support for struggling students late start 10-9-2013
TRANSCRIPT
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Support for Struggling Students
Late Start10-9-2013
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Programs
RTI
Special Education
504 Plan
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1st Step…RTIAccording to ISBE RTI is:
“a multi-level framework
designed to maximize student achievement
providing support to ALL students at risk with poor learning outcomes”
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Response to InterventionTier IProblem-solving
research-based
team approach of identifying at-risk students with academic or behavior problems
ALL student initiative
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RTI Process Involves:Core Instruction: high-quality, research-based
core instruction in their regular classroom
Assessment: academic and behavioral performance
Individual Intervention Meetings: Plan developed
Progress Monitoring: 3 week intervals
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Academic Models Skill-specific (Differentiated Instruction)
Ongoing progress monitoring
Data driven decision making
Research- based…. NOT based on “hunches”
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Behavior ModelsExpectations/Rituals & Routines
Clear/Consistent/Consequences
Positive Rewards
Problem solving approach
Behavior specific
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When All Else Fails…
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A.C.H.I.E.V.E BEHAVIOAL PLANPilot program in the district
7 freshmen teachers
Compiling data Detentions Anecdotes Grades: more time teaching vs. referral
writing
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What to do if a student is struggling?Conference with student (academic &/or behavioral)
Differentiation/Behavior Strategies
Contact the parent: verbal or written documentation (nurse & registrar source for current contact info)
Complete teacher referral form with DOCUMENTATION & SPECIFIC DEFICIENCY (S)
Intervention Meeting: student, parent, counselor/dean, AP, RTI coach, available teachers
RTI Plan
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RTI FORMS Has parent contact been made __________Yes ____No Dates:_________________________ Please list student’s strengths, talents or specific interests: Please check any areas below that you believe are problematic: Excessive absences (more than four) Excessive tardies (more than four) Poor attention/concentration Disruptive behavior(please explain)___________________________________________ Incomplete class assignments Incomplete homework assignments Poor organizational skills Difficulty producing written work Poor grades on daily work
Poor grades on test/quizzes
Difficulty working with peers Noncompliance with teacher directives
Extreme mood swings
Unmotivated Does not participate Withdrawn
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______
I have used the following modification(s) with the student: Please check the onesyou have used and indicate if it has been successful.
Extended time __________________________________________________
Oral testing______________________________________________________
Repeating directions ______________________________________________
Use of calculator _________________________________________________
Modified format of assignments _____________________________________
Retakes on tests/quizzes ___________________________________________
Redo assignments ________________________________________________
Assignment notebook _____________________________________________
Study guides _____________________________________________________
Extra credit opportunities __________________________________________
Preferential seating _______________________________________________
Copies of material/notes ___________________________________________
Peer tutoring ____________________________________________________
One on one help __________________________________________________
Small group instruction _____________________________________________
CP _____________________________________________________________
ARC, ASAP, TASP __________________________________________________
Saturday Support _________________________________________________
CPR_____________________________________________________________
Please list any additional comments or concerns that you may have: list deficiency (s)_
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TW-RTI ChartTIER I: Interventions available to ALL studentsColor coded white
TIER II:• Specific deficiencies addressed in small groups
(Pullout)• Frequent progress monitoring (meet once a
week)• Color coded blue
TIER III:1 on 1 meetings with staff memberIntense progress monitoring (meet 3 times
/week)Colored coded gold
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NEXT STEP… SPECIAL EDUCATIONReferral for consideration for Special
Education After Tier 3 has been documented, only then
can a student be considered for special education testing.
Once the RTI team has met on a student and Tier 3 interventions have been attempted and progress monitored without success, the RTI building coach will refer the student for an evaluation.
A parent can at anytime request that an evaluation be completed on their student. These requests have to be done in writing and only legally binds the team to consider the request.
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What does an evaluation involve?Medical HistorySocial Developmental StudyPsychological Testing – I.Q. and achievementTeacher ReportsAny other specific testing that is needed –
speech, occupational therapy, etc.
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How is eligibility determined?IDEA requires specific documentation on
student’s strengths and weaknesses, if they have a skill deficit versus a performance deficit, progress over time, and their previous and current intervention plans (Tier 1, Tier 2, and Tier 3)
What does this mean? Specific documentation is needed through the RTI process.
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Once a student is eligible for special education services…All special education students are general education
students firstA meeting takes place to develop a student’s individual
education plan (IEP)The student will receive a yellow triangle next to their
name in Power School – once you click on this triangle the student’s disability and case manager will appear
Every teacher of the student will receive a confidential letter from the case manager addressing the student’s specific needs in the classroom
If anyone would like more specific information, please contact the case manager or read the student’s complete file in room 1541
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Next Step…504Plan
PurposeAn accommodation plan is focused on leveling
the playing field between disabled and non-disabled students.
Accommodations and services must be provided to meet the individual education needs of disabled students.
It allows them access to educational programs in a similar manner to his/her non-disabled peers.
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What is a disability?It is a physical or mental
impairment that substantially limits one or more major life activities.
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How is a 504 determined?A medical diagnosis (Allergy/ADHD: does not
guarantee a 504 plan)
Aptitude /Achievement test
Teacher recommendation/observations
Physical condition (Blindness/wheelchair bound)
Social or cultural background (religious beliefs)
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What is substantially limiting?It is a major life activity that cannot be
performed like an average student. (wheelchair accessibility: cannot climb stairs)
It significantly restricted as to the condition, manner or duration under which he/she performs the activity compared to the general population. (food allergy: sit in an assigned area, on oxygen: cannot run or walk the track the same number of laps as their peers)
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Accommodation PlanDocumentation needed
Level the playing field between the disabled and non-disabled student
Clear and specific individual accommodations
Plan provided to teachers
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Points to rememberNot every child with impairments will need or
require a 504 plan
Progress monitoring of plan-will ask for feedback from teaching staff
The physical/mental impairment may limit a life activity but does not impact learning for the student then a 504 is not necessary (wheelchair bound leave class 5 minutes early)