special education rules implementation manualspecialed.cowetaschools.net/state department...

SPECIAL EDUCATION RULES IMPLEMENTATION MANUAL

Georgia Department of Education Kathy Cox, State Superintendent of Schools ● All Rights Reserved

August 2007 GENERAL EDUCATION INTERVENTIONS ●

GENERAL EDUCATION INTERVENTIONS

The Georgia Department of Education (GaDOE) has developed an effective curriculum that

is used to guide instruction in all systems in Georgia. This curriculum is based on well-

defined performance standards, the Georgia Performance Standards (GPS), which provide

clear expectations for assessment, instruction, and student work for each grade level and

subject area. The GPS includes standards for Reading, English, Language Arts,

Mathematics, Science, and Social Studies, all of which will be completely phased in by 2010.

Other content areas such as Foreign Language, Career, Technical, and Agricultural

Education, Health, Physical Education, and Fine Arts either are in the process of being

converted to performance standards or will be converted to performance standards at a

future date.

All students, including students with disabilities, are provided with access to the general

education curriculum. General and special education teachers and related service

providers have had access to training on the roll-out and implementation of the standards.

The GaDOE has developed a website (www.georgiastandards.org) which serves as a “one-

stop shop” for educators who are implementing classroom instructional programs based

on the GPS. The site contains the entire set of standards for each content area at each grade

level. It also includes a comprehensive collection of resources including a unit builder for

creating standards-based lesson plans, teacher resources, and professional learning

opportunities.

Georgia Student Achievement Pyramid of Interventions

In order to support access to and success in the general education curriculum, the GaDOE

has established the Georgia Student Achievement Pyramid of Interventions, a framework of

instructional interventions that can be provided in a standards-based learning

environment to maximize student achievement for ALL students. This proactive approach

focuses on determining when students are struggling in academics, communication, and/or

behavior and assists educators in providing strategic interventions to help them address

students’ needs. The Pyramid also allows educators to identify high-achieving students

who may need extension activities to prevent them from participating in a curriculum that

is not challenging.

The provision of evidence-based, differentiated instruction, which has been developed

using grade-level GPS, is the cornerstone of each tier of the Pyramid. Frequent progress

monitoring at each tier allows educators to know when their students are increasing their

skills as expected and to determine when more intensive interventions are required to

maximize academic success for struggling learners. Progress monitoring relies heavily on




curriculum-based measurements and/or assessments which can inform teachers when

students are struggling before the achievement gap becomes too wide.

Implementation of the Pyramid requires educators to become creative problem solvers,

constantly identifying those students who are struggling, identifying the specific skills for

which the student requires additional, more intensive interventions, and then identifying

evidence-based strategies which can support student progress. Once the interventions

have been implemented, educators must conduct frequent progress monitoring to

determine the students’ responses to the interventions and make instructional

adjustments. By constantly analyzing student performance, educators will know when

students are struggling before the achievement gap becomes too wide.




Tier 1: Standards-based Classroom Learning

Tier 1 includes evidence-based instruction which is based on the GPS. It also includes

effective school-wide behavior supports. Differentiated instruction is provided to promote

higher levels of student engagement and achievement for all students. In Tier 1, teachers

use frequent progress monitoring to assess student progress and to adjust instruction as

soon as possible (typically within two weeks) to address students’ needs in the areas of

academics, communication, and/or behavior. Progress monitoring data is used to

determine students who need more formalized and intensive interventions.

Key Components of Tier 1:

rigorous curriculum that

meets GPS standards and is

based on evidence-based

research.

differentiated instruction for

all students that is research-

based and is delivered with

fidelity and integrity to the

standards

established school-wide

system of progress

monitoring that uses a variety

of measures including

curriculum based

measurements

established school-wide

system of behavior

intervention

Guiding Questions in Implementing Tier 1

Interventions:

Is classroom instruction based on the grade-level

GPS?

Are instructional materials and methodologies

based on scientific research and linked to the GPS?

Is differentiation used to create an accessible

learning environment for all students in the

classroom?

Are school-wide screenings used to determine

flexible grouping of students?

Do teachers use frequent progress monitoring to

adjust instruction?

Who is responsible for managing and reporting

assessment data?

How will the information from the data be used to

determine which students are in need of additional

assistance?

