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“Partnering for Student Success !”

“Partnering for Student Success !”. Presented by: Special Education, WSD. Understanding the Regular Education Teacher’s Role in the Special Education Process. Our purpose is to review the role of the regular educator in the following areas:. Referral Assessment

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“Partnering for Student Success !”

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  1. “Partnering for Student Success!” Presented by: Special Education, WSD

  2. Understanding the Regular Education Teacher’s Role in the Special Education Process

  3. Our purpose is to review the role of the regular educatorin the following areas: • Referral • Assessment • IEP Development & Implementation

  4. The Regular Education Teacher’s Role in the Referral Process

  5. IDEA includes Child Find • Child Findconsistent with federal law, IDEA (Individuals with Disabilities Act) ensures that all children, birth to 21, are located, identified, evaluated and if eligible for Special Educational Services, receive a FAPE (Free Appropriate Public Education). • This includes all children in all public and private agencies and institutions, regardless of the severity of their disability, and who are in need of Special Education and related services, are identified, located, and evaluated.

  6. WSD Critical Questions to Ensure Student Learning • What do we want each student to learn? • How will we know when each student has learned it? • What experiences and teaching strategies best promote understanding? • How will we respond when a student experiences difficulty in learning? The FOCUS is differentiated instruction & multiple ways for students to demonstrate mastery.

  7. Whatdo you do when you hear from… • Parent: “My child is having… • Teacher: “A student is having… • Student: “I’m having… …difficulty in school?”

  8. RtI - Response to Intervention

  9. So, where to start? Step 1: Gather Information • My Student Cumulative Record Review • attendance • discipline records • report cards • medical history • limited English proficiency • previous special education classification • Area of Concern • reading • writing • math • behavior • Parent Notification

  10. Step 2: Classroom Interventions (utilize school student study team – reg. ed., sped., counselor, admin.) • Identify area of concern • Gather baseline data • Identify strategic intervention (6 to 8 wks./3 times wk. at least 20 minutes) • Change intensity of instruction • Specific directed teacher instruction • Curriculum adaptations • Deliver intervention with fidelity • Evaluate results of intervention using repeated assessments at regular intervals THEN…

  11. Collect the data!

  12. Student Study Team determines next step(s):(school student study team – reg. ed., sped., counselor, admin.) • Continue with current intervention • Continue in classroom without interventions • Further interventions • §504 Referral • IDEA Referral • No Action

  13. Special Education ReferralFlow Chart Please refer to Handout

  14. The “NOT REASONS” for requesting Special Education testing • NOT because a student has an obvious or documented disability • NOT to determine what level the student is functioning on: in reading, writing, and math • NOT to find out a student’s IQ • NOT because it is something to rule out in the intervention process • NOT because a student is failing • NOT because a student isn’t coming to class

  15. “THE” REASON (aka criteria) to refer for Special Education testing Only after all steps of the flow chart have been followed with fidelity (especially documented interventions which has data to show why the interventions failed) and the student/parent/guardian, are requesting consideration for qualifying (under one of the 13 categories) for Special Education Services upon the determination of the team decision process. Referral for SpEd testing is the last step, after all other interventions have been exhausted.

  16. The Regular Education Teacher’s Role in the Assessment & Eligibility

  17. The Regular Education Teacher’s Role in Assessment & Eligibility • Provide student assessment data to show current performance in general curriculum • Review formal testing • Participate in team meeting to determine eligibility

  18. ELIGIBILITY UNDER IDEA • Does the student have a disability? • Does the disability adversely affect the student’s educational performance creating an “educational need” ? • Does the student require specially designed instruction?

  19. 1. Autism 2. Deaf/Blindness 3. Developmental Delay (DD) 4. Emotional Disturbance (ED) 5. Hearing Impairment/Deafness 6. Intellectual Disability (ID) 7. Multiple Disabilities (MD) 8. Orthopedic Impairment (OI) 9. Other Health Impairment (OHI) 10. Specific Learning Disabilities (SLD) 11. Speech/Language Impairment 12. Traumatic Brain Injury (TBI) 13. Visual Impairment (Including Blindness) ELIGIBILITY UNDER IDEAThe child must meet the eligibility criteria in one of the 13 categories

  20. The Regular Education Teacher’s Role in the IEP Process

  21. Regular Education Teacher’s Role in the IEP Process • Provide expertise for instructional level and expectations. • Assist in identifying appropriate positive behavior interventions. • Assist in identifying program accommodations, modifications, or services in the classroom. • Assist in identifying testing accommodations for UPASS that reflect program accommodations. • Implement team decisions in the classroom. • Collect data for progress monitoring.

  22. Accommodations: An accommodation is a change made to the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills Accommodations address HOW the student learns— they do NOT change WHAT they learn! Modifications: A modification is a change in WHAT the student is expected to learn and/or demonstration Modifications can change the mastery level for a student and must be appropriate to meet the student’s individual needs Educators must understand the differences:

  23. EXAMPLES OF SIMPLE CLASSROOM ACCOMMODATIONS • Differentiating instruction • Tailoring homework assignments • Structuring the learning environment • Differentiating assignment requirements • Simplifying instructions about assignments • Providing a copy of peer notes • Supplementing verbal instructions with visual instructions • Using behavioral management techniques • Modifying test delivery • Using digital recorders • Completing tracking sheets • Using tape recorders • Computer-aided instructions • Providing nursing services to supervise administration of medication • Monitor time on task • Allow breaks • Breakdown assignments into smaller sections • Have folders and specific visual cues for turning in homework • Set up an e-mail or note system so parent knows homework was received

  24. EXAMPLES OF MODIFICATIONS • The IEP Team will decide what modifications are necessary to “even the playing field” for the student with disabilities and meet the student’s needs • Keep in mind that the findings of the team are not final • Parents have the right to appeal conclusions • The school is required by law, to inform parents of the “due process” appeals procedure

  25. REMEMBER IDEA or §504 both plans are legal documents that the school must follow… Teamwork makes it possible!

  26. Special thanks for all you do for students in Weber School District.

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