LS Documentation pg. 11-18
What are the two primary types of plans developed specifically in compliance with Chile’s TEA Law for students with autism at Nido?
TEA ILP and TEA Accommodation Plan
What tier of support does Nido Elementary School LS formally provide, and what type of support does it include?
Tier 3 support. It includes in-class and pull-out direct instruction in foundational skills based on student needs and program availability.
What are the four steps of the pre-referral process at Nido, and where do they primarily take place?
Differentiation, Collaboration, Communication, and Data Collection
They primarily take place in the tier 1 classroom
What are two main purposes of the Alpha List, and who is responsible for keeping it updated?
Tracks all students receiving student support services, including those on Monitor status.
Enhances accountability, transparency, and service coordination.
Case managers are responsible for updating it, with support from their HOD.
Who determines the case manager for a student with a TEA ILP or TEA Accommodation Plan if the student's needs are both academic and social-emotional, and there is no consensus between learning support and counseling?
Director of Student Support Services or Pk-12 Inclusion Coordinator
What is the purpose of the Check-In Check-Out (CICO) program in middle school, and what tier does it represent?
CICO is a tier 2 behavior intervention designed to provide structured support, help students build routines, receive feedback, and develop self-management and engagement skills.
Under what circumstances can the standard pre-referral process be bypassed for existing Nido students, and who must approve this?
The standard pre-referral process can be bypassed if a student has a full psychoeducational or neuroeducational evaluation indicating an immediate need for support, or when anecdotal evidence, data, and family input clearly show the student requires immediate intervention. This decision must be approved by the Director of Student Support Services or the PK-12 Inclusion Coordinator.
Describe how student files are organized within the Student Support Services PK–12 Shared Drive. Include at least three types of folders or subfolders found within a student's digital file.
Files are organized by division (_ES, _MS, _HS), then by graduating class, then by individual student folders. Each student folder contains subfolders such as:
LS > Progress Monitoring and Student Work Samples
Counseling > Student Documentation
Health > Evaluations and Health Plans
Clarify the main distinction between a TEA ILP and ILP, and a TEA Accommodation Plan or Accommodation Plan?
ILPs have SMART goals whereas accommodation plans do not
List two key eligibility criteria for a student to be placed in the Learning Lab class at the high school level.
Student must have an ILP, TEA ILP, ICAP or TICAP
Student must have a full evaluation or have a full evaluation scheduled
What is the general process for a student to exit an Individualized Learning Plan (ILP) and transition to an accommodation plan?
The case manager initiates a meeting with the student (if appropriate), family, and teacher(s) to review progress using the ILP Exit Eligibility Form and relevant check-in data. If the team agrees the student has met their goals, they transition to an accommodation plan for no less than one semester. Documentation is shared, PowerSchool and shared drives are updated, and teachers are notified.
Explain how PowerSchool is used to ensure teacher awareness of a student’s support services, and name three required actions a case manager must complete within PowerSchool.
PowerSchool uses icons to indicate service status. Teachers can:
View student's icons
Click on a link to the student’s documentation in the notes section
How do the roles of counselors and learning support teachers differ and overlap in the development and implementation of learning support documentation, and what is the benefit of this delineation for students?
Learning support teachers primarily focus on academic needs, report interpretation, and ensuring alignment with external recommendations and policies. Counselors focus on social-emotional well-being, academic monitoring, and family communication. They overlap when students require support across both domains and may co-develop or co-manage documentation such as ILPs or TEA plans. This delineation ensures students receive holistic, coordinated support that addresses both learning and emotional needs, improving outcomes and compliance.
How do the objectives and structures of the middle school’s Mathletics and Rewards Writing programs reflect the principles of effective tier 2 intervention?
Both programs offer targeted, skill-specific instruction based on student performance data (MAP, Delta Math, classroom data), meet multiple times per cycle, and use structured sessions to close gaps and support students in the pre-referral process They emphasize individualized attention, small groups, and curriculum-aligned remediation—key features of tier 2 support.
What are the responsibilities of the case manager when a student is transitioned to 'monitor' status from an accommodation plan?
Create a ‘Monitor’ folder in the shared drive
Adjust the alpha list and PowerSchool icon
Place the Monitor Check-In Form in the folder
Conduct monthly check-ins for four months
Collaborate with teachers to assess progress
Hold a meeting after four months to determine whether the student exits monitor status, remains on it, or re-enters support
How do the RAPID Dyslexia Screener and WRAT-5 differ in purpose and use at Nido? Include age range, skills measured, and when they are typically used.
RAPID is a brief screener (15 minutes) for ages 4–15 that identifies dyslexia risk by assessing phonological processing, working memory, and visual-verbal memory or decoding.
WRAT-5 is a more comprehensive academic screener for ages 5–85, measuring reading, spelling, and math.
A student at Nido presents with both significant behavioral challenges and is receiving curriculum modifications. Describe the likely combination of documentation that would be created for this student, and which professionals would be responsible for managing them.
The student would likely have a Behavior Intervention Plan (BIP) and either an ICAP or TICAP, depending on whether they are diagnosed with autism. The learning support teacher would manage the ICAP or TICAP. If the behavioral challenges involve social-emotional aspects, the counselor may serve as a co-case manager, particularly for the BIP.
Describe the process and documentation required for a high school student to receive accommodations on IB or College Board assessments.
The student must complete a formal psychoeducational or neuroeducational evaluation that includes a reason for referral, a battery of assessments (e.g., WIAT, BASC, WISC, Woodcock-Johnson), and detailed recommendations.
Explain how Nido’s matriculation process supports students moving from K2 to Grade 1, including the roles of support staff, timeline, and key transition steps. Why is this process particularly important for Grade 1?
In May–June, a matriculation meeting is held with K2 and Grade 1 counselors, LS teacher, EAL teacher, and administrators.
A new tab in the student collaboration document is created and cleared of K2 data.
In July–August, the Grade 1 LS teacher conducts assessments for students with accommodation plans or TEA ILPs.
The teacher reviews data with classroom teachers to decide if students should shift to ILPs.
This process is critical because K2 does not have formal LS services; thus, Grade 1 is the first point of formal support and proper planning ensures smooth transitions and correct placement.
What is the difference between embedded universal tools on MAP tests and accommodations provided through a student plan? Give an example of each.
Universal tools are built-in supports available to all (e.g., highlighter, calculator).
Accommodations are specific to student plans (e.g., extended time, small group setting).
Universal tools do not require documentation; accommodations must be listed in an ILP or plan.