Learning Resource Center
Related Documents
Revised June 2011
Identification Process
International School of Latvia
Student Assistance Team Referral
A teacher has a concern about a student in an area of weakness due to consistent lack of
progress.
Tier I
The parent is notified and Classroom Accommodations are implemented
(A list can be provided by Resource Center)
Student is referred to Student Assistance Team Tier II
Collect and review new and existing information
Present Level of Performance is assessed in Reading, Written Expression, Language Arts and Mathematics
-
SAT Referral Packet
Informal Assessments
Parent Contacted and Invited to Upcoming Meeting
Interviews
Observations
General Screening info.
SAT Meeting – teachers, parents, student (if appropriate)
Summary Statements (Referring teacher, parent, SAT)
Organize and review data. Sort and sift information likely to contribute insight about the student.
Summary & Synthesis of Information Presented
Interventions Reviewed (Exisiting and New)
Determine the Next Steps (Try new interventions or Refer to Tier III)
If interventions are effective, student remains in general education and interventions remain in place.
If interventions are NOT effective, SAT gathers more information & develops new interventions or makes
appropriate referral.
Refer the student for Multidisciplinary Evaluation Tier III
International School of Latvia
Student Referral Form
Confidential
Student: ________ ______________________
Age: _____________
H.R. Teacher: ____________________________Grade: ___________
Reason for Referral:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
____________
Date of referral: __________________
Referred by:
___________________________________________________
Has the referral been previously discussed with any of the following?
HR teacher
Subject teacher/s
Nurse
Counselor
Director
Intervention/Resource
Check any of the following issues which you consider important in this case:
Parents
Difficulty adjusting to new situation
Divorce
Death in family
Absence of parent/s
Social problems
Anxiety or stress
Aggressive
Views themselves as a victim
Frequent physical/medical complaints
Non-attentive (day dreams)
Fidgety/over active
Appears disorganized
Apathetic or unmotivated
Frequently disrupts classroom
Other (please specify):________________________________________________________________
Please detail any strengths the student has or support strategies you find successful when working with them:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
____________
Please attach any supporting or additional material to this form
International School of Latvia
Student Assistance Team (SAT)
Student Profile Form
Confidential
_________________________________ has been referred to the SAT. Further information is being
collected in regards to helping meet the needs of this student from each of his/her teachers. Please fill out
sections that apply to you and return it by ______ _________________________.
Teacher: __________________________________ Subject/Class ___________________________
Performance Level: (Circle one)
Below
At
Above
Parent contacted about concerns? Yes / No Date: _____________________________
Student's Strengths: (Character, academics, peer relationships, etc.)
Student's Weaknesses: Please give a brief summary of why you may be concerned about the student?
(Is she/he happy, learning, improving or not?)
Are there any behaviors that affect the student's academic progress in your class (disrupting class/others,
sleepiness, disrespect, depression etc)?
What instructional strategies or accommodations have you used and are they successful? (Check off the
attached form, if that is helpful.)
Dates, places, and times you have observed the problem?
Classroom Accommodations Checklist
Student: _________________________________
Date:
_____________________
Classroom Teacher: _________________________
Grade Level:
________________
“Equality means giving everyone equal opportunities to learn, not teaching everyone in exactly the same way.” Susan Winebrenner
Memory Aids

Binder to hold work

Visual reinforcement

Daily assignment list
Behavior Management

Pictures/Charts

Daily homework list

Concrete examples

Extra space on papers

Behavioral contract

Personalized examples

Assignment book

Chart progress

Mnemonics

Check assignment book for accuracy

Positive reinforcement

Number line

Limit copying

Set/Post class rules

Provide model

Cue expected behavior
Math

One to one reminders
Testing

Reducing number of problems

Structure transitions

No unannounced testing (no pop

Use of manipulatives

Breaks between tasks
quizzes)

