{E}vent + {R}esponse = {O}utcome
{E}vent + {R}esponse = {O}utcome
Student Support Process
Goal: to provide equitable and inclusive access to the general education curriculum through tiered academic and behavioral supports and interdisciplinary collaboration.
Teacher Concern: Data indicates the student is not attaining grade-level standards (class performance, MAP data, etc.)
Implement classroom supports, monitor progress for at least 6 weeks.
Need ideas? Consult other relevant staff or this website.
Outcome #1 = student making progress. Continue or fade supports and monitor classroom data.
Outcome #2 = student making slow or no progress. (new event)
After implementing classroom supports consistently for at least 6 weeks, student is not making progress.
Either try a new classroom strategy or complete the Teacher Referral for Student Support Form to refer the student for a student support team meeting.
You will hear from a member of the mental wellness and prevention team within a week to follow up.
The student will be added to the agenda for the biweekly Mental Wellness and Prevention team meeting (new event).
Student is added to agenda to be discussed at biweekly Mental Wellness and Prevention team meeting.
Team also reviews building wide early warning indicators to identify students who may need support (D/F list, attendance, multiple discipline records, MAP scores).
Team collaborates on students referred.
Referring teacher gathers input from parent/guardian via phone call.
After biweekly meeting, team will follow up with referring teacher. One or more of the following will be recommended:
- Student added to "monitor" list and will be discussed at the next meeting.
- Referral made to mental wellness resources (school based therapy, outside agency support, etc.)
- Student referred for a school-based team meeting to develop growth plan.
Student has been referred for an initial team meeting.
School Psychologist or Counselor will schedule team meeting with all teachers (and any other relevant staff) after confirming that referring teacher has gathered input from parent/guardian and student.
School Psychologist or Counselor will review student records and send permission form for academic screening and/or observation if needed.
Initial Team Meeting is scheduled.
Initial Team Meeting
Teacher shares parent/guardian and student input
Team determines focus area, develops growth plan/progress monitoring plan
School Psychologist or Counselor schedules follow up meeting
Teacher communicates plan to student and parent/guardian
Team implements plan for 8 weeks and monitors progress.
At follow up meeting, team reviews progress.
Outcome #1 = Student making progress. Continue or fade supports and monitor classroom data. Teacher updates parent/guardian and student. Follow up meeting may be scheduled.
Outcome #2 = student making slow or no progress. (new event)
Student did not make expected progress with current growth plan.
Adjust and Adapt. Team makes changes to support plan.
Things to consider:
Are we focused on the wrong skill?
Do we need to increase intensity of support?
Do we need to give the plan more time?
Was the plan implemented with fidelity?
Check student attendance (<95%?)
Is there another specialist we need to consult with?
Teacher communicates updates to student and parent/guardian.
Follow up meeting may be scheduled by psych/counselor (may or may not include parents).
Outcome #1 = Student making progress. Continue or fade supports and monitor classroom data. Teacher updates parent/guardian and student. Follow up meeting may be scheduled.
Outcome #2 = student making slow or no progress. (new event)
This cycle continues with the team making updates to the plan and including additional support staff as needed.