Learning Support Team (LST)

The Learning Support Team (LST) is a school-based collaborative team found in all schools, K-12. It is designed to meet the diverse needs of general education students who are considered at-risk of failure or drop-out due to chronic academic and/or behavior challenges.  Team members discuss issues related to specific needs of teachers and students and offer assistance in resolving problems.  The team is composed of regular education teachers, administrators, counselors, and other individuals as needed, including special education teachers. This team monitors Response to Instruction (RtI) within the classroom setting (see below).

The purpose of LST is to provide immediate aid through a LST plan for students in the general education setting who are struggling academically or behaviorally. The LST plan provides intervention strategies that are implemented in an 8-10 week plan within the general education classroom. The plans are implemented and progressed monitored in general education classrooms while determining whether there is a need for referrals to other programs. The plans do not duplicate or supplement plans for students actively served by other program plans. After a LST plan is implemented, it is evaluated for effectiveness and suggestions are made for future recommendations.

What is Response to Instruction (RtI)?

RtI integrates core instruction, assessment, and intervention within a multi-tiered system to maximize student achievement and reduce behavior problems. Through implementation of RtI, schools identify and monitor students at risk, use problem-solving and data-based decision making to provide research-based interventions and adjust the intensity of interventions based on the student's response.

Response to Instruction done well at the classroom level will provide data from which educators can make instructional decisions for individuals and groups of students. Given high quality decisions, RtI shows promise in supporting all students, especially those at risk of failing to achieve state performance standards.

What are the Core Principles of RtI?

  • Students receive high-quality, research-based instruction by qualified staff in their general education setting.
  • Use of a multi-tiered model of service delivery facilitates differentiated instruction and early intervening services for struggling learners.
  • Movement between tiers should be guided by a data-driven decision-making process.
  • Universal screening and progress monitoring are the basis for instructional decisions.

Who are the key players and what are their roles?

Central Office Leader-Know the Response to Instruction process and support the implementation through a vision of outcome-based service delivery and tangible support for a successful effort.

Principal-Know the Response to Instruction process and support the implementation through a vision of outcome-based service delivery and resources for successful implementation.

Building Level Data Specialist-Gather and organize data and provide coaching for data interpretation. Monitor and organize the problem-solving process. It's best that this person does not have full-time classroom responsibilities.

General Education Teacher-Implement instruction and interventions with fidelity, evaluate, and identify students who are at risk and adhere to decision-making protocol adopted at the district and school level.

Special Education Teacher-Collaborate with general education teacher to support core instruction and small group interventions and adhere to decision-making protocol adopted at the district and school level.

Specialist and Support Staff-Collaborate with general education teacher to support core instruction and small group interventions and adhere to decision-making protocol adopted at the district and school level.

Parent/Families/Guardians-Collaborate with teachers regarding identified need, share information about child and family as appropriate, and support student learning at home.

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