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 studentRequires utilization of best practices based upon solid research firstRequires differentiation for learning style, content, process and product Requires intervention and progress monitoringRequires regular utilization of data

Response to Intervention History

Wide spread dissatisfaction with existing methods for identifying and treating children with Learning disabilities1975 Congress passed PL 94-142Limitations of IQ-Achievement discrepancy for LD eligibilityLimitations of aptitude-treatment interaction as a means of selecting student interventions2004 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”

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.

0-5%Tier III

0-5%Tier III

6-15%Tier II

6-15%Tier IITier I

* 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

Special EdUniversal 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.

High Ability

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

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

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

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

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 needex. Cluster grouping, compacting* Parents are notified depending upon the extent of the alternative assignments* Teachers keep a log of intervention efforts

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

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

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.

Begin the process…..

Assemble a RtI steering groupGauge the school’s level of RtI readinessEducate stakeholders in school, communityInventory resources that can be used to support intervention planning/progress monitoring

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

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

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

Cluster Grouping

Example room configurations:* pg. 23* pg. 24* pg. 26

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)

Special Education Program Goals

Implement RtI K-12Focus on improving numeracy and literacy as opposed to focus on homework completion and gradesIncrease inclusion while providing additional direct instruction in reading and math for those who need itIncrease utilization of best practice

Special Education Program Goals

Utilize special education staff for effectively and efficientlyPromote increased independence for special educationProvide support and training for co teachingConsider Hancock South Madison Joint Services

Best Practices

Social Studies MathScienceLanguage Arts

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