SPECIAL EDUCATION COMPLIANCE RTI PROCESS FOR THE GENERAL

SPECIAL EDUCATION COMPLIANCE & RTI PROCESS FOR THE GENERAL EDUCATION TEACHER

SPECIAL EDUCATION @ YOUR SCHOOL Students are all in the general education setting. Students progress is monitored by the general education teacher and the special education teacher through consultation or collaboration services. Students receive related services such as, speech or language therapy by a contracted therapist.

GENERAL ED TEACHERS’ ROLE IN SPED Ensure students with disabilities are included in all activities Ensure students with disabilities receive the accommodations listed on their IEPs Document students’ accommodations on your lesson plans Place a weekly assessment in the student’s folder to monitor progress on his/her goal (new) Help develop and attend IEP meetings by completing student profile forms. Consult/collaborate with SPED teacher to ensure students are making progress in General education

Students must EARN their grades! PLEASE!!! Grade accordingly!!! NO EXCEPTIONS

WHAT TO HAVE…? In your lesson plan books, you should have: § A copy of the IEP At-a-Glance for each child you teach (sorry special areas) – these will be emailed to you § The accommodations log filled out – it will be emailed to you § Accommodation codes in your lesson plans DAILY (add a little section for SPED accommodations and use the codes)

TRACKING SPED GOALS Place a weekly assessment in the student’s folder to monitor progress on his/her goal

TRACKING SPED GOALS Sample Goal Work Sample Joe will make inferences, and answer reading comprehension questions pertaining to author’s purpose by using information in the text with 70% accuracy as measured by the classroom assessments, informal assessments, and district assessments. • Chapter test • Quiz • Classwork/homework Given a real-world problem, when read aloud if requested by the student, Joe will isolate important information within the problem, write an equation, determine the appropriate steps, and solve the equations/steps with 75% accuracy as measured by classroom assessments, informal assessments, and district assessments. • Daily math word problem drills • Chapter test • Quiz • Classwork/homework

ACCOMMODATIONS TO THE GENERAL EDUCATION CURRICULUM Accommodations are changes in how a student is taught or tested. Examples: § Additional time to complete homework § Break long assignments into small, sequential steps § Cue expected behavior

Codes LIST OF ACCOMMODATIONS Accommodations for SPED Students O-1 Other-Alternate textbooks and workbooks O-2 Other-Daily/Weekly reporting and collaboration with the parent O-3 Other-Peer assistance O-4 Other-Written notes, outlines, study guides A-1 Alert student several minutes before transition from one activity to another is planned A-2 Allow calculator to facilitate basic math skills A-3 Allow extended time frames to complete assignments, projects, and tests A-4 Allow opportunities for movement during extended or stressful activities A-5 Allow student to sit away from the hallway and windows to minimize distractions A-6 Allow use of manipulatives B-1 Break long assignments into small, sequential steps C-1 Cue expected behaviors and ignore behaviors which are not seriously disruptive D-1 Do not penalize for poor handwriting/motor skills E-1 Emphasize content rather than spelling in written communication FP-1 Flexible Presentation - production of Braille materials FP-2 Flexible Presentation / Assistive Devices - Use of real coins as a manipulative FP-3 Flexible Presentation- AT, identified through assessment, to communicate directions/test items FP-4 Flexible Presentation-Approved Dictionary FP-5 Flexible Presentation-Assistance in the Heritage Language FP-6 Flexible Presentation-Assistive Devices FP-7 Flexible Presentation-Different format for test/assignments (spacing/fewer items)

LESSON PLANS Each lesson plan MUST have the accommodation code for the SPED student that is in that class Accommodations should be appropriate and necessary for that lesson Ensure a copy of the list of Accommodation Codes is in your lesson plan book. Example, "Student 1: FST 3, FST 6, FS 5, S 1" or you may use the students' initials “J. D. : FST 3, FST 6, FS 5, S 1". You will receive a list of the SPED students in your class to cross reference their needs and accommodations based on the IEP At-a-Glance Student Accommodation Code Doe, John FST 3, FST 6, FS 5, S 1 Smith, Jane FST 3, FST 6, FS 5, P 1, S 1

BEHAVIOR/PHYSICIAN’S STATEMENT Once we have placed a student on Tier 2 due to a Physician’s statement and/or the RFA for behaviors: § Teachers must complete weekly progress reports on www. interventioncentral. org, they must be signed by parent and filed in appropriate student folder. § Counselor must see student at least once a week, document on Student Services form, input in ISIS and file a copy in appropriate student folder

WHAT TO DO WITH PRIVATE EVALS. / PHYSICIAN’S STATEMENTS? Please DO NOT accept any private evaluations from parents. Notify your SPED Program Specialist Please DO NOT accept any Physician’s Statements from parents. Notify your SPED Program Specialist Appropriate paper work must accompany these forms… forms. dadeschools. net : FORM 2128 (FOR MUTUAL EXCHANGE OF INFO)

