Tier One

A. Assist CORE team with dissemination of school data and identification of bottom quartile students

B. Assist grade level case managers and teachers as needed.

Tier Two

A. Assist CORE team with dissemination of school data and identification of bottom quartile students

B. Assist grade level case managers and teachers as needed. For example, provide training in MTSS framework and procedures, the problem-solving process and matching interventions to identified deficit areas.

Tier Three

Prior to the TST Meeting

• Teacher or case manager notifies the coordinator of the need for a TST.

• Coordinator should review EDIS for completion of all teacher responsible sections: Parent conference, Tier 1 data review with at least 80% of students meeting benchmark, classroom observation, cumulative file review, problem-solving/child study notes, Tier 2 intervention with data, and Tier 2 fidelity summary.

• Coordinator requests a vision hearing screening from nurse, if annual has not been already completed

  • • • Vision/Hearing Screening Form

• If Speech/Language is a concern, the coordinator should also give the screening form to the Speech/Language Pathologist (SLP)

• If there are any questions/concerns or missing information, contact the teacher and/or the case manager to resolve the concerns. This step should be completed prior to moving on to the next step.

• TST Coordinator will invite parents/guardians to a TST meeting using the Problem Solving/RTI Meeting Invitation. The Parent-Guide to MTSS and the Parent info. for Students Receiving Intensive Interventions will also be sent home.

• Parents/guardians are a critical member of the TST meeting and parent participation is required. If the parent cannot attend the TST meeting in person, virtual or phone meetings should be offered. If the parent still cannot attend, it is the coordinator's responsibility to make certain someone is assigned to contact the parent regarding information from the meeting and that the parent understands the MTSS process. Document who will contact. Copies of all paperwork must be sent home for the parent/guardian to review. All parent contact should be documented in FOCUS.

During the Meeting:

All TST team members work collaboratively to complete the following:

• Explain the purpose of the meeting to the parents and team, setting guidelines for time limits and expectations for outcomes

• Describe Tier 1 and 2 interventions and review data

• Review intervention fidelity

• Complete Teacher Support Team (TST) Meeting Notes using problem solving steps

• Make decisions regarding the need for more intensive interventions (Tier 3) and plan for their implementation.

• TST Meeting Notes

• Sign-in Sheet

• Check that language interventions exist if it has been identified as a concern

• Schedule follow-up meeting

Follow Up TST Meeting

All TST team members work collaboratively to complete the following

• Remember to return to the original TST Meeting Note to add new follow-up meeting notes.

• Follow Problem-Solving Steps to make decisions regarding further intervention and the need for additional follow up meetings

• Schedule follow up meetings as needed

• Remember that some students may require TST for extended periods as they continue to need interventions and make progress on grade level standards with them in place. In these cases there is no rush to move levels unless the student is far below the other students in their grade.

• For students who have met all their goals and no longer need tier 2 or 3 interventions, please complete the Dismissal Form

If the TST Team recommends an Administrative Review:

• Review packet with classroom teacher/case manager prior to ART meeting to ensure no documentation is missing

• Schedule face to face meeting with ART Team

• Ensure that interventions are ongoing

• Schedule follow-up problem solving meetings as needed

• Ensure that new teachers/substitutes are aware of the needed interventions

• Ensure that interventions continue at the beginning of the next school year

The Administrative Review Team (ART) is made up of members from the TST core team. This team is responsible for reviewing individual student MTSS interventions, data, and paperwork to determine the appropriateness for referral of the student for an Exceptional Student Education (ESE) evaluation. The team at a minimum must include: administrator, TST coordinator, and school psychologist.

During the face-to-face ART Meeting:

• Review data from all tiers to ensure that the movement between Tiers was based on sound decision making

• Ensure that interventions implemented are research or evidence-based

• Ensure that interventions were implemented with fidelity at all Tiers

• Determine the need to refer for ESE consideration

• Ensure that all graphic representations of student data are included in the referral packet

• Ensure that all components needed for a complete referral are included in the referral packet with the checklist

ART FORMS:

1. 1. Referral Packet Checklist

   2. ART Referral Form

   3. Parent/Guardian Consent (generated by School Psychologist through PEER)

   4. Parent Rights (GIFTED ENGLISH/GIFTED SPANISH) (REGULAR ENGLISH/SPANISH/CREOLE)

   5. Social History (ENGLISH/SPANISH/CREOLE)

   6. Psychological Referral

Paperless Procedures/Protocols

All initial and re-evaluation consent forms will be filled out electronically in PEER. Signatures can be obtained either virtually or in person and the signed form is then uploaded into PEER by the counselor or the liaison. Please use the following procedures for uploading packets to PEER:

