Platte Canyon School District 1

57343 US Highway 285

PO Box 1069

Bailey CO 80421

(303) 838 - 7666

Individualized Student Support in the PCSD1

About our District:

The Platte Canyon School District is nestled in the Rocky Mountain foothills, twenty-five miles southwest of Denver. The District serves roughly 700 students in an area spanning from the edge of Jefferson County to Kenosha Pass.

We offer individualized attention in all of our schools. Students in the PCSD have the flexibility to create a preK-12 educational journey that remains interesting and relevant throughout their time in the District. To that end, we offer a wide variety of services and programming to meet even the most diverse needs of each student.

How Do Our Schools Assist Students When They Struggle Academically?

Because of our smaller school sizes, we take pride in knowing all of our students individually, and we track student progress closely and frequently. It is difficult for students in the PCSD1 to “fall through the cracks.” We have systems in place at each of our locations to identify and assist students who are struggling.

Deer Creek Elementary School employs a multi-tiered system of supports (MTSS) to assist students academically.

In Colorado, a Multi-Tiered System of Supports (MTSS) is defined as: a prevention-based framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level.

The DCES Process:

1. The MTSS Coordinator will receive the Collaborative Problem Solving form and set up a meeting. 

2. Start the ABC tracking sheet.

3. The meeting will also be a time to discuss how current interventions are working, or choose interventions to begin using in addition to starting to diligently track interventions and progress using the Tier II Intervention sheet. 

4. The MTSS Coordinator will send home a document for parent signature before interventions can be implemented outside the classroom. 

5. The MTSS Coordinator will meet with each Gen Ed/Specials Teacher (individually or during the team meeting) and work together to implement interventions.

6. There will be a minimum of 3 changes in interventions and instruction before a referral for SpEd is considered. 

• Examples of changes are an increase in intensity and or frequency.

7. There will be a minimum of 6 data points over a 3 month period. 

• Refer to this trendline document for tracking. 

8. The Gen Ed/Specials teacher will collect the data for each intervention.

9. The MTSS Coordinator will meet with the Gen Ed/Specials teacher after every other data point is collected to determine whether or not students are growing at a reasonable rate based on the established aim line. 

10. Interventions are normally in place for 2-3 weeks before initially reviewing

• Decisions to move forward usually take between 6-12 weeks of thorough data tracking. 

  • Recommendations for evaluations that are received after spring break will most likely need to take place at the beginning of the following school year due to the amount of time this process takes. 

• This process does NOT automatically lead to an IEP/SpEd services.

MTSS Flowchart 

Collaborative Problem Solving Form

Fitzsimmons Middle School employs a Response to Intervention (RtI) model in order to support students who struggle academically.  Their focus is on academic behaviors and indicators.

What roles do teachers play in the RtI process?

Licensed staff members provide data and anecdotal information during monthly RtI meetings.

Tier 1:

Every student is at this level.  These are typical classroom strategies (i.e. change seats, contact parents, weekly signed progress reports, etc.)  Students that do not show adequate progress, both academically and behaviorally, should be documented and referred to Mr. Walters for Level 2.

Tier 2:

Students enter this level using the following criteria:  Students who were in the process during the prior school year; students identified through deficiencies on NWEA fall test; students that have not shown adequate progress after attempting several Tier 1 interventions.

The RtI team implements the following sequence of interventions for most students.  Staff understands that every student is unique and may require additional/alternate interventions.

Student & Parent Conference→Admin. Mentor→Lunch Crew→Success→Exit

Tier 3:

The RtI team considers alternative placements and/or special education testing for students that continue to demonstrate a lack of response to Tier 1 and Tier 2 interventions.

At Platte Canyon High School, the Response to Intervention (RtI) model is also employed,  similar to the FMS model, in order to support students who struggle academically. Their focus is on academic behaviors and indicators.

What roles do teachers play in the RtI process?

Licensed staff members are assigned to mentor 1-2 students who are part of the RtI process. Mentors meet with students at least once per week to monitor academic progress, check grades, provide guidance relative to strategies for success, and/or meet with parents to brainstorm ideas for success. Mentoring meetings take place during our PCHS Advisor/Advisee time. Mentors also consult with colleagues regarding specific Tier 1 interventions that may lead to increased success for students. Finally, mentors report student progress back to the RtI team on an almost-monthly basis.

Level 1:

PCHS students enter the system yearly using the following criteria:

1. Students who were in the process during the previous school year.

2. Students identified through a fall screening process conducted by the RtI team. The team screens all students during the fall using previous year’s test scores that indicate multiple areas of deficiency. In subsequent fall screenings, only new and incoming students are screened.

3. Students recommended by FMS staff members, after screening by RtI team.

4. Transfer students recommended by the school counselor.

5. Students identified as failing core subjects at the beginning of Q2, Q3, and Q4 as checkpoints.

Level 2:

The RtI team gathers information from the mentors and makes suggestions back to mentors/classroom teachers regarding Tier 2 intervention strategies. The team may also meet with individual students and/or parents to brainstorm about interventions.

Level 3:

The RtI team considers alternative placements and/or special education testing for students that continue to demonstrate a lack of response to Tier 1 and Tier 2 interventions.

If your student is struggling and you’re not sure what to do, contact Mike Schmidt (mschmidt@pcsdk12.org) at 303-838-7666 x1002.