Use of calculator

Quiet physical contact

Prior notice of tests

Number line

Study carrel

Prior notice of test material

Needs to be challenged

Study guide for tests

Student writes on test
Materials
Environment

Test in LRC

Books on tape

Read test out loud

Selective seating

Manipulatives

Opportunity to respond orally

Clear work areas

Tape recorder

Supplementary visuals

Provide opportunities for movement
Time

Large-print textbook

Extra time for written work
Organization

Spell check (computer/Franklin

Extra time for tests
speller)

Extra response time

Desktop list of task

Access to word processor

Extra time for reading

Post routines

Highlighted materials

Short sequenced tasks

Give one (1) paper at a time

Strategies






Time limits on specific task
completion
Facial clues or gestures
Immediate feedback & reinforcers
Check work in progress
Student restates information
Extra drills or practice
Study partner
Language

Simplified instructions

Repeat instructions

Review instructions
Standardized Testing

Additional explanation of
instructions

Testing in LRC

Extra time

Test read aloud

Write on test booklet

Scribe
Enrichment

Challenging reading materials

Use enrichment materials from text

Extended classroom activities

Provide alternative homework

Writing for publications

Eliminate practice activities

Extra time for projects for students
who have mastered concepts
Peer Support

Cooperative learning strategies

Peer assistance

Peer helper

Use of peer’s notes

Buddy reading
Other
International School of Latvia
Student/Staff Meeting Minutes
Confidential
DATE ______STUDENT
Grade___
MEMBERS PRESENT:
Parent
Parent
Director
PYP Coordinator
MYP Coordinator
DP Coordinator
PYP SAT Member
MYP SAT Member
School Nurse
Special Education/Resource
ESL Coordinator
Other(s):
General Education Teacher(s):
Purpose for Meeting:
STRENGTHS:
CONCERNS:
PROCEDURE/ACTION
PERSON(S) RESONSIBLE
BY WHEN
The International School of Latvia
Viestura iela 6a – Jurmala, Latvia – LV 2010
Phone - +371-6775-5146, Fax - +371-6775-5009
Email: isloffice@isl.edu.lv
Date:
Dear Mr. And Mrs.,
For your son to receive the education that he needs, it is important for the school and parents to work
together. It is the recommendation of the International School of Latvia Student Assistance Team (SAT) that
be evaluated by member(s) of our team to gain a full picture of his abilities and present levels of achievement.
Parent permission for the assessment is requested. The tests to be given may include:
If you agree with the evaluation requested above, please sign and return this permission form as soon as
possible. Testing will normally be completed within two-three weeks, and after that a meeting with you will be
scheduled which will include some of your child’s teachers , and administrator and the intervention specialist
to share results and make recommendations.
If you have any questions or concerns, please contact the SAT member named below.
Mr./Mrs. ........
SAT Member
Special Education/Resource
____________________________________________________________________
I give my permission for my child, _____________________________________________, to be evaluated by
an appropriate Student Assistance Team member at the the International School of Latvia.
_________________________________________
Parent Signature
_________________________
Date
Individual Education Plan
International School of Latvia
Viestura iela 6a – Jurmala, Latvia – LV 2010
Phone +371-6775-5146 or +371 – 6775-5018
Fax +371-6775-5009
Email: isloffice@isl.edu.lv
Student:
Date of Birth: Age:
Native Language:
Other Language:
Language of Instruction:
Today’s Date:
Duration of IEP:
Homeroom Class and Teacher:
Reason for IEP
Description of Pupil’s learning abilities and strengths:

Strengths, Weaknesses, and Learning Preferences:

Disability Affects:

Functional Skills:

Communication and Speech:

Motor Skills:

Social/Behavioral:

Self-Help:

Adapted Physical Education:
Gender:
Subjects in which the pupil’s studies diverge from the syllabi for general instruction:
All general education subjects.
Long Term Objectives
for instruction and
learning.
Short Term Objectives for
instruction and learning.
Description of how the
pupil’s instruction is to
be provided.
Persons participating in
pupil’s instructional support.
Comments:
Accommodations/Modifications in the Classroom
Those involved in the above student’s IEP Process:
Name and Relationship/Position
Signature/Date