Tier 2: Needs-based Learning:

In Tier 2, formalized interventions are provided in addition to Tier 1 for students who are

not making expected progress in the standards-based curriculum. Tier 2 interventions are

pre-planned interventions, which are based on an analysis of school-wide data to identify

areas in which students are struggling. Tier 2 interventions serve as “standard




intervention protocols” for students in the school who require extended learning

opportunities or students who are not making adequate progress and need additional

interventions. For students receiving Tier 2 interventions, the goal is to determine areas of

need, with the intention of providing supplementary instruction and supports along with

more intensive progress monitoring in order to increase the rate of learning. If students

are not making the expected levels of progress in Tier 2, they are referred to the school’s

Student Support Team which comprises Tier 3 of the Pyramid.


targets students who do not achieve at the expected rate with Tier 1 instruction

interventions are pre-planned, formalized, and systematically delivered based on areas of need

interventions are clearly defined at the school level and staff and materials needed for the interventions are identified and available

interventions are implemented for a pre-determined period of time

progress monitoring is pre-planned, more frequent than in Tier 1, and is based on a comparison of student progress to designated benchmarks

baseline performance is established and progress is charted and reviewed according to pre-determined timelines

Guiding Questions in Implementing Tier 2 Interventions:

How will student data be reported and analyzed?

How will this data be used to identify students who need supplementary assistance?

Are the interventions pre-planned and implemented at the school level based on areas of difficulty experienced by students in the school?

Are timelines and specific criteria designated for provided interventions?

Who is responsible for the delivery, monitoring, and recording of the intervention results?

Tier 3: Student Support Team Driven Learning:

At Tier 3, additional analysis is conducted for those students who need additional supports

to meet their needs. For high achieving students, the SST may identify extended

opportunities to enrich student learning or to support students in the areas of behavior,

organization, and socialization. For struggling students, the SST analyzes the specific needs

of the students referred to the Team to identify individualized interventions that need to be

implemented. In many instances, additional assessment data is needed before the

individualized interventions can be identified. Once identified, these interventions are then




implemented over a twelve week period. Progress monitoring is conducted frequently,

with a minimum of six assessments, using formal and informal instruments to determine if

the student is responding to the interventions. Effective Tier 3 activities are exemplified by

systematic activities to determine students’ individual needs, implementation of research-

based interventions that are implemented with fidelity to meet those needs, and frequent

progress monitoring to determine response to the interventions and to inform continued

instruction. When students do not respond to the individualized Tier 3 interventions at the

pre-determined rate, it may become necessary to refer the students for comprehensive

evaluations.


SST reviews response to previous interventions and may obtain additional assessment data to support a more in-depth analysis of students’ needs

individualized interventions implemented with fidelity for at least a twelve week period

frequent progress monitoring, including formal and informal measures, implemented to determine the students’ responses to the interventions

Guiding Questions in Implementing Tier 3 Interventions:

Is additional, individualized assessment data needed to further analyze students’ needs and plan appropriate interventions?

Are interventions individualized based on students’ unique needs?

Are interventions evidence-based and implemented with fidelity?

Are timelines and specific criteria designated for provided interventions?

Who is responsible for the delivery, monitoring and recording of the intervention results?

Is frequent progress monitoring implemented according to pre-set timelines to determine responses to interventions?

Tier 4: Specially Designed Learning

Tier 4 is developed for students who need additional supports and meet eligibility criteria

for special program placement including gifted education and special education. With three

effective tiers in place prior to specialized services, more struggling students will be

successful and will not require this degree of intervention. Tier 4 does not represent a

location for services, but indicates a layer of interventions that may be provided in the

general education class or in a separate setting. For students with disabilities needing

special education and related services, Tier 4 provides instruction that is targeted and

specialized to meet students’ needs.




Key Components of Tier

4:

represents targeted and

specialized instruction

does not represent a

location for service

may be provided in

general education

setting or in a separate

setting

includes adapted

content, methodology, or

instructional delivery

Guiding Questions in Implementing Tier 4

Interventions:

Are only those students who need specially designed

instruction placed in special education?

Are data collection and progress monitoring clearly

defined?

Are goals for students clearly defined and measurable?

Are services and methodology distinctly different from

those provided in the general education environment?

Is consideration given to ensuring placement in the

least restrictive environment?

Who is responsible for the delivery, monitoring, and

recording of the intervention results?

The Georgia Student Achievement Pyramid of Interventions supports access to and success

in the general education curriculum for all students. This approach allows educators to

focus on students who are struggling in academics, communication, and behavior and to

support those high-achieving students who need extension activities to prevent them from

participating in a curriculum that is not challenging.

With the implementation of the Georgia Student Achievement Pyramid of Interventions

and the passage of the No Child Left Behind Act (NCLB) and the IDEA of 2004, special

educators are involved in all four tiers of the Pyramid of Interventions. Parents also have

an important role in addressing the needs of struggling students. Frequent home-school

communication provides parents with information on areas in which their student is

struggling and progress on interventions that are being implemented. Staff must inform

parents on an on-going basis of their student’s progress related to the specific

interventions that are being implemented to address needs.

