identified at the end of the be implemented from 10 to 12 weeks. (Ongoing Academic/Behavior Intervention Plan &TST Notes/Signature Page). Designated responsible person will copy and distribute verified Ongoing previous school year Academic/ Behavior Intervention Plan to all teachers of record. TST Coordinator schedules Tier will begin at Round 2. This will include I II Meeting (Round 2) and sends out Meeting Notice to staff and parent/guardians. I transfer students R

E from other districts I T

Tier II Meeting (Round 2) with inconclusive

TST reviews all relevant information from Initial Tier II Meeting. If documentation. interventions were unsuccessful, Ongoing Academic/Behavior Intervention Plan is revised and 2nd Round of Tier II is implemented for an additional 10- Possible Exceptions to Tiered 12 weeks. After Round 2, if little or no progress is made, TST Coordinator Process: Profound cognitive schedules Tier III Meeting & sends out Meeting Notice to staff and difficulty, disabling medical parent/guardians. condition, severe attention concerns, etc. Tier III Meeting All exceptions must be approved by TST reviews all relevant information from Tier II Round 2, determines which SPED Department administration or additional services will be requested and completes Tier III Recommendation Form. n

r Assistant Superintendent. Copy of

u This completed paperwork is given to appropriate personnel the same day that t e Academic/Behavior Intervention r recommendations are made. Parent/Guardian completes Parent Questionnaire. If

l l 3 i Dyslexia or §504 is suspected, parent/guardian completes Notice and Consent for Log should be provided to SPED w d

n e Evaluation Form. For SPED referrals (including Speech), campus liaison completes

I administrator or Assistant u h I o s I /

R Teacher/Liaison Observation form and submits to TST Coordinato e r within 5 school Superintendent by TST coordinator.

I E days. I Q r e T N i D T

t o t n e

d For §504 referrals, For SPED and Speech referral, TST Coordinator provides For Dyslexia referrals u t s

TST Coordinator complete TST packet to SPED Social Worker Clerk (SWC) who TST Coordinator will give f I provides complete within 5 days will obtain appropriate signatures for testing, complete TST packet to TST packet to provide Procedural Safeguards and return documentation to Dyslexia Service Provider. campus §504 Diagnostician or Speech Pathologist. Coordinator.

Socorro ISD TST Flowchart Revised Aug. 2010

TEACHER SUPPORT TEAM (TST) PROCESS CHECKLIST

Date: Campus:

Student Name: ID#: Grade: DOB:

TIER I Initial Teacher Packet: Academic/Behavior Intervention Log Prior to Initial TST Parent Contact Log Meeting Teacher Questionnaire/Observation Request Form

Behavior Monitoring Log 30+ Additional Minutes Parent Letter for Screener Consent Daily or as per IEP; 1:1 Health Assessment Form (Nurse) or Small Group (2-3 Speech/Language Information Form Students) Screening, Diagnostic & Progress Monitoring Data Work Samples Online Student Profile (OSP) report for existing SISD students (Overview, Grades, Class work, ARMS, PGP, Graduation, as applicable) OR for out-of-district transfer students (to extent available): Initial TST  Student Schedule (secondary only) Meeting  Demographic Information  Achievement Data (TAKS, TPRI/Tejas LEE, Lexile/Quantile Scores, DIBELS/IDEL, TMSFA, District/Campus Common Assessments, etc.)  Report Card Grades/Progress Reports  At-risk Codes  Attendance/Discipline Referral Data  Home Language Survey (if other than English) -Language Assessment Data: TELPAS/SELP/etc. 30 Additional Minutes Daily; TIER II Small Group; Max10 Students TST Meeting Notice (TST Coordinator) Completed Initial Teacher Packet (Teacher) Diagnostic & Progress Monitoring Data (Teacher) OT/PT, Speech and/or Dyslexia Screening results, if applicable (Screening Personnel) Ongoing Academic/Behavior Intervention Plan (TST) Notes/Signature Page (TST)

TIER III TST Meeting Notice (TST Coordinator) Tier II Paperwork (TST Team) 90 Minutes; Whole Class; Proactive Diagnostic & Progress Monitoring Data (Teacher) Preventive Intervention, as needed Ongoing Academic/Behavior Intervention Plan (TST) Notes/Signature Page (TST) SPED/Dyslexia/§504 Referral Packet Tier III Recommendation Form (TST) Parent Questionnaire (Parent/Guardian) Notice & Consent for Initial §504/Dyslexia Evaluation Form (Receipt of Parent’s Rights) Teacher/Liaison Observation Form (SPED Referral only, including Speech) Parent/Guardians Procedural Safeguards (SPED Referral only, including Speech) Full Individual Evaluation (FIE) completed within 30 school days, if requested (Diagnostician) Socorro ISD TST Flowchart Revised Aug. 2010

Student Name:______Campus: ______Teacher: ______ID#: ______Grade/Placement: ______DOB: ______

ACADEMIC/BEHAVIOR INTERVENTION LOG

Reading Baseline Math Baseline Lexile Measure: Quantile Measure: Fluency (Words Correct/Minute): %ile/Fluency (Digits Correct/Minute):

Dates of Target Area Intervention Resources Used Intervention Person(s) Notes Implementation (Academic/ (Description) Frequency Responsible Behavior) (Minutes per day & times per week)

Student Name: ______Campus: ______

ID#: ______Grade/Placement: ______DOB: ______

Teacher Questionnaire/Observation Request

Teacher Name: ______Observer Name/Title: ______

Language of Instruction: ______Subject/Time of Observation: ______

Date Completed: ______Observation Date: ______

To be completed by classroom teacher for academic To be completed by observer other than Dyslexia, OT, & behavior concerns: PT & Speech personnel: What specific task(s) is this student having difficulty What difficulties were observed during specific performing? task(s)?

