Bethel School District Meeting Structure

Bethel School District’s Meeting Structures

The following team meetings are integral to Bethel’s pre-referral process.

Except as noted below, teams will decide who 1) convenes meetings, 2) takes notes at meetings, and 3) keeps time at meetings.

• Core Review Meetings (100% Meetings): Three times a year, following universal screening, grade level teams, along with administrators and support staff, analyze these disaggregated data to determine the health of core instruction and to identify which students may need interventions. At these meetings, the team also determines the essential priority skills on which the grade level will focus and agrees on strategies for addressing these skill needs.

• Group Intervention Review Meetings (20% meetings): Teams meet a minimum of every 6-8 weeks to analyze and/or review disaggregated academic data to determine which students continue to need intervention supports, which students need additional supports and/or next steps for students who are progressing. The team uses universal screening data, core program assessments and other data along with decision rules to guide selection of these students. It’s imperative that the team uses a process to place these students in appropriate interventions, matched to their skill needs. For CRPBIS meetings, see Behavior RTIi manual.

• Intensive Positive Behavior Supports (IPBS) Meetings: Teams meet monthly to progress monitor data for students on tier two and tier three behavioral interventions. These meetings should guide the team on interventions for students including the adjustment of interventions and fading of interventions. Members of the IPBS team should include a tier two intervention coordinator, tier three intervention coordinator (FBA/BSP coordinator), representation from general and special education, and representation from grade levels/teams.

• Student Assistance Team (SAT): If a student has not made adequate progress in two high-quality group interventions led by a skilled instructor, an individual problem-solving meeting is held to analyze data and select an individually designed intervention for that student.

• Student Support Team (SST): This team analyzes data regarding the student’s response to individually designed intervention matched to their unique instructional needs. Before the meeting is convened, team members who work with the student gather additional information that helps the team with decision making regarding next steps.