As a parent or guardian of a student at a school receiving funds under Title I of the Elementary and Secondary Education Act, you have the right to know the professional qualifications of the teachers who instruct your child and the paraprofessionals, if any, who assist them. Federal law gives you the right to receive the following information about each of your child’s classroom teachers and their paraprofessional assistants, if any: •Whether Illinois has licenses or qualified the teacher for the grades and subjects he or she teaches. •Whether the teacher is teaching under an emergency permit or other provisional status by which State licensing criteria have been waived. •The teacher’s college major. •Whether the teacher has any advanced degrees and, if so, the subject of the degrees. •Whether any instructional aides or similar paraprofessionals provide services to your child and, if they do, their qualifications.
Students are assessed (benchmarked) three times per year (fall, winter, spring) in the areas of reading fluency, reading comprehension, math computation and math reasoning (concepts and applications). The data collected from assessments is used to differentiate instruction and identify skill deficits to be addressed individually. There are three tiers of intervention (additional instruction in deficit areas).
Tier I: Whole Class Intervention Response to Intervention (RtI) Block Groups
Tier II: Small group (less than 10 students with one certified staff member) instruction beyond classroom curriculum.
Tier III: Intensive intervention time to meet deficit areas.
**Interventions/Strategies are research-based and aligned with Common Core Standards.**
Problem Solving Team (PST) PST Members: parent(s) and/or guardians, classroom or referring teacher, district administrator or LEA, RtI Director, school psychologist and/or social worker, and teachers/paraprofessionals providing intervention times. Other individuals will attend as needed.
•Students are referred by classroom teachers for significant skill deficits that have been in tiered interventions for a minimum of six weeks with little or no progress shown, •Parent(s) and/or guardians are notified prior to the meeting date and time. Attendance is highly encouraged in order for collaboration between home and school to be successful. •Deficits are discussed along with current interventions. The TEAM (all members) collaborate and provide insight using data and personal area expertise. •A plan of action is developed for a certain amount of time. The team will reconvene to monitor the plan’s effectiveness.