exceptional student education

CTA Roundtable March 20, 2013

Exceptional Student Education “is a service not a place”

Multi-Tiered System of Support/Response to Instruction/

Intervention (RtI) and Problem Solving Process

Specialized Student Support

Multi-Tiered System of Supports (MTSS)

• MTSS is a term used to describe an evidence‐based model of schooling that uses data‐based problem‐solving to integrate academic and behavioral instruction and intervention.


• Integrated instruction and intervention is delivered

to students in varying intensities (multiple tiers) based on student need.

• The goal is to prevent problems and intervene early so that students can be successful.


Three Tiers of MTSS Tier I refers to the high quality instruction that

is provided to all students in the general education classroom.

Three Tiers of MTSS

• Tier II refers to the interventions that are provided to small groups of students who need more support than they are receiving in Tier I.


Three Tiers of MTSS

• Tier III refers to the interventions that are provided to individual students.


Planning/Problem Solving Process

• Throughout the continuum of instruction and intervention, planning/problem solving is used to match instructional resources to educational need. Teams continue to engage in instructional planning and problem solving to ensure that student success is achieved and maintained.


Problem Solving Steps

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Assessment Answers Questions! Typical Questions Assessments Purpose

Who is at risk? Who needs close monitoring?

Screening

“First Alert”

Who needs extra support? How should groups be formed? Which skills need to be emphasized?

Progress Monitoring

“Repeated Measures”

What are a student’s strengths & weaknesses?

Diagnostics

“In-depth review”

Have we accomplished our goals for a student? A class? district? What are things to change next year? Things to continue?

Outcome

“Reaching our Goals”

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What happened to RtI?

• Multi‐tiered System of Supports (MTSS) is a more accurate term that refers to one seamless framework that provides varying levels of academic and behavior supports to students based upon their need.

• The term RtI has been used to refer to the framework of multi‐tiered supports.


What happened to RtI?

• RtI refers to the 4th step of the planning/ problem‐solving process.

• MTSS is used to promote accurate and consistent language to convey Florida’s way of work.

• Schools should begin to refer to the process as MTSS.


MTSS Teams • Administrators are responsible for creating an

MTSS team at their school and for ensuring that the members are adequately trained.


• Members of the MTSS team should include:

– Classroom Teacher – School Psychologist

• Expert in analyzing data and progress monitoring

– Reading/Math coach or CRT • Expert in curriculum and interventions

– Administrator or guidance counselor • Ability to make decisions concerning scheduling and intervention time


• Additional MTSS team members may be: – Dean or behavior specialist – Speech and language pathologist – Social Worker – Staffing Specialist

• As a student moves into Tier III or the 4th step of the problem solving process, the staffing specialist needs to be aware that an ESE evaluation may be required.


What is the classroom teacher’s role?

• Provide solid, research based core curriculum to students during regular scheduled class time (Tier1)

• Meet with MTSS School Team to collaborate about struggling students and students needing enrichment

• Provide small group, targeted instruction to all students with progress monitoring


How can the classroom teacher receive support?

• School MTSS Coach • School Reading/Math Coach • School CRT • School Psychologist


Resources

• https://www.ocps.net/intranet/cs/ese/related/response/Pages/Resources.aspx

• http://www.florida‐rti.org/floridaMTSS/mtf.htm


https://www.ocps.net/intranet/cs/ese/related/response/Pages/Resources.aspx

https://www.ocps.net/intranet/cs/ese/related/response/Pages/Resources.aspx

http://www.florida-rti.org/floridaMTSS/mtf.htm

Florida Service Delivery Models

Out-of-Class Supports

In-Class Supports

One ESE Teacher

LRE

Consultation Only

Support Facilitation

Co‐Teaching

Resource Room

Self‐Contained

General Education Classroom Alternative Location

Source: Florida Course Code Directory

Collaborative Models

Inclusion means… Students with disabilities are in general education

classrooms with their age appropriate, non‐disabled peers

Specialized instruction, supports and services follow the student to the general education setting

Students with disabilities are full members of the school community and have opportunities to participate fully in school activities

Education is individualized for students based on need, and not on their disability label

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All students learning together Regardless of labels and ability levels With appropriate services and supports