Behavioral Consultation packets

• Counselors scan the Behavior Consult packet (Behavior Consult Consent & Social/Developmental History) into PEER (Naming Convention: MTSS – School – Student’s First Initial, Student’s last name, School year) (Example: MTSS – PGM – J. Smith – SY20-21)

  • Counselor gives hard copies of Behavior Rating Scales to Psych

  • Send copy or email of consent to Lisa Craig (ESE), Rita Donaldson (Psych Services) and the school psychologist.

  • Hard copy of packet remains in TST file.

Gifted packets

• Counselors scan the Gifted packet (Psych referral - including total renzulli score out of # of sections given(e.g., 205 points on 4 sections) & consent) into PEER (Naming Convention: MTSS – School – Student’s First Initial, Student’s last name, School year) (Example: MTSS – PGM – J. Smith – SY20-21)

  • Send copy or email of consent to Lisa Craig (ESE), Rita Donaldson (Psych Services) and the school psychologist.

  • Hard copy of Renzulli goes to school psychologist

  • Hard copy of packet is given to the ESE liaison for staffing.

Individual Assessment packets

• Counselors scan the Individual Assessment packet (IA Consent, passed V/H screening, & documentation of 1 TST meeting) into PEER (Naming Convention: MTSS – School – Student’s First Initial, Student’s last name, School year) (Example: MTSS – PGM – J. Smith – SY20-21)

  • Send copy or email of consent to Lisa Craig (ESE), Rita Donaldson (Psych Services), school psychologist, and/or SLP (if speech/language).

  • Hard copy of packet remains in TST file.

Parent Request for Initial Evaluation (concurrent with MTSS)

• Counselors scan the abbreviated packet (Psych referral, Consent, passed V/H screening, Social/Developmental History, & any other documentation that you have at the time) into PEER (Naming Convention: MTSS – School – Student’s First Initial, Student’s last name, School year) (Example: MTSS – PGM – J. Smith – SY20-21)

  • Send copy or email of consent to Lisa Craig (ESE), Rita Donaldson (Psych Services), school psychologist, and/or SLP (if speech/language).

  • Hard copy of packet remains in TST file until the remaining components of the ART packet can be collected.

  • Follow Initial evaluation procedure.

Initial evaluation and MTSS packets

• Counselors scan the MTSS packet into PEER (Naming Convention: MTSS – School – Student’s First Initial, Student’s last name, School year) (Example: MTSS – PGM – J. Smith – SY20-21)

  • Search by student name

  • Click on “Upload Files”

  • Drop file

  • Choose Category “MTSS/RTI”

  • Click “Upload”

(FYI - Make sure that you are using a lower resolution setting and also scanning in black and white instead of color when scanning the packet. It may also be helpful to compress files into a zip drive.)

• Counselors give original referral packet to liaisons, to be placed in the school ESE Audit file

• Counselors make needed copies of the PEER initial consent form. This form should be distributed by counselors as follows:

  • Pony one copy of the signed PEER consent for eval form to Lisa Craig. Lisa will enter the date into FOCUS, and give this form to PSS. PSS can use it as a tracking form if needed.

  • Pony one signed PEER consent for eval form to Rita Donaldson in psych services. Rita will use this form to begin the folder for psychs.

  • Give signed copy of consent to ALL evaluators. This may includes school psych, SLP, OT, PT.

Re-evaluation with a change of eligibility for students NOT in self-contained class:

• Counselors scan the MTSS packet into PEER

• Counselors give original copy of packet to liaisons, to be placed in the school ESE Audit file

• ESE Liaison holds re-eval determination meeting and obtains consent for re-evaluation on PEER.

• ESE Liaison will pony or scan and email the signed PEER consent for Re-evaluation form to Lisa Craig. Lisa will enter the date into FOCUS, and give this form to PSS. PSS can use it as a tracking form if needed.

• ESE Liaison will pony or scan and email a signed PEER consent form to Rita Donaldson in psych services.

• ESE Liaison will pony or scan and email a signed PEER consent form to ALL Evaluators. This includes psych, SLP, OT, PT and behavior specialist.

Re-evaluation with a change of eligibility for students in self-contained class:

• Liaison and PSS will facilitate all steps above.