Since the fall of 2002, CS Partners has led a program that is designed to prevent and correct learning failure among all students, including those with special learning needs, by developing a collaborative, school-wide approach to individualized assessment and instruction. The Teacher Support Team Program (TSTP) equips general education teachers with an early diagnostic assessment of each student, and uses an innovative team approach to ensure the full resources of an entire school are fully brought to bear on the educational opportunities provided to each individual child.
Improved teacher quality and competency, strengthened academic performance outcomes, family engagement, and increased student attendance are all key benefits of TSTP implementation. In addition, TSTP constitutes a performance management system for schools to produce continuous improvement and curriculum alignment for every child.
The Individuals with Disabilities Education Act (IDEA) encourages schoools to explore Response to Intervention (RtI). RtI calls for the provision of early intervention for students at-risk of experiencing academic difficulties, with the goal of improving the achievement of all students. The TSTP is one example of a RtI. The TSTP provides prescriptive, preventative, and remedial services for all at-risk students, not just those at-risk of being identified as learning disabled, but reaching far beyond to meet the needs of all students.
In the report, Responsiveness to Intervention and Learning Disabilities, prepared by the National Joint Committee on Learning Disabilities representing eleven national and international organizations in June 2005, the following core concepts of RtI were discussed:
Core concepts of an RtI approach are the systematic (1) application of scientific, research-based interventions in general education; (2) measurement of a students response to these interventions; and (3) use of the RtI data to inform instruction. The consensus of the 14 organizations forming the 2004 LD Roundtable was that data from an RtI process should include the following:
- High quality, research-based instruction and behavioral supports in general education.
- Scientific, research-based interventions focused specifically on individual student difficulties and delivered with appropriate intensity.
- Use of a collaborative approach by school staff for development, implementation, and monitoring of the intervention process.
- Data-based documentation reflecting continuous monitoring of student performance and progress during interventions.
- Documentation of parent involvement throughout the process.
- Documentation that the timelines described in the federal regulations 300.532-300.533 are adhered to unless extended by mutual written agreement of the childs parents and a team of qualified professionals as described in 300.540.
- Systematic assessment and documentation that the interventions used were implemented with fidelity.
The TSTP addresses both the core concepts and the data recommendations made in this report. To read the entire report, click here.