2.  Description of Title I  Review of Needs Assessment and Goals  Role of Academic Administrators and Instructional Specialists  Introduction of staff

3.  A student is referred to the SAT by a teacher or parent due to academic and/or behavioral concerns.  The SAT is a problem-solving team and will review student data in order to create an intervention plan.  The plan will be implemented and progress will be monitored.  The intensity of the plan can increase/decrease based upon student progress.

5. ELEMENTARYSECONDARY  Tier I – classroom  Tier II – classroom & small-group instruction  Tier III – classroom & longer, smaller-group instruction  Tier I – classroom  Tier II – classroom & small-group instruction (monitoring at HS)  Tier III – classroom & add’l small-group instruction (monitoring & small-group at HS)

6. DYSLEXIA ESL (ENGLISH AS A SECOND LANGUAGE)  specialized instruction in the area of reading  identified by student assistance team, assessment data, and/or outside evaluation  specialized instruction for students that are identified as Limited English Proficient (LEP)  identified by the Language Proficiency Assessment Committee (LPAC)

7.  for students diagnosed with a medical or psychological condition  committee determines if a student is eligible based upon a collection of data  student may receive accommodations (changes to how curriculum is presented)

8.  Student may be referred by the SAT  Consent given for a formal evaluation  ARD committee meets to review results of evaluation and determine if child is eligible under one or more of the 13 disability conditions  Student may receive individualized instruction through accommodations (how it is taught) or modifications (what is taught)

9.  Ask your children specific questions about what and how they are learning  Set up a study/homework routine  Help your children set priorities, and be mindful of balance  Teach them how to ask for help  Assist your children in taking care of health needs (nutrition and sleep)