Access to general education Curriculum and instruction In classrooms and other school locations During typical school activities

Inclusion means…

Is…

A culture of belonging, equality, and individual worth

Collaborative, integrated services

Highly effective instruction

Appropriate supports and services provided in general education setting

Is not…

Reduced expectations for learning

Homogeneous classrooms Educators working alone “one size fits all”

instruction Students always receiving

instruction “in the back of the room”

Inclusive Education

Inclusion = Access to Learning

General education academic classes

Vocational classes Electives classes Specials (Music, Art, Drama)

Lunchroom, auditorium, media center, multi‐purpose areas, hallways, etc.

Student gathering areas

Inclusion also means Access to:

Clubs Field trips Job training and career activities Assemblies, pep rallies Dances & Proms Sporting events Award Ceremonies Athletics and cheerleading

Student Benefits With Disabilities

Improve social and communication skills

Increase academic achievement

Attain meaningful IEP goals Participate more in school

activities Develop peer relationships

Without Disabilities Learn from new and

effective instructional strategies

Value and advocate for those who are different

Develop cooperation and teamwork skills

Cultivate leadership skills

Teacher Benefits Teachers work together to:

⁻ Analyze student needs ⁻ Determine individual student

interventions and supports ⁻ Plan instruction ⁻ Adjust lessons and assignments ⁻ Problem‐solve ⁻ Plan assessments

Teachers collaborate, learn from each other and apply new ideas directly to their classrooms

Teachers develop high levels of trust and respect for each other as they plan and work together.

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Administrators must lead the way!

• Establish shared vision and beliefs • Engage in courageous conversations • Build a culture of mutual respect and trust • Align school improvement plans to inclusive practices • Set goals based on student data and needs • Involve families and other stakeholders

ESE Service Delivery Models to support Inclusion in the General Education Classroom

Consultation – An Exceptional Student Education teacher serves as a consultant with

the student's classroom teacher regarding student progress


– An Exceptional Student Education teacher provides direct support for students with disabilities in the general education classroom

– Support facilitators may work and move among two or more general education classrooms, working with general education teachers and assisting all students.

Co-Teaching

– An Exceptional Student Education teacher and a General Education teacher share responsibilities for planning, delivering, and assessing learning for all students.

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Consultation Model The general education and ESE teacher meet face‐to‐face, via conference call, or virtual technologies on a regular basis to plan, implement, and monitor instructional alternatives designed to ensure that the student with a disability is successful in the general education classroom.

Both teachers must meet appropriate certification requirements.

General Education teacher must meet Highly Qualified Teacher requirements.

In-Class Service Delivery Occurs when two or more teachers (one General Education and one ESE) jointly plan and deliver essential instruction to a diverse group of students in a single physical space.

Creating a Common Understanding through Collaborative Teaching

31 Adapted from Cook and Friend (1995, pg. 1)

In-Class Service Delivery

Based on student need/data

Shared roles & responsibilities Common goals Heterogeneity


Set daily/weekly schedule

ESE certification only* Less intense support Plan and deliver

instruction and assessment

Flexible, ongoing co-planning

Class size stays the same

Co-Teaching

Set daily, period, or block schedule

ESE certification and HQT in co-taught subject area(s)*

More intense support Plan and deliver

instruction and assessment

Regular, ongoing co-planning

Class size may increase

*Certification reflects requirements for the ESE teacher.


Teaching and Learning, Learning Community, School Based Administrators and Preparing New Principals Program

Administrators Training Modules: IDEA and Legal Requirements Meeting the needs of SWD and their families Providing specialized instruction and related services Monitoring Academic Achievement Transition from Elementary through Post‐Secondary Section 504 Building Inclusive Schools Meeting the needs of Gifted Learners (release in June)


Future Modules to Develop Who are Students with Disabilities? Differentiated Instruction for SWD by Content Area Accommodations/Modifications for SWD The role of non‐instructional support personnel The role of transportation support personnel

Future Targeted Audiences Parents of Students with Disabilities Parents of Gifted Students School Based Instructional Personnel School Non‐Instructional Support Personnel Transportation Personnel Safety and Security Personnel

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