March 26 - Trumbull Public Schools

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screening targeted intensive 6141 -SRBI Regulations ilie District’s process shall strive to identify students’ challenges early and provide appropriate instructions by ensuring students’ success in the general education environment. In implementing the RTI/SRBI process, the District shall apply: 1. Scientific, research-based interventions in the general education (Tier I) setting; 2. Monitoring and measurement of student progress in response to the instruction and interventions; and 3. Use of RTI data of student progress to shape instruction and make educational decisions. The Superintendent or his/her designee shall develop procedures to implement student interventions, as well as develop protocols for the use of teacher observations, and classroom, school or District assessments to identify students who are at risk of academic or behavioral problems and thereby in need of scientific research-based interventions. Interventions consist of three levels or tiers of assistance that increase in intensity. The three levels shall include: 1. Tier I — and classroom interventions; (Scientific Research-Based Core Curriculums, Instruction, and Social/Behavior Supports) 2. Tier II — small group interventions (supplemental Scientific Research-Based Supplemental Interventions) 3. Tier III — interventions (supplemental Scientific Research-Based Interventions that are more intensive in time, frequency and individualization) Procedures 1. Tier I instruction is high quality instruction all students receive in their general education classrooms. It is based upon robust curriculum and scientifically researched programs. A combination of district assessments, universal screenings, and/or curriculum-based assessments will provide evidence that the student is meeting all academic and/or behavioral expectations, based on district-established benchmarks. Students who are not meeting all academic and/or behavioral expectations will receive scientific, research-based interventions in the general education (Tier I) setting. Page 2 of 5 6141-SRBI
plan. data; 3. Tier III instruction is an intervention even more intense than Tier II, and is typically meeting. Parents/guardians will be contacted whenever Tier II Intervention plans are support stall Placement in a Tier II Intervention is determined at a school—based team instruction is provided in addition to Tier I instruction and is progress monitored with additional assessment tools. Tier II instruction may take place within or outside the classroom, and may he delivered by the classroom teacher and/or a specialist or other developed. An Early Intervention Team is a multi-disciplinary group of school professionals* who meet targeted individualized intervention plans. The purpose of the team is to be an effective on a regular basis to address students’ academic and behavioral concerns and to help design problem solving group that: 2. Tier 11 instruction is supplemental in nature and considered an intervention. This a free appropriate public education (FAPE). and Specialists (i.e. reading, writing, math, behavior, intervention). Additional membership may include a special education teacher, a support staff member (school counselors, social *At the Tier III level, a core FIT at minimum includes an administrator, a classroom teacher, workers, school psychologists, etc.) and related services (i.e. OT, PT, SLP, etc.). appropriate evaluation of a student suspected of having a disability, and the student’s right to District implementation of any of the above practices will not impede or delay the progress 1-nonitoring is also a component of this tier of instruction. Placement in a Tier TI! Intervention is determined at a formal EIT (Early Intervention Team) Meeting. delivered outside the classroom setting by a specialist or other support staff More frequent Parents/guardians will be contacted whenever Tier III Intervention plans are developed. • Targets specific academic and behavioral instructional needs; • Designs, implements, and monitors specific individual student plans; • Communicates the plan to student, designated staff and parent/guardian; • Reviews plan after approximately 6-8 weeks, continues and/or revises as necessary; • Reviews Tier I and II level interventions and accompanying progress monitoring • Determines and identifies next steps based on student’s response to early intervention
Page 1 and 2: Regular Mr. TRUMBULL PUBLIC SCHOOLS
Page 3 and 4: March TRUMBULL PUBLIC SCHOOLS TRUMB
Page 5 and 6: Ill-B March TRUMBULL PUBLIC SCHOOLS
Page 7 and 8: B. Approval/Minutes — A. Personne
Page 9 and 10: committee is recommending the third
Page 11 and 12: TRUMBULL PUBLIC SCHOOLS TRUMBULL, C
Page 13 and 14: Year-to-Year (YTY) Analysis ($K) Su
Page 15 and 16: page 3 Budget Transfers For Trumbul
Page 17 and 18: page 2 Trumbull Board of Education
Page 19 and 20: page 7 Grant Summary Budget Report
Page 25 and 26: Regular Meeting — March 26, 2013
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Page 37: SRBI BOARD OF EDUCATION CATEGORY: 6
Page 41 and 42: programs. Intervention Disabilities
Page 43 and 44: Agenda Item — Approval/Trumbull D
Page 45 and 46: area. purchase. older. On behalf of
Page 47 and 48: Thank you, Town’s and Board of Ed
Page 49 and 50: Regular Meeting — March Report to
Page 51 and 52: fCASE REPRESENTATIVE TOWN/BOARD DES
Page 53 and 54: 10. N I., PPA M.I. vs. N.I., PPA M.
Page 55: Unt Negotiating Team Status of Nego

March 26 - Trumbull Public Schools

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