West Lincoln Instructional Support

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.

Instructional Support Services

ELL Kelsey H..

Special Education Lynn F.

Tier I Instruction Sara R.

Academic Support Lynn B.