What have you tried in response to this student’s List interventions observed in response to this problem(s)? What was the outcome? student’s problem(s).

What other factors/behaviors interfere with the What factors/behaviors observed interfered with the student’s academic functioning? student’s academic functioning?

What are the student’s strengths? What student’s strengths were observed?

Request: Request:

Dyslexia Screener Dyslexia Screener Physical Therapy Screener Physical Therapy Screener Occupational Therapy Screener Occupational Therapy Screener Speech Screener Speech Screener Other Other

*Teacher should attach work samples in the areas of *Dyslexia Provider, Physical Therapist, Occupational concern, behavior plan AND screening/diagnostic/ Therapist or Speech personnel will administer progress monitoring data, as appropriate. If screener screeners to students. Screener results along with is requested by teacher or observer, a copy of this recommended interventions must be attached for page will be given to appropriate personnel. submission to TST.

Student Name: Campus: Teacher:

ID#: Grade/Placement: DOB:

PARENT CONTACT LOG TYPE OF CONTACT By phone: PH Conference: CONF Progress Report PR Report Card RC Note with Parent Signature N w/sign Note without Parent Signature N w/o sign E-Mail: E-M Home Visit: HV Mother/Guardian: Father/Guardian:

Home Phone # Work Phone # Cell Phone # Other Contact Information:

Type of Date of Person Summary of Discussion Contact Contact Contacted

Socorro Independent School District Teacher Support Team Parent Letter for Screener Consent Student Name: ______Campus______Date Sent: ______Teacher Name:______ID#______DOB ______

Teacher Support Team (TST) is a method of academic intervention used to provide early, effective assistance to students who are having difficulty with academics and or behavior. TST seeks to prevent academic failure by providing struggling students with interventions that might facilitate academic progress and success. As you know we have been implementing several interventions in the classroom addressing your child’s areas of concern. However significant gains have not been noted. For this reason we would like to request your permission to acquire additional information by collaborating with other support staff. With your permission we will administer a screener that will help the TST committee make a more informed decision regarding your child’s educational benefit. In addition, more specific interventions can be recommended and implemented for several weeks so as to facilitate the educational process. Socorro I.S.D. encourages you to maintain communication with your child’s teacher so that we can work together in helping your child make the necessary academic gains.

As the parent/legal guardian of the above mentioned student, I hereby consent to: Occupational Therapy Screener Speech Screener Other______Physical Therapy Screener Dyslexia Screener Parent/Guardian signature: ______Date______

Student Name: ______Campus: ______

ID#: ______Grade/Placement: ______DOB: ______

Speech/ Language Information

Submit this form to your campus speech language pathologist upon request for screener. The following statements describe communication problems that some students have. Check Mark/Circle YES or NO as it pertains to the student. Is student an ELL student? YES NO

STUDENT’S DOMINANT LANGUAGE ENGLISH SPANISH

1. RECEPTIVE LANGUAGE SKILLS (Listening & Comprehension) ENGLISH SPANISH Do you suspect a deficit in the area of receptive language skills? YES (continue with questions) NO (Go to #2) a Has trouble following spoken directions of 1-2 steps. YES NO YES NO b Has trouble following spoken directions of 3 + steps. YES NO YES NO c Has trouble answering questions based on information just heard. YES NO YES NO d Forgets information quickly. YES NO YES NO e Has trouble understanding developmentally appropriate vocabulary. YES NO YES NO

2. EXPRESSIVE LANGUAGE SKILLS (Speaking skills) ENGLISH SPANISH Have you observed the student to have difficulty in conveying him/herself? YES (continue with this section) NO (Go to #3) a Has trouble using vocabulary appropriate for age/grade level YES NO YES NO b Has trouble using grammar appropriate for age/grade level YES NO YES NO c Has trouble asking questions. YES NO YES NO d Has trouble retelling a story in correct sequence YES NO YES NO e Has trouble maintaining conversation appropriately. YES NO YES NO f Has trouble expressing needs, wants and ideas YES NO YES 3. ARTICULATION (Sound production) COMMENTS/EXAMPLE

Does the student sound production appear to be incorrect /awkward? YES (continue with this section) NO(Go to #4) a Student substitutes sounds. YES NO b Student leaves out sounds. YES NO c Student’s speech is difficult to understand. YES NO

4. FLUENCY (Stuttering) COMMENTS/EXAMPLE

Does the student stutter? YES (continue with this section) NO (Go to #5) a Student repeats whole words or syllables. YES NO b Student tenses body when speaking. YES NO c Makes facial grimaces or blinks when speaking YES NO d Student prolongs sounds. (ex.: I neeeed) )help) YES NO

5. VOICE (Concerned? Yes (cont. with section) NO COMMENTS: a Student’s voice is hoarse or raspy. YES NO b Student’s voice is breathy or whispered. YES NO c Voice sounds harsh, or “forced”. YES NO

Grades: Reading ______Listening ______Language Arts: ______Name of Person Completing Form (PRINT):______