Case Study:

The following case study illustrates the practical use of a problem solving approach in

implementing the Georgia Student Achievement Pyramid of Interventions. Although this




particular case study addresses an academic concern, the same model would be used for

students who may have behavior or communication needs.

Implementation of the Georgia Student Pyramid of Interventions

Callie is a fourth grade student at a local elementary school. The school uses the

Georgia Student Achievement Pyramid of Interventions to provide strategic

interventions to those students who are struggling or need additional supports.

Tier 1

In the first month of the school year, students are screened to identify those

considered “at risk”. In Callie’s school, “at risk” students are defined as those who

perform below the 25th percentile on the previous year’s CRCT or who perform

below the 25th percentile on a more current test. These students are screened

individually with tools that have diagnostic usefulness.

At Tier I students receive instruction in general education with evidence-based

curricula and instructional strategies. The teacher differentiates for learning

styles and assesses reading levels. The fidelity of the implementation is

documented. At-risk students are monitored for 8 weeks, using brief monitoring

tools to identify the sub-set who respond inadequately to general education at

Tier I. Callie is one of these identified students.

Tier 2

Callie, like other students who continue to struggle despite Tier 1 interventions,

receives 10 weeks of supplementary diagnostic instruction. This additional

instruction is clearly explained to parents, documenting what strategies will be

used and the measurable short-term goals. Callie participates in small group

instruction with other students who share similar reading difficulties. The group

is taught at least 3 times per week for 30 minutes per session.

During the 10 week instructional period, on-going probes are administered to

monitor student progress and adjust instruction. Callie and the other at-risk

students are administered the screening tool in the area of reading. In Callie’s

school, students scoring above the 25th percentile are considered to have made

satisfactory progress. Callie did not meet this benchmark.

Tier 3

Callie is referred to the Student Support Team when her reading assessment falls




below the 25th percentile. The SST analyzes Callie’s limited reading progress and

reviews previous interventions and strategies. Callie’s performance on the

DIBELS indicates that her oral reading fluency is 65 words per minute. She is

considered “high risk”. The SST determines that Callie’s instruction in reading

will consist of her general education instruction combined with specialized

intervention characterized by:

small group instruction;

mastery requirements of content;

frequency of progress monitoring (1-2 times per week);

duration of the intervention (9 to 12 weeks);

frequency of the intervention (3-4 sessions per week with 45-60 minutes

per session); and

instructor qualifications.

Focused intervention activities and assessments have been implemented over 12

weeks and Callie continues to make only limited progress in reading. The

Student Support Team reconvenes and makes a referral for a comprehensive

evaluation to determine eligibility for special education services to address her

reading difficulties.

Tier 4

Callie is determined eligible for special education based on the Specific Learning

Disabilities eligibility criteria. An IEP is developed to identify specific and

measurable goals and objectives if appropriate. Recommendations for

appropriate special education and related services are also made in the

development of the IEP.

Frequently Asked Questions

What is differentiation?

Differentiation is a method of delivering instruction to meet the needs and learning styles

of diverse learners in the classroom. Differentiation includes consideration of student

needs, interests, and learning preferences for instruction. Differentiated instruction does

not include accommodations and modifications, but rather consideration of the adjustment

to the content, process, product, and environment so that all students can learn.

Is differentiation limited to flexible groups?




No, flexible grouping is just one way of adjusting the environment but differentiation can

occur in a variety of grouping practices.

What are examples of school-wide screening instruments?

There are numerous commercially available screening instruments accessible for

educators to use in assessing student performance. Special education and general

education teachers and administrators should work together to identify instruments that

meet the needs of their students.

What are some of the important points regarding high quality progress monitoring?

scientific, research-based instruction utilized and includes the continuous progress

monitoring of student performance across all tiers

teachers follow a designated procedure and schedule for progress monitoring and

for regrouping students as needed

measures administered frequently to inform instruction and curricular placement

decisions

progress monitoring occurs in all tiers

progress monitoring measures are appropriate to the curriculum, grade level, and

tier level

data resulting from progress monitoring is documented and analyzed

progress monitoring uses a standardized benchmark by which progress is measured

and determined to be either sufficient or insufficient

teachers use progress monitoring data to evaluate instructional effectiveness and to

be informed about the potential necessity for changing the instruction

an established data-management system is utilized to allow ready access to

students’ progress monitoring data

after progress monitoring, a graph is completed to display data for analysis and

decision-making and to indicate percentages of students at risk, at some risk, and at

low risk

staff members receive training in the administration and interpretation of progress

monitoring measures

school designates reasonable cut-off points and decision rules for the level, slope, or

percentage of mastery to help determine responsiveness and distinguish adequate

from inadequate responsiveness

cut points are reviewed frequently and adjusted as necessary

rationale is provided for the cut points and decision rules

What are examples of Tier 2 supports?




