EDSP 119

Flowchart nodes

•  2nd grader JA is reading at grade level 1.5 according to Beginning of Year Assessment

• you bring these benchmark results to your RtI2 coordinator

• JA is placed in most intensive RtI2 reading group

• After 6 weeks, data shows JA has improved

• After 6 weeks, data shows JA has not improved

• You follow site process for convening SST

• START

• What happens at the SST meeting? What is your role?

•  JAi is not responding to interventions suggested by SST 

• SST members include:

• What is your role at the IEP meeting?

• JA is with you for most of the school day, but he will receive pull-out services daily for reading.  How will you help implement this IEP? What are your legal responsibilities?

• SST meeting held

• Several follow up meetings held at regular intervals to review responses

• You request in writing  that JA be tested for special ed eligibility

•  JA's parents sign consent for testing; JA is assessed by team of specialists

• IEP team meets to review findings

•  JA is found to have a qualifying condition per strict federal guidelines and team decision

• JA will have an IEP

• The Student Study Team or Student Success Team (SST) is a positive, team-oriented approach to assisting students with a wide range of concerns related to their school performance and experience. The SST meeting provides everyone with an opportunity to share concerns and develop a plan. They may also determine if the child may be struggling due to a specific learning disability or other special need.  If the child is determined to have a special need, they may recommend a formal special education assessment. Follow up meetings are scheduled to ensure that the plan is working and to make adjustments to ensure student success.

• My role is the Referring Teacher. I am responsible for: 1.  Contacting child's parent 2. Completing referral packet 3. Stating observable and measurable concerns 4. Stating expected behavior - academic, attendance and/or social 5.  Attecnding scheduled meetings 6. Sharing responsibility in implementation of the action plan 7.  Collaborating with team to problem-solve solutions

• 1.  Scheduler (office staff) 2.  Facilitator (administrator) 3. Recorder (any SST member) 4.  Referring Teacher 5. Parent/Student    

• It is the role of the general education teacher to present current levels of academic and functional performance, dexcribe the social and emotional behavior of the student while in class, provide input on possible modifications that can be made in class, and timing of additional services.  

• If JA is attending pull outs like the Learning Center (under RTI) I would make sure that his teachers there also understand his IEP and give him the modifications that he needs.  My legal responsibility would, first and foremost, be to follow his IEP and correctly implement the modifications.