Process

= Current LST Meeting Protocol and Process Description:= Suggestion: when you'd mapped out the process, you might want to put it into the form of a flow chart with "if-then" threads. Suggestion: Rename process IST for Instructional Support Team or Interventions Support Team? Suggestion: Update section called "A New Name and New Concept" to reflect how the LST process fits within RTI. Suggestion: Include "review of data by team" in protocol

__LST Protocol for Meetings:__ (1 minute) (4 minutes) (8 minutes) (10 minutes) (2 minutes)
 * Goal of the meeting is reviewed by meeting facilitator
 * LST members ask clarifying and probing questions
 * LST members generate list of intervention/strategies
 * Team selects interventions/strategies
 * Team develops plan for implementation strategies
 * Follow-up actions determined including follow-up meeting date (no longer than 6-8 weeks)

10/02 {LSTMTGS} Revised 8-24-09


 * __LST Description and Process__**

//**Introduction**// The Hopkinton Public School district is committed to ensuring that all students achieve at high levels. We recognize that students have diverse learning styles and needs. Therefore, instruction needs to be differentiated in order to reach these high levels of achievement. For some students, particular instructional styles or classroom accommodations can be identified as helpful or an important support. Each school's Learning Support Team consists of faculty members who assist the teacher to develop strategies and interventions for a student whose needs cannot be sufficiently addressed by the teacher alone. The team may consist of teachers, administrators, and specialists who are well-versed in the types of educational assistance needed.

The Learning Support Team was originally adopted by the school system in February 2002 in order to comply with Massachusetts laws (Ch. 71, Section 38Q1/2 and Ch. 71, Section 59C). These laws require each school district to identify how it will make regular education accommodations and resources available to students with diverse learning needs who do not qualify for services or accommodations under special education law or Section 504 or the Rehabilitation Act of 1973. Since No Child Left Behind....
 * //The Concept//**

//**Accommodation Plans**// Learning Support Teams are one component of a multi-faceted approach to support student achievement. This includes the District Accommodation Plan and a Building Accommodation Plan for each school. These plans detail the general education resources, programs, and accommodations available to all students. The School Council must annually review and approve the Building Accommodation Plan to ensure that it meets students' needs.

The Learning Support Team's process will be essentially consistent among all Hopkinton schools. The process will be the same for all elementary schools (K-5); however, there may be some variation on forms and process to accommodate different grade configurations at the secondary level.
 * //Consistency//**

//**Purpose**// The Learning Support Team process is a framework that: The teacher will:
 * 1) supports students through general education interventions and in some cases referring a student for a special education evaluation if interventions are not deemed sufficient or effective for the student's needs.
 * 2) engages colleagues in the selection of strategies and resources expected to address learning or behavioral problems.
 * 3) documents steps taken to intervene in the student's learning or behavioral challenges.
 * 4) facilitates the systematic collection of data about the student's performance and response to the interventions.
 * 5) is a necesary step before making a referral for evaluation of disabilities under the special education laws or Section 504.
 * //Prior to Learning Support Team Referral//**
 * 1) communicate concerns with parent(s).
 * 2) consult with grade level colleagues, Professional Learning Community, and/or specialists to brainstorm strategies to differentiate for instructional, behavioral, or social/emotional needs.
 * 3) consult the Pre-Referral Interventions Manual.
 * 4) select appropriate strategies for implementation.
 * 5) implement strategies and document data that demonstrates the effectiveness of the selected strategies.
 * 6) If data indicates that the strategies implemented were not effective, initiate Learning Support Team process.
 * 7) inform the parent that a Learning Support Team referral will be made and explain the process.

//**How is a Referral Made?**// The Teacher Referral form provides the reason for referral and other basic information. Whenever possible, an initial meeting of the LST is scheduled within fifteen school days from the date of referral. The gathering of information begins immediately. The parent/guardian will be asked to complete a Parent Input Form. This form provides information that the school may not have, including health information, and gives opportunity for the parent/guardian to describe parent observation s and concerns. The teacher completes a Teacher Input/Referral Form that includes educational history, classroom observations, and information about performance and learning. It includes the reason (s) for the referral. The teacher will also provide information about the strategies that have been tried and which seem to be at least partially successful in resolving the problem. In some instances, a specialist may be asked to do a screening for a disability or an achievement test in order to get current objective information about the student. Parent/guardian permission for screening or testing will be obtained in these instances.

//**What Happens at a Meeting of the LST?**// The LST may have three or more team members. Staff with particular expertise may be asked to attend only selected meetings or to provide written reports about screening results or test results. Parents and guardians will be apprised of the results of the LST meetings and assessments.

Initially, all the information that has been gathered will be reviewed and discussed. Team members will seek to determine causes of the problem if this is possible. The team will then discuss possible solutions or interventions in the form of accommodations or additional support through general education. The team will consider what additional information is needed presently and what additional information may be needed at a later point.

Each LST meeting will have one or more of the following outcomes: A record of all LST meeting decisions is made and kept for the duration in which the student is involved with the process. Decisions are kept on the form titled //Learning Support Team Summary Sheet//. A summary is provided to the parent/guardian after each meeting.
 * 1) Implement (try) one or more accommodations for a set period of time - set meeting date to evaluate success.
 * 2) Arrange for additional information to be gathered that is needed for decision-making - set meeting date to receive information and take further action.
 * 3) Determine that accommodations have been successful and problem is resolved or progressing toward resolution - set meeting to confirm continued progress.
 * 4) Determine that problem has resolved - student is "released" from LST process.
 * 5) Determine that accommodations and strategies have not been successful and that the student will be referred for evaluation (disability under special education or Section 504).

//**Time Frame**// The LST process does not have a prescribed time frame. Generally speaking, six to eight weeks are required to try and to assess new accommodations. Some students may be referred immediately for evaluation when a disability is suspected and its impact is substantially affecting progress. For other students, slow but steady progress with accommodations may warrant a period somewhat longer than eight weeks.

Under Massachusetts law, a parent or guardian can request a special education evaluation at any time. The school district must then comply with timeframes established by regulation (See Parents' Right Brochure available from the Student Services Office or at []).

Forms are used to maintain consistency in the Learning Support Process and to ensure that needed information is available. This is a list of forms that may be used as part of the process. The student's LST record will include forms that are used and any additional information that is gathered, including reports by educational practitioners, medical practitioners, grade reports, letters requested of others, and other pertinent information. All such records are part of the student's temporary record and governed by state and federal (FERPA) laws and regulations pertaining to student records.
 * //Forms and Records//**

Family Educational Rights and Privacy Act of 1974, P.L. 93-380, Amended P.L. 113-382, 1994 M.G.L. 66:10 71:34A,B,D,E Board of Education Student Record Regulations adopted 2/10/77 and June 1995. Hopkinton School Committee Policy //JRA// adopted October 2001

//LST Description//