purposes and essential components
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PURPOSES AND ESSENTIAL COMPONENTS
West Virginia Department of Education
West Virginia Department of Education
PurposePurposes of thes of the
AIR AIR ModelModel
Reading
Math Positive Behavior Support
IEPcontinued services
10-5+2=7
LD EBD Mild
MI
OHI OI
Premises
Students with disabilities can receive guaranteed services, the protections of IDEA, and appropriate instruction without a label.
Labels often bias persons in a student’s life and may add an emotional burden
Instruction should be based on student learning characteristics and needs, not disability labels
The traditional language of special education, in and of itself, creates barriers to meeting the educational and social needs of students.
AIR Processes
West Virginia Department of Education
AIR schools will use a model that does not assign a category of disability but selects students for instructional supports that continue beyond those described in Tier III , include the
protections of IDEA, and are included on an IEP
IN AIR SCHOOLS THE RESPONSE TO INTERVENTION MODEL PROVIDES DATA FOR
DECISION MAKING AS A FEW STUDENTS MAY BE CONSIDERED AND
SELECTED FOR CONTINUED SERVICES THROUGH AN IEP
Instruction
West Virginia Department of Education
Universal
Targeted
Intensive
Continued services for
students with low response to intervention
Three Tier Instruction Model
DATA ANALYSIS AND DECISION MAKING
Selection
Selection
Instruction following selection for IEP Services
West Virginia Department of Education
Students’ academic needs will be met non-categorically.
IEPs will not reference a disability. Areas requiring specially designed instruction will be identified by the IEP
Team, and this instruction will be provided by special and general educators who have
the knowledge and skills to meet the student’s needs.
A student with an IEP is a student of the school first with a right to all the services the school offers students without IEPs.
Reporting
Reporting
West Virginia Department of Education
A summary of student characteristics and educational needs and documentation of decision will be completed by the Selection Committee and submitted to the county special education director.
The county special education director will make a determination as to the category within which the student will be reported for federal purposes.
As of May 2009, students being re-evaluated may continue to be designated as a student in need of IEP services but without a disability label.
West Virginia Department of Education
Characteristics of continued services through an IEP often reflect those in the three tiers of instruction and intervention. They
encompass also, however, the guarantees of, e.g., related services, accommodations, procedural safeguards, and parental notification
and collaboration.
Continued ServicesThrough an IEP
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