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A consistent concern is observed by classroom teacher, which significantly impacts the student’s academic performance, behavior, and social/emotional functioning. (e.g., academics, executive functioning, behavior, language skills, multiple, etc)

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The process will be continue with EAL teacher

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The process will continue with school counsoler.

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If the concern is not mainly academic support.

Learning Support Teacher gathers student data, including background information such as the period of exposure to an English-speaking environment, the type of English instruction received, and any relevant medical history provided by the parents. Based on this information, the teacher determines whether the concern is related to language support needs or social-emotional support needs.

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If the concern is mainly academic support

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Learning support teacher check student progress/data, observations and try some interventions to gather data for at least 4 weeks.

Resources:

The Phonological Awareness Screening Test(PAST) test. https://thepasttest.com/

LETRS Phonics and Word-Reading Survey Administration and Scoring Record https://learn71.ca/wp-content/uploads/2021/03/LETRS-Phonics-and-Word-Reading-Survey.pdf

DIBELS 8th Edition Materials. https://dibels.uoregon.edu/materials/dibels

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Interventions to address specific issues. Based on the data, develop a Student Intervention Plan for Tier 1 Support.

Parent communication required

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Avoid power struggles Call parent or note home Card Flip Clear, consistent, and predictable consequences Do unfinished work during recess or unstructured time Have student say a nice thing to the student they called a name Logical consequence Natural consequences Office referral Reflection sheet Remove from room Speak in calm and neutral tone Take away privileges Take away unstructured or free time

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Monitor student’s progress, based on Student Intervention Plan (SIP) or strategies implemented by classroom teacher.

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It is important that the instructional practices and interventions delivered within a school's multi-tiered system of support (MTSS) be grounded in evidence. However, the "practice" that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier.

In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.

Tier 1

Comprehensive, research-based curriculum, delivered class-wide to all students. "Evidence-based" at Tier 1 means that the curriculum includes comprehensive coverage of core content that is aligned to grade-level standards and that the instructional strategies and practices used to deliver the curriculum have evidence of efficacy.

Tier 2 (Validated Intervention Program)

Standardized, targeted small-group instruction using a validated intervention program. "Evidence-based" at Tier 2 means that the intervention program has been demonstrated through rigorous research to have a positive impact on target outcomes for students at risk, when delivered with fidelity.

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Levels of Intervention & Evidence: Implementation Tools | NCII

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Table with resources to support the selection of a school's multi-tiered system of support and corresponding levels of evidence of intervention intensity.

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If the student has made measurable improvement, continue with the strategies implemented by the classroom teacher and re-evaluate after 4 months.

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If student has not shown measurable improvement, support will continue to Tie 2 interventions

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Referral and Review by SST (Student Success Team)

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Referral and Review by SST (Student Success Team)

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Student Success Team(SST) review and assess the most recent student's date and progress then revise SIP for Tier 2

Resource:

Screenshot of School's internal intervention checklist

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Created targeted intervention plan for use in classrooms

Additional parent communication required

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PBISWorld.com Tier 2 Positive Behavior Interventions And Supports | PBIS World

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Monitor and assess student's progress by SST

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If the student has made measurable improvement, continue with the strategies implemented by the classroom teacher and re-evaluate after 4 to 6 weeks.

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If students has not shown measurable improvement, support will move on Tier 3 interventions.

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Student Success Team(SST) meet with parents to discuss progress of the student and interventions used.

Learning support teacher creates individualized plan that include the nature of concern, quarterly goals, strategies, accommodations, and modifications and provide intensive interventions.

SST, classroom teacher, and parent determine if the levels of support need to be adjusted or not in every 6 to 8 weeks.

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Alternatives To Suspension Behavior Contract Behavior Intervention Plan (BIP) Behavior Meetings Structured Breaks Check In Check Out (CICO) Collaboration With Student's Physician And/Or Mental Health Provider Counselor Referral Daily Behavior Form Forced Choice Reinforcement Survey