ACS Academic Intervention Protocols

The links below contain district adopted protocols in the areas of academics and social-emotional/behavior.  

Literacy Protocols	Math Protocols
Phonemic Awareness Phonics Phonics & Fluency Fluency Fluency and Comprehension Comprehension	Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade

The following procedures and practices MUST be followed.

Procedures for Problem-Solving Teams

The problem-solving team should ask the following questions at each time progress monitoring data is discussed for groups of students (in addition to previously established problem-solving protocol):

• Has our problem-solving shifted from overall instruction, environment, and curriculum for groups of students to individual, student-centered concerns?
• Are there any individual students that are consistently not making progress with interventions?
• Are there any individual students that are unlikely to achieve grade-level standards by the end of the school year?
• Does the data indicate that the consistent lack of progress with intervention may be caused by a disability?
• Does the individual student’s progress in the general curriculum have characteristics typically associated with a disability?

[Tip: Depending on the cumulative responses to these questions, the problem-solving team may have a basis of suspecting a disability and if a disability is suspected, should refer to the IEP Team.]

Procedures for Communication with Parents

• Parents must be notified, in writing, that their student requires intervention beyond Core (Tier 1).
• The parent must be provided this information using the “Parent/Guardian Notification of Intervention”. The required components from the EC Division template must be included in the parent letter if revised by the LEA.
• A copy of this notification(s) must be retained in the student’s cumulative folder.
• A parent/guardian notification must be sent each time the intensity of intervention increases from core to supplemental and supplemental to intensive.
• A parent letter must also be sent each time the student successfully responds to intervention – intensive to supplemental and supplemental to core.
• While these written notifications are required at any time a change occurs, it is highly recommended that local leadership consider syncing these notifications with parent-teacher conference times, progress reporting, and/or report cards in order to consistently manage, supervise and ensure that this important parent communication is occurring.

Child Find Responsibilities (procedures)

If a parent verbally requests an evaluation (also known as a parent referral to special education); staff should advise the parent to make the request in writing and send it to the principal/teacher/EC teacher of the school.

Upon receipt, the principal shall provide the request to EC personnel to schedule the IEP Team meeting to discuss the parent request. This begins the regulatory/procedural timeline associated with initial referrals/evaluations.

IMPORTANT

• The problem-solving team must consider whether the student’s lack of progress is the result of a suspected disability. If a disability is suspected, the student must be referred to the IEP Team and interventions must continue concurrently while the issue of a suspected disability is resolved.
• A parent has the right to request, in writing, an evaluation for special education at any time. If the parent makes this request, the student must be referred to the IEP Team while interventions continue.
• Parents must be notified, in writing, regarding the student’s response to intervention at each level (tier). The “Parent Notification of Intervention” must be used, and a copy retained in the student’s cumulative file.