Teacher
Document the concern
Make a student-specific copy of the Speech and Language Screening Record and complete the Teacher Section with specific classroom examples.
Staff roadmap · 2026–27
MTSS Student
Review Process
What to do when existing intervention evidence shows a persistent concern and a disability may be suspected.
Ongoing expectation
Progress monitoring begins when intervention begins.
Record intervention dates, minutes, delivery format, and student scores as part of regular intervention work—not only after a disability is suspected.
One tool. Two formats.
Use all pages that apply across the student’s intervention history.
- Page 1 · Individual / one-on-one
- Page 2 · Small-group
Targeted communication concern
Need a speech or language screening? Start here.
Use this shorter pathway when a teacher has an initial concern about communication. A full Student Record Review is not required before a brief screening.
Speech sounds / articulationUnderstanding languageExpressing thoughts or needsFluency / stutteringVoiceSocial communication
Teacher
Submit the shared request form
Select Speech and Language Screening, choose Communication as the concern, and paste the link to the completed working copy.
HLA staff
Notify the parent
Tell the parent that a brief screening is planned because of a teacher concern, and document the date, method, and response in the record.
SLP
Screen and document
The SLP selects an appropriate screening tool or procedure, completes the screening, and records results and recommendations in the same document.
Team
Choose the next action
Close or monitor, provide classroom strategies, begin a full MTSS Student Record Review, or consider a formal evaluation when a disability is suspected.
Screening boundary
A brief screening is not a special education evaluation. Written evaluation consent is not required for the screening, but HLA will notify the parent. If a disability is suspected, the team must begin the formal evaluation process; screening or MTSS may not delay it.
Hope Leadership Academy · Staff Instructions
Preparing for an MTSS Student Review Meeting
Use this one-page guide when existing intervention evidence shows a persistent concern and a disability may be suspected.
1
Prepare the working record
Complete the Student Record Review
- Open the Student Record Review template and select Make a copy.
- Rename the copy: Student Last Name, First Initial – Student Record Review – Date.
- Complete every section labeled Teacher Completes. Document the student’s strengths and current abilities, persistent concern, existing assessment and baseline information, interventions provided, the student’s response, parent/family communication, and any relevant additional findings.
- Add the required teacher documentation below. Use evidence already collected during intervention—not a new intervention cycle.
Required teacher documentation
- All completed intervention and progress-monitoring logs, including every applicable small-group, one-on-one, and previous-group log
- Assessment or screening reports referenced in the Student Record Review
- Dated student work samples that demonstrate the concern
Need a log? The HLA Intervention Progress Monitoring Tool includes an individual page and a small-group page. Include all formats that apply to the student’s intervention history.
2
Send the record to the team
Submit the MTSS Student Review Meeting Request
- In the working Student Record Review, click Share.
- Under General access, change Restricted to Anyone with the link, then change the role to Editor.
- Copy the working-document link and reopen it to confirm that it opens without requesting access.
- Complete the MTSS Student Review Meeting Request and paste the working-copy link into the form.
After You Submit
You will receive an automatic email confirming that your request was received. An MTSS team member will review the submission and respond within 48 hours with next steps or a request for missing information or clarification. Once the documentation is sufficiently prepared, the MTSS Student Review meeting will be scheduled. Submitting this request does not by itself begin a formal special education referral.
The pathway
From persistent concern
to a documented decision.
The teacher begins the record and brings forward the existing data. The full MTSS team then brings the information together, completes the record, and determines the appropriate next step.
01
Starting point
Recognize a persistent concern
Existing intervention data shows that the student is not making sufficient progress, is progressing considerably more slowly than peers, or is responding inconsistently. A disability may be suspected.
02
Teacher action
Begin the Student Record Review
Open the protected template, make a copy, and rename it: Student Last Name, First Initial – Student Record Review – Date.
Make a Student Record Review copy ↗03
Teacher action
Complete the teacher-assigned sections
Document the student’s strengths and current abilities, persistent concern, baseline and assessment information, intervention provided, response to intervention, parent/family communication, and additional findings.
04
Teacher action
Add the required documentation
Link or attach all completed intervention and progress-monitoring logs, assessment or screening reports referenced in the review, and dated student work samples that demonstrate the concern.
Remember: Include every applicable intervention log—small-group, one-on-one, and logs from previous groups, when applicable.
05
Teacher action
Share and test the working copy
Under General access, choose Anyone with the link and set the role to Editor. Reopen the link to confirm it does not request access.
06
Submit
Request the MTSS Student Review meeting
Complete the short meeting-request form and paste in the working-copy link. This requests a team review; it does not by itself initiate a formal special education referral.
Open the meeting request form ↗07
MTSS team action
Review the evidence and complete the record
During the meeting, the full MTSS team reviews the teacher’s documentation and data, adds assigned attendance, behavior, historical, assessment, and other relevant findings, identifies patterns, and completes the team portions of the Student Record Review.
08
Team decision
Document the next action
Together, the full MTSS team documents the agreed-upon next step: continue or adjust MTSS supports, collect specific missing information, or move forward because a disability is suspected.
Shared responsibility
The teacher begins the record.
The full MTSS team completes the review together.
01Principal
02Assistant Principal
03Student Success Coach
04Social Worker
05SPED Teacher
06Classroom Teacher
07SPED Director
Possible outcomes
The team leaves with a clear, documented next step.
Every decision includes who is responsible and when the team will follow up.
Continue or adjust supports
Continue an effective intervention or change the approach, intensity, group size, duration, or monitoring method.
Collect specific information
Name exactly what is missing, who will collect it, and the date the team will reconvene.
Disability is suspected
The SPED Director initiates the formal referral and attaches the existing Student Record Review evidence. MTSS supports may continue during evaluation.
!
Important safeguard
MTSS cannot be used to delay or deny an evaluation.
The Student Record Review process organizes existing information. It must not postpone an evaluation when a disability is suspected or when a parent requests an evaluation.
Ready to begin?