FEDERAL & STATE RTI REQUIREMENTS Federal Level IDEA 2004 CHANGES – Eligibility Determinations: A child shall not be determined to be a child with a disability if determinant factor is: § Lack of scientifically-based instructional practices and interventions that contain the essential 5 components of reading instruction. § Lack of instruction in math § Limited English Proficiency State Level All school districts submitted an RTI Action Plan, June 2009. RTI is required as part of Differentiated Accountability requirements Rule 6 A-6. 03018 Exceptional Education Eligibility Special Programs for Students with Specific Learning Disabilities Rule 6 A-6. 0331 General Education Intervention Procedures, identification, Evaluation, Reevaluation and the Initial Provision of Exceptional Education Services Implementation of Rtl & Positive Behavior Supports (PBS) are also required in schools receiving School Improvement Grant funds

REFERRING STUDENTS (RTI –If RESPONSE TO INTERVENTION)… you feel that a student should be recommended for services: Understand that a referral (Rt. I) is a lengthy process. What is Rt. I – the Practice of providing high quality instruction and intervention aligned with student needs through the use of a data-based lens for indentifying, defining, tracking students progress in academic and behavioral areas.

REFERRING STUDENTS (CONT’D) � Teachers must fill out a Request for Assistance form (FM 7073) and the Tier I & Tier II Data Profile (FM 7452) � forms. dadeschools. net Grades must reflect the child's needs Teachers must have contacted parents and documented contact If behavior: § Must have made parent/administrative contact § At least 1 referral must be documented in ISIS § Conduct grade must reflect behavior problems

Historical System Referral Rtl System Universal Screening Eligibility Testing General Ed. – Scientifically Validated -Supplemental Treatments: T 1 - 3 Non Responders Not Eligible SPED Intensive Treatment Non Responders SPED Eligibility Evaluation Not Eligible Non – SPED Intensive Treatment Non Responders Recycle Responders Monitor Eligible SPED Intensive Treatment Responders Monitor

RTI STUDENTS… A list of students automatically on Tier 2 is being compiled and will be emailed to you. Once you have reviewed this list, and there are students you feel should be added, please let me know… Documentation that supports your referral will need to be provided for each student.

PROBLEM SOLVING 1. Define the Problem 4. Evaluate the Intervention Plan 2. Analyze the Problem & Develop an Intervention Plan 3. Implement the Plan & Monitor the Progress

OVERVIEW OF THE RTI PROCESS Ti e r. I In Int II In div ens te id iv rv ua e, en liz tio ed Ti ns e Su Gr pp ou lem r. I Co p re In ent I c te al In on rv , S en m st ten Ti tio all ru t er ct & I ns io D n i Pr ffer ac en tic ti es ate d A 3 tiered, layered, aligned service delivery model.

TIER I- UNIVERSAL Tier I Core content & Differentiated Instruction Practices Core curriculum Tier I is for all students Typically, about 80% of students in a school will respond to a high-quality core curriculum and will make adequate progress throughout the year Tier I identify struggling students by: § FAIR Data § FCAT/SAT Data § Benchmark Assessments

TIER II- SUPPLEMENTAL Students who do not respond adequately to the core curriculum, considered “at risk” Supplemental instruction/intervention (in addition to the core curriculum), daily for 30 minutes per day for 6 -8 weeks using the appropriate intervention program (Wonder Works, Voyager, Success Maker, etc. ) Progress monitored: weekly Most students at this level will make sufficient progress given this supplemental instruction and are “returned” to the Tier I Cannot put into Tier II until after 1 st nine weeks UNLESS student is coming in with Tiers from the previous school year or proof from previous years’ assessment scores Tier II Supplemental, Small Group Interventions

TIER 2 Behavior Interventions done weekly § Weekly www. interventioncentral. org (to be sent home, signed by parent, and returned to teacher to file in Rt. I folder) – student will have a FAB (Functional Assessment of Behavior developed) § Weekly meeting with counselor All academic interventions must be done DAILY for 30 minutes § Reading § Mathematics

TIER III- INTENSIVE Students who do not respond adequately to core curriculum and supplemental interventions Research-based interventions given on a daily basis; individually or in small groups for 4 weeks Progress monitored: 1 to 2 times per week Student now needs three levels of instruction: Tier III- Individualized Instruction-15 minutes per day (www. easycbm. com) + Tier II- Supplemental Instruction- 30 minutes per day of VOYAGER, Wonder Works, Success Maker, etc. ) + Tier I- Core Curriculum Tier III Intensive, Individualized Interventions

TIER 3 For academics §Continue Tier 2 interventions and add 15 minutes of www. easycbm. com 1: 1 §Username: mestrada §Password: teacher For behavior: §Develop BIP (Behavior Intervention Plan) §Continue to monitor (daily)

REFERRING FOR GIFTED… Although many of our schools do not have a Gifted Program, we can still refer students. If a parent asks… we must! However, eligibility to be referred will all be determined by Assessment scores, grades, and a Gifted Characteristics Checklist filled out by the teacher. Private evaluations: Only to be accepted by SPED Program Specialist

REACHING ME… Aimee Lara– ESE Program Specialist larahernandez 423@gmail. com aimeelara@dadeschools. net DO NOT HESITATE TO CONTACT ME FOR ANYTHING YOU NEED 786 -278 -8777