Level II

	Educational Support Services
	LEVEL II - School Level Support Services The BSC is composed of the following staff members: Building Principal/Assistant Principal Curriculum Supervisor CST Representative School Counselor Corrective Reading Teacher / Basic Skills Speech/Language Teacher (elementary schools when applicable) Standard Education Teacher(s) (Maximum of 2) Others may serve on an as needed basis, but not as permanent members of the committee. The BSC is an integral part of the RES process. It will review the needs of the child in relationship to the educational support services being provided. The role of the BSC is to support teachers’ efforts in providing a successful learning environment for all children by suggesting alternative strategies or by identifying alternative intervention strategies. Based on the review by the BSC, recommendations for additional strategies will be considered. This step may include a BSC recommendation for Child Study Team consultation, which does not involve testing. A staff member will be designated to monitor the student and meet periodically with the classroom teacher to jointly document the student’s progress and adjust/change/validate the recommended strategies. The child’s progress shall continue to be monitored at BSC meetings. BSC meetings will be scheduled regularly. Special meetings may be scheduled on an “as needed” basis. Copies of the BSC minutes (i.e. a summary of the discussion of each student including specific recommendations, timelines for implementing the recommendations, and identifying the staff member assigned to monitor the student’s progress) will be kept in the student’s RES file. The database developed for the purpose of record keeping is to be utilized in all schools to maintain consistency regarding the information documented for each child discussed at BSC meetings. If the informal strategies recommended by the BSC prove to be insufficient to address the needs of the child, a formal intervention plan4 or 504 Accommodation Plan5, which includes appropriate modifications6 will be developed. Intervention Plans and 504 accommodation plans must be signed by school personnel however while the child’s parent/guardian signature is not required, written notice must be provided. The referring teacher will maintain ongoing communication with parents/guardians regarding recommended intervention strategies. Logs of parent contact are suggested. If the recommended strategies are determined to be ineffective after an effort has been made to implement the strategies, a referral to Level III should be initiated.

LEVEL II - School Level Support Services

The BSC is composed of the following staff members:

                      Building Principal/Assistant Principal
                      Curriculum Supervisor
                      CST Representative
                      School Counselor
                      Corrective Reading Teacher / Basic Skills
                      Speech/Language Teacher (elementary schools when applicable)
                      Standard Education Teacher(s) (Maximum of 2)
                      Others may serve on an as needed basis, but not as permanent members of the committee.

The BSC is an integral part of the RES process. It will review the needs of the child in relationship to the educational support services being provided. The role of the BSC is to support teachers’ efforts in providing a successful learning environment for all children by suggesting alternative strategies or by identifying alternative intervention strategies.

Based on the review by the BSC, recommendations for additional strategies will be considered. This step may include a BSC recommendation for Child Study Team consultation, which does not involve testing.

A staff member will be designated to monitor the student and meet periodically with the classroom teacher to jointly document the student’s progress and adjust/change/validate the recommended strategies. The child’s progress shall continue to be monitored at BSC meetings.

BSC meetings will be scheduled regularly. Special meetings may be scheduled on an “as needed” basis. Copies of the BSC minutes (i.e. a summary of the discussion of each student including specific recommendations, timelines for implementing the recommendations, and identifying the staff member assigned to monitor the student’s progress) will be kept in the student’s RES file. The database developed for the purpose of record keeping is to be utilized in all schools to maintain consistency regarding the information documented for each child discussed at BSC meetings.

If the informal strategies recommended by the BSC prove to be insufficient to address the needs of the child, a formal intervention plan4 or 504 Accommodation Plan5, which includes appropriate modifications6 will be developed. Intervention Plans and 504 accommodation plans must be signed by school personnel however while the child’s parent/guardian signature is not required, written notice must be provided.

The referring teacher will maintain ongoing communication with parents/guardians regarding recommended intervention strategies. Logs of parent contact are suggested.

If the recommended strategies are determined to be ineffective after an effort has been made to implement the strategies, a referral to Level III should be initiated.