programming team:

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Programming Team:

Tie Hodack Gayle Feltner

Director of Instructional Programming Transition CoordinatorTie.Hodack@tn.gov Gayle.Feltner@tn.gov

Joann Lucero Ryan MathisLiteracy Intervention Specialist Mathematics Intervention SpecialistJoann.Lucero@tn.gov Ryan.Mathis@tn.gov

Alison Gauld VacantBehavior & Low Incidence Speech/Language & Autism

RTI² through Special Education InterventionA Continuum of Intervention/Services

RTI² & Instructionally Appropriate IEPsDivision of Special Populations

Policy Change

Identifying students with a Specific Learning Disability• As of July 1, 2014, RTI² will be the framework used by teams to identify a student with a

Specific Learning Disability.

Evaluation timeline changes • As of January 29, 2014 TN is changing to a 60 calendar day evaluation timeline

which aligns with federal guidelines. A program will be implemented within 30 calendar days from eligibility determination.

Short term objectives• As of March 31, 2014, TN, will no longer have the requirement of benchmarks

or short term objectives in IEPs, except for the students who take the alternate assessment.

Reteaching VS. Intervention

ReteachingTier I-Common Core Standards Goal is to reteach

standards that students are struggling with rather than specific skill deficits. These are your “bubble kids”.

Standards Based Assessment: Benchmark Assessment Summative Assessment Formative Assessment

Intervention

Tier II/III/Special Education Intervention Goal is provide research

based interventions aligned to specific skill deficit(s) as identified by a universal screener.

Skills Based Assessment: Skills based universal screener

aligned to area(s) of deficit Skills based Progress

Monitoring specific to area(s) of deficit

Formative assessment6

High quality research based intervention in specific area of deficit (more intensive than Tier II intervention)

Research shows 3-5% will need Tier III 45-60 minutes of explicit instruction daily, small groups Universal Screener (K-8, recommended 9-12)(Based on national

norms) Survey/Specific-Level assessment (process to determine the

basic skill area of deficit)

Then….what should special education intervention look like?

What does Tier III Intervention tell us?

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Setting the Stage

Continuum of ServicesSpecial Education is the

Most Intensive Intervention

District and School Teams Skills Based Universal Screener Assessments (ongoing and progress monitoring) Recommended Instructional Time Fidelity Monitoring Parent Involvement Professional Development

Common Across the Continuum of ServiceRTI² through Special Education

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Writing Instructionally Appropriate IEPs

Present Levels of Instructional Performance (PLIP)Annual Measurable Goals

Participation in State and District Assessment

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Least Restrictive Environment: Indicator 5

• Children with IEP’s are served inside regular classroom 80% or more of the day.

– To the extent possible!!

• Should have evidence of LRE-What does and does not work?

• Interventions are in addition to the 80% General Education Instruction

-Depends on area of deficit

• Full continuum of services-Interventions are based on needs

• Best Practice – Students are instructed in common core state standards by general

education teacher. Not resource pull out to the extent possible.

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IEP Overview

PLIP

Annual Measurable Goal

Assessment/Accommodation

Linked

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IEP considerations

What must a student know and be able to do ?• Common Core State Standards• Areas of Concern

What accommodations and supports are needed to achieve the goal?• Increase time in LRE• Increase Student Independence

What specialized, individualized instruction is needed to achieve the goal?• Interventions in Specific Areas

What will determine mastery?• How will progress toward the goal be monitored?• What data must be collected? How often?

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Present Levels of Instructional Performance (PLIP)

Foundation of the IEP• States what the student can do. That determines what the

student can’t do (The special Education (LRP) 2013).• Describes current academic and functional performance.• Describes the unique needs of the student that the IEP will

address.• States how students current functioning impacts them on

grade level standards (reference grade level standards in the PLIP).

– Identifies the student’s level of performance in those need areas

Without proper PLIPs, the IEP team cannot develop appropriate goals or select an appropriate program for

the student.

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5 Steps to PLIP

1. Bring current data to the IEP meeting2. Be very specific and make sure it is an accurate reflection.

Not how a child functions on a particular day but consistently (show a pattern).

3. Review current test scores, progress monitoring & evaluation results prior to meeting

4. Write in positive terms5. Use “stranger test” to assess PLIPs Another district/teacher should be able to begin instruction

immediately with the details in the IEP.

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Measurable Annual Goal is Tied to Deficit Area(s)

Individual needs determination are the basis for a student’s goal

Directly linked to PLIP Measurable

• Very specific• Don’t be afraid to use numbers in goal

Goals relate to the student’s need for specially designed instruction to address the student's disability needs

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IEP Task Force:

Nov 4th was first task force meeting

Will have a Manual & Implementation guide (Goal February)

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Special Projects

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Special Projects

Suzanne Keefe• Director of Special Projects

– 504 – Outreach/communication for all projects– Professional development– District request– Parent/advocacy outreach