Friday, September 7, 2012

What if we want to just check-in about a student...

What if we have a student and we would like to just see if the issues we are seeing/experiencing are happening in other classrooms or just ours?  Do we need to go through this process as well before we can discuss a student in every case?  This morning time is the only time that we as a team have to discuss students because we do not have the same plan or lunch.  Added, if a student is on the agenda then we can gather needed materials to aid in the conversation. 

For “quick conversation” students, I would not put them on the agenda. I would edge out about 5 to 7 minutes at the end of your meetings to discuss these kids so that the majority of the meeting is focused on attending to the students that need intervention support. If it’s a quick “hey , how’s this kid doing in your class” you could also converse by email if you’re looking for more immediate responses from your team.  If you find that you are “student-less” for your day’s meeting, obviously that would not be an issue. The process described in the previously sent email is for the students you know need focused attention through an intervention.

Special Education Students and RTI

There have been a lot of questions about Special Education students and the RtI process. See below to find out what you do when you have concerns about a Special Education student.
  • If the student has an IEP, but you have sigificant concerns, do the following: 
    • Determine if the issues you are concerned about are addressed in the student's IEP goals (refer to the student's accommodation form). 
      • If  YES, then...
        • make sure you review their accommodations and think about whether you are providing the appropriate accommodations on a regular basis.
        • contact the student's case manager to find discuss other strategies you can use to support the student.
      • If NO, then...
        • refer the student to your IDT team for discussion to implement a Tier 1a intervention for the area that is NOT addressed in their IEP 
          • OR,  you can devise one independently, just let your team know what supports you will be putting in place for the student. 
(example: If a student has IEP goals for Reading, but you are noticing they are demonstrating significant challenges in math, refer the student to your IDT team/or independently devise a Tier 1a intervention in Enrich.)

If you are having significant concerns about a Special Education student, always make sure you talk to their case manager. 

The Non-negotiables to Submit Names for IDT

IST has devised a few expectations for submitting names for your IDT discussions to support focused work and effective use of time. They are as follows:

  • IDT Student Data Checklist form MUST be filled out PRIOR to the meeting and sent to your IDT team & admin.
  • Parents/guardians MUST have been contacted regarding the academic and/or behavior issue at some point prior to submitting the students name for IDT (behavior and/or academic)
  • Behavior only: Teacher Discipline Actions (See Staff Handbook) MUST be completed prior to referring a student to IDT (conference with the student, home contact, teacher consequences).

If these expectations have not been fulfilled prior to the meeting, the team should NOT move forward with discussing the student until they have been completed.

Remember, students need to be added to the list when you are ready to strategize towards solutions for ongoing academic and/or behavioral challenges. We do not add students because they had an “off” week, or because for some reason they made us upset that day. The purpose of IDT is to devise interventions that result in solutions for persistent and ongoing challenges students are demonstrating.

Thursday, September 6, 2012


Some notes regarding your meetings…

  • Purpose: Remember, the purpose of IDT meetings in the morning is…
    • To provide teams a consistent and uninterrupted opportunity to meet and identify students demonstrating academic and/or behavioral needs so as to strategize and develop plans for intervention (RtI) to support student progress towards academic achievement and/or positive behavior
  • Student Strengths- please do not forget to initiate your conversations around the student’s strengths. Although they may have areas of need, they also have areas of success. Try to highlight these first and focus the conversation in a positive direction so that potential solutions are what drives the path of our conversations.
  • IDT Protocol - Make sure you are using the protocol to structure your conversation about students.
  • IDT Student Data Checklist – This needs to be used by referring teachers to do some pre-data and information digging prior to coming to a meeting to discuss a student. Because these meetings are so short, we must ensure we are maximizing time spent. Therefore, teachers referring students need to complete the attached sheet prior to a meeting and submit it to their team so that all of the pertinent information is readily available to gear the conversation towards SOLUTIONS.