Numerous supports are available at Tier 2 to facilitate student achievement. These may

include but are not limited to:

extended Learning Time

after-school academic programs

Early Intervention Program (EIP)

academic skills for connection classes

basic reading or math class at middle and high school levels

interventions during uninterrupted 90 minute academic block for small group

instruction

How do schools select Tier 2 interventions?

Staff completes a thorough analysis of student performance in critical areas such as

academics, communication, and behavior. Once the areas in which students are struggling

have been identified, possible research-based interventions are researched and reviewed.

The most appropriate intervention(s) are then implemented with fidelity and data is

collected to determine the effectiveness of the intervention(s).

When is Tier 3 support necessary?

If a student’s school-wide screening or progress monitoring results indicates a deficit in a

specific area, an appropriate instructional intervention is implemented and progress within

that intervention is monitored. If students are not making sufficient progress with Tier 1

and Tier 2 instruction, are falling behind on benchmark skills, and are requiring additional

intense instruction to achieve grade-level expectations, they are referred to the school SST

for Tier 3 additional assessments and supports.

How are Tier 3 interventions evaluated?

When implementing Tier 3 interventions, teams may use the following guiding questions to

assist them in evaluating the effectiveness of these interventions.

Are the interventions research-based?

Are Tier 3 interventions different from the curricular materials used in Tier 1

instruction?

In addition to Tier 1 and 2 instructions, are students receiving Tier 3 interventions

for at least 45 minutes each day for 9 to 12 weeks.

Was the student’s ability to progress within the curriculum documented?

Are SST intervention plans created with specific goals, individualized interventions

and expected target and end dates?

What is the difference between Tier 2 and Tier 3?

Tier 2 includes interventions designed for groups of students whereas Tier 3 is more

individualized to address a student’s specific needs.




Who monitors the impact of interventions at each tier?

Tier 1: Classroom teacher

Tier 2: Teachers, intervention specialists, school level administrators, or other

people responsible for implementing the school-wide interventions.

Tier 3: Teacher, Student Support Team, and school level administration

Tier 4: Special education and general education teachers

Resources:

The following websites are provided to assist student teams in addressing the needs of

struggling students through the Georgia Student Achievement Pyramid of Interventions:

Georgia Standards.Org (http://www.georgiastandards.org/): This Georgia

Department of Education website is a one-stop shop for Georgia educators. The site

contains the entire set of standards for all content areas at each grade level. It also

includes a comprehensive collection of resources including a unit builder for

creating standards-based lesson plans, teacher resources, and professional learning

opportunities.

What Works Clearinghouse (http://www.whatworks.ed.gov): This United States

Department of Education’s Institute of Education Sciences website collects, screens,

and identifies studies of effectiveness of educational interventions including

programs, products, practices, and policies.

Ideas That Work (http://www.osepideasthatwork.org/index.asp): This United

States Department of Education Office of Special Education Programs (OSEP)

website is designed to provide easy access to information from research to practice

initiatives funded by OSEP that address the provisions of the IDEA and NCLB. This

web site includes resources, links, and other important information that supports

OSEP’s research to practice efforts.

Intervention Central (http://www.interventioncentral.org): This website offers

free tools and resources to help staff and parents promote positive classroom

behaviors and foster effective learning for all children and youth.

National Center on Progress Monitoring (http://www.studentpogress.org): This

Ideas at Work Website, funded by the United States Department of Education,

includes numerous resources on progress monitoring practices proven to work in

different academic content areas (Gr. K-5). The website also contains a review of

commonly used progress monitoring tools.

http://www.studentpogress.org/




Big Ideas in Beginning Reading (http://reading.uoregon.edu/curricula): This

Institute for the Development of Educational Achievement website offers many

resources on reading interventions for struggling students. Information on

selecting core reading programs and on models of reading interventions is included

on the site.

This manual is meant to serve as a practical guide for implementing IDEA and its regulations. It is not intended to state

new law or supplant any federal or state laws, regulations, or requirements. Nothing in this manual should be seen as

having the force of law. This manual should not be cited as law or as imposing any additional requirements or obligations

outside the requirements of existing law. Systems, schools, and parents are not required to adhere to this manual, but

only to the requirements of IDEA as codified in 20 U.S.C. § 1400 et seq., its regulations promulgated in 34 C.F.R Parts 300

and 301, and the rules of the State of Georgia promulgated by the State Board of Education.

http://reading.uoregon.edu/curricula

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