Lore Elementary School
When might a teacher request an I&RS review?
A teacher routinely differentiates instruction to address a child’s needs in the classroom. The teacher requests services of the I&RS Committee when a particular child continues to have difficulties despite these efforts.
What kind of needs are reviewed by the I&RS?
When a child experiences difficulties that effect his or her academic progress, or has exhibited behavior that interferes with learning, the teacher may request support from I&RS. Student difficulties may include problems responding to written or verbal information, organizing, focusing, and/or completing work without constant teacher intervention.
How does I&RS help a teacher and student?
I&RS supports the teachers and students by developing an intervention plan that may provide alternative strategies, programs, and/or assessments. The interventions are designed to support the student in achieving success within the regular education program.
How are parents informed?
The teacher discusses his or her concerns with the child’s parents prior to requesting an I&RS review. Once the teacher has requested an I&RS review for the child, the I&RS committee will meet to brainstorm ideas for an educational action plan. Following the I&RS committee meeting the classroom teacher will brief the parents with the results. The parents will then be invited to meet with the IR&S committee and the classroom teacher to provide input in the development of the action plan. When the action plan is complete the parents will receive a copy of the plan that has been developed.
What happens during an I&RS meeting with the teacher?
Following a teacher’s submission of an I&RS request to the Dean of Students, the teacher is invited to discuss the problem with the I&RS Committee at a meeting scheduled during the school day. At that time, the teacher describes the student and the challenge. He or she will identify both successful and unsuccessful strategies used, as well as current efforts. Alternative means of intervention and new approaches are suggested. A plan of action is developed specifying the goals, strategies to be used, and the individuals responsible for each action. A time line is established for implementing the plan and assessing its effectiveness.
How is follow-up provided?
The action plan is monitored by the classroom teacher and the I&RS Committee. At a time specified within the plan, the teacher meets with I&RS committee once again to report on its success. If the child’s needs are not being met by the initial plan, additional interventions may be suggested and modifications made to the plan.
Is this the same as referral for Special Education? NO
I&RS recommends actions intended to help resolve the challenge identified to prevent referral to the Child Study Team. If the actions taken and resources used are not adequate and the problem still remains, the child’s needs may suggest referral to the Child Study Team. Parents will participate in the decision as to whether a Child Study Team evaluation will be done.
Who serves on the Lore School’s I&RS Committee?
Permanent members of the Problem Solving Committee include the Principal, Assistant Principal, Guidance Counselor, School Nurse, Teachers, Early Intervention Specialist, and CST member.
2015-2016 members include:
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Dean of Students:
(609) 538-9800 X6103
Early Intervention Specialists:
Traci Lambert - Math
(609) 538-9800 x8616
Janean Neilson - Language Arts
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(609) 538-9800 X6132