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Staff Update: Special Education, High Ability, RtI, Policy Manual

Staff Update: Special Education, High Ability, RtI, Policy Manual. February, 2009. Response to Intervention - Paradigm Change. We cannot start by assuming the problem is with the student Requires utilization of best practices based upon solid research first

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Staff Update: Special Education, High Ability, RtI, Policy Manual

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  1. Staff Update: Special Education, High Ability, RtI, Policy Manual February, 2009

  2. Response to Intervention - Paradigm Change • We cannot start by assuming the problem is with the student • Requires utilization of best practices based upon solid research first • Requires differentiation for learning style, content, process and product • Requires intervention and progress monitoring • Requires regular utilization of data

  3. Response to Intervention History • Wide spread dissatisfaction with existing methods for identifying and treating children with Learning disabilities • 1975 Congress passed PL 94-142 • Limitations of IQ-Achievement discrepancy for LD eligibility • Limitations of aptitude-treatment interaction as a means of selecting student interventions • 2004 reauthorization of IDEA-- IDEIA *** landmark language in that law that encouraged schools to break free from the IQ-Achievement Discrepancy method and states “must permit the use of a process based on the child’s response to scientific, research-based intervention”

  4. Response to Intervention • Allows students…… * to be identified for at-risk/school failure (academic/behavior) at an earlier time frame. * to receive individualized support. * to have ambitious goals set for improving school performance. * to be closely monitored.

  5. High Ability Universal Instruction Tier I The classroom teacher provides routine differentiation for learners in content, process, and product in the intellectual, emotional and social domains of learning. Targeted Level Tier II The classroom teacher collaborates with the gifted specialist or grade level teammates to plan specific alternative assignments based on a student’s demonstrated need - not on an identification label., Cluster grouping is an example of appropriate settings for learners. Intensive Level Tier III Learners are placed in self-contained classrooms or in other appropriate settings for high level involvement. The curriculum, instruction, and assessment are geared toward learners whose needs are so extensive they cannot be met in a traditional setting. Tier I 0-5% Tier III 6-15% Tier II 6-15% Tier II 0-5% Tier III Special Ed * Universal Supports Tier I * Delivered in classroom * Academic or behavioral strategies all teachers routinely use the first sign a student is having problems * Examples: change method of instruction, provide child with additional individual help, check the child’s homework each day * Keep a log of your intervention efforts * Individualized support Tier II * Teacher meets with the RtI team in which detailed information about the child’s academic levels, study and learning habits and general classroom behaviors are discussed. * TEAM and TEACHER identify possible reasons why the student is having academic/behavioral difficulties and put together a practical, research-based intervention plan * Student is regularly monitored using academic or behavior measures (CBM. daily behavior reports) * Progress is shared with parents and teachers * Not achieving expected goals the team and teacher meet again to change intervention plan * Intense intervention Tier III * Increase time and frequency * Child has not made significant improvement * MIGHT include supports from special ed * THIS DOES NOT MEAN THE CHILD HAS BEEN IDENTIFIED AS SPECIAL ED!!!!!! * If child continues to not make gains he may need to go through formal evaluation process

  6. Intervention Resources • Tier 1: * Universal supports * Delivered in your classroom * Academic or behavioral strategies that all teacher routinely use at the first sign that a student is having problems in the classroom * Examples: change your method of instruction, provide child with additional individual help, check the child’s homework each day * Keep a log of your intervention efforts

  7. Intervention Resources • Tier II: * Individualized support * Teacher meets with the RtI team in which detailed information about the child’s academic levels, study and learning habits, and general classroom behaviors are discussed * With that information the TEAM and the TEACHER identify possible reasons why the student is having academic/behavioral difficulties and put together a practical, research based intervention plan * The student is regularly monitored using academic or behavior measures (CBM, daily behavior repots) * Progress is shared with parents and teachers * Not achieving expected goals the team and teacher meet again to change the intervention plan

  8. Intervention Resources • Tier III: * Intense intervention * Increase time and frequency * Child has not made significant improvement * MIGHT include supports from special education * THIS DOES NOT MEAN THE CHILD HAS BEEN IDENTIFIED AS SPECIAL ED!!!!! * If child continues to not make gains he may need to go through a formal evaluation process

  9. Intervention Resources • Tier 1: * Universal supports * Delivered in your classroom * Differentiation strategies that all teachers routinely use in content, process, and product in the intellectual, emotional and social domains of learning

  10. Intervention Resources • Tier II: * Individualized support * Teacher collaborates with gifted coordinator and grade level teammates to plan specific alternate assignments based on a student’s demonstrated need ex. Cluster grouping, compacting * Parents are notified depending upon the extent of the alternative assignments * Teachers keep a log of intervention efforts

  11. Intervention Resources • Tier III: * Intense intervention * Increase time and frequency * Acceleration in grade or subject * Curriculum, instruction and assessment are geared toward learners whose needs are so extensive they cannot be met in a traditional setting. * Parents give permission and are partners in the planning process * Progress monitor * Document

  12. Is the intervention working? • Common sense guidelines or decision rules * Select a means for determining “expected level” of student performance * Document the progress/or failure to respond * If there is failure to respond create a new intervention plan for the child * There should be at least three intervention plans before moving tiers or referral

  13. Is the intervention working? • Calculating Expected Rates of Student Progress * Research based norms are convenient and are a helpful starting point * Example-- Oral reading fluency In grade 1 a child’s average increase in reading fluency is 2 words per minute during each instructional week WHILE in grade 6 a child’s average increase in reading fluency is 0.3 words per minute during each instructional week.

  14. Begin the process….. • Assemble a RtI steering group • Gauge the school’s level of RtI readiness • Educate stakeholders in school, community • Inventory resources that can be used to support intervention planning/progress monitoring

  15. Cluster Grouping • Benefits: * Challenges high achievers by placing them together enabling new talents to emerge among students in other classrooms * Increase the ability of all teachers to meet the individual academic needs of students by reducing the range of achievement levels in all classrooms

  16. Cluster Grouping • Benefits: * Improve achievement among students of all levels * Increase the number of students identified as high achieving and decrease the number of students identified as low achieveming

  17. Cluster Grouping • Five Achievement Categories: • High Achieving – great at math and reading • Above Average – great at math or reading • Average - achieve in middle when compared to others – on grade level • Low average – struggle with math or reading – slightly below others • Low – struggle with school and face risk of failure

  18. Cluster Grouping • Example room configurations: * pg. 23 * pg. 24 * pg. 26

  19. High Ability Grant • Level of Services Plan: * Brings us into compliance * Supports 3 tiered model * Supports requirement for monitoring progress of HA students * Supports proper use of grant funding * State Requirements (last page)

  20. Special Education Program Goals • Implement RtI K-12 • Focus on improving numeracy and literacy as opposed to focus on homework completion and grades • Increase inclusion while providing additional direct instruction in reading and math for those who need it • Increase utilization of best practice

  21. Special Education Program Goals • Utilize special education staff for effectively and efficiently • Promote increased independence for special education • Provide support and training for co teaching • Consider Hancock South Madison Joint Services

  22. Best Practices • Social Studies • Math • Science • Language Arts

  23. New Policy Manual • NEOLA – 0-9 sections *Board Approval - April - 0,1,3,4 *Board Approval - May - 2,5,9 *Board Approval – June– 6,7,8 On website for 2009-2010 school year Administrative Guidelines – develop 2009-2010

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