Student Assistance Team
What is the Student Assistance Team? The Student Assistance Team (SAT) can be composed of teachers, specialists, and administrators. The team meets quarterly with the purpose to analyze achievement data, determine which students are in need of support, develop interventions, and monitor the progress of students during the interventions. The process begins with screenings in the Fall, Winter, and Spring to assess the achievement level of all students. These screenings, in addition to classroom observations and assessments, help the team determine which students need support.
Generally recommendations for extra help are made quarterly, however, a teacher or parent can request a review at any time. Once the need for extra help has been identified, the parents/guardians will be notified.
Generally recommendations for extra help are made quarterly, however, a teacher or parent can request a review at any time. Once the need for extra help has been identified, the parents/guardians will be notified.
Response Through Intervention
What is RTI? "Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs.
The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate the rate of learning. Services may be provided by a variety of personnel including general education teachers and interventionists.
Progress is closely monitored to assess both the learning rate (growth) and level of performance (achievement) of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction." Find the overview HERE and the flow chart HERE.
There are three tiers of RTI.
Tier 1 - These are interventions that classroom teachers use on a daily basis and are generally for every student in the class. The teacher may break students into small groups tailored for different skill levels or learning styles, or provide students additional accommodations in the classroom to help with attention, organization, etc. The teacher will note any concerns using an intervention log. If after 3-6 weeks of Tier I classroom interventions, student achievement has not made significant improvement, your child’s teacher will present to the Student Assistance Team and you will receive communication that he/she may be referred to “Tier II” for extra help. The Student Assistance Team will review student data and make a recommendation.
Tier II - At this tier, the extra support is provided in a more personalized small group setting often with the Title-I teacher over a period of 8-12 weeks. If student achievement has not made significant improvement, your child’s teacher will present to the Student Assistance Team and you will receive communication that he/she may need to continue Tier II support for another cycle of 8-12 weeks or be recommended for “Tier III” support. The Student Assistance Team will review student data and make a recommendation.
Tier III - At this tier, the extra support is provided on an individual one-on-one basis with the Title-I teacher over a period of 8-12 weeks. This instruction is personalized to the individual and is meant to provide more rigorous support in areas such as math and/or reading. If student achievement has not made significant improvement, you will receive communication that he/she may need to continue Tier III support for another cycle of 8-12 weeks or be referred for testing of a possible learning disability.
The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate the rate of learning. Services may be provided by a variety of personnel including general education teachers and interventionists.
Progress is closely monitored to assess both the learning rate (growth) and level of performance (achievement) of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction." Find the overview HERE and the flow chart HERE.
There are three tiers of RTI.
Tier 1 - These are interventions that classroom teachers use on a daily basis and are generally for every student in the class. The teacher may break students into small groups tailored for different skill levels or learning styles, or provide students additional accommodations in the classroom to help with attention, organization, etc. The teacher will note any concerns using an intervention log. If after 3-6 weeks of Tier I classroom interventions, student achievement has not made significant improvement, your child’s teacher will present to the Student Assistance Team and you will receive communication that he/she may be referred to “Tier II” for extra help. The Student Assistance Team will review student data and make a recommendation.
Tier II - At this tier, the extra support is provided in a more personalized small group setting often with the Title-I teacher over a period of 8-12 weeks. If student achievement has not made significant improvement, your child’s teacher will present to the Student Assistance Team and you will receive communication that he/she may need to continue Tier II support for another cycle of 8-12 weeks or be recommended for “Tier III” support. The Student Assistance Team will review student data and make a recommendation.
Tier III - At this tier, the extra support is provided on an individual one-on-one basis with the Title-I teacher over a period of 8-12 weeks. This instruction is personalized to the individual and is meant to provide more rigorous support in areas such as math and/or reading. If student achievement has not made significant improvement, you will receive communication that he/she may need to continue Tier III support for another cycle of 8-12 weeks or be referred for testing of a possible learning disability.
Title 1
Our school receives Title-1 funds, what is that?
Title I is a federal entitlement program that gives funds to schools in need based on student enrollment, the free and reduced lunch percentage for each school, and other informative data. The US Department of Education distributes Title 1 funds to State Departments of Education that, in turn, distribute the funds to individual school districts. Each school district divides its funding among qualifying schools based on their numbers of low-income children.
Alexander Elementary School receives federal “Title 1” funds to support a school-wide program. Schools receiving Title 1 money to support a school-wide program may use their funds to improve student achievement throughout their entire school; therefore every child benefits from the added services and programs, not just the students identified as eligible to participate based on economic status. All of the school staff focuses on upgrading the entire educational program and improving the achievement of all students, in particular, the lower-achieving ones.
In a Title 1 school, teachers, administrators, and school staff work together to:
Determination on how federal funds are used are made by a team that can include teachers, administrators, school committee members, parents and community members. Historically, Alexander Elementary has used its federal funds to enrich the education program through purchasing learning technologies, professional development for teachers/staff, curriculum materials, and health and physical education supplies; as well as activities such as theatre/play production, field trips, and family nights. Federal funds also support the position of a Title-I teacher, who is responsible for providing academic support to students in addition to the regular education program. Title-I is not Special Education nor is it a referral process for Special Education. It is meant to strengthen areas students need improvement in.
Title I is a federal entitlement program that gives funds to schools in need based on student enrollment, the free and reduced lunch percentage for each school, and other informative data. The US Department of Education distributes Title 1 funds to State Departments of Education that, in turn, distribute the funds to individual school districts. Each school district divides its funding among qualifying schools based on their numbers of low-income children.
Alexander Elementary School receives federal “Title 1” funds to support a school-wide program. Schools receiving Title 1 money to support a school-wide program may use their funds to improve student achievement throughout their entire school; therefore every child benefits from the added services and programs, not just the students identified as eligible to participate based on economic status. All of the school staff focuses on upgrading the entire educational program and improving the achievement of all students, in particular, the lower-achieving ones.
In a Title 1 school, teachers, administrators, and school staff work together to:
- Measure student progress using their state’s educational standards and local assessment data.
- Identify students most in need of educational support (regardless of family income) using assessment data and classroom performance.
- Set goals for student improvement.
- Implement strategies that support and supplement regular classroom instruction.
Determination on how federal funds are used are made by a team that can include teachers, administrators, school committee members, parents and community members. Historically, Alexander Elementary has used its federal funds to enrich the education program through purchasing learning technologies, professional development for teachers/staff, curriculum materials, and health and physical education supplies; as well as activities such as theatre/play production, field trips, and family nights. Federal funds also support the position of a Title-I teacher, who is responsible for providing academic support to students in addition to the regular education program. Title-I is not Special Education nor is it a referral process for Special Education. It is meant to strengthen areas students need improvement in.