““Partnering for Partnering for Student Student

SuccessSuccess!”!”

Presented by:Presented by:Special Education, WSDSpecial Education, WSD

Understanding theUnderstanding theRegular EducationRegular Education

Teacher’s Role in theTeacher’s Role in the Special Education Special Education

ProcessProcess

Our purpose is to review Our purpose is to review the role of the regular the role of the regular

educatoreducatorin the following areas:in the following areas:

• ReferralReferral

• AssessmentAssessment

• IEP Development & IEP Development & ImplementationImplementation

The Regular The Regular EducationEducation

Teacher’s Role in Teacher’s Role in the the

Referral ProcessReferral Process

IDEA includes Child FindIDEA includes Child Find

• Child FindChild Find consistent with federal law, consistent with federal law, IDEA (Individuals with Disabilities Act)IDEA (Individuals with Disabilities Act) ensures that all children, birth to 21, are ensures that all children, birth to 21, are located, identified, evaluated located, identified, evaluated and if eligibleand if eligible for Special Educational Services, receive a for Special Educational Services, receive a FAPE (Free Appropriate Public Education). FAPE (Free Appropriate Public Education).

• This includes all children in all public and This includes all children in all public and private agencies and institutions, private agencies and institutions, regardless of the severity of their regardless of the severity of their disability, and disability, and who are in need of Special who are in need of Special Education and related services, are Education and related services, are identified, located, and evaluated.identified, located, and evaluated.

WSD Critical Questions to WSD Critical Questions to Ensure Student LearningEnsure Student Learning

• What do we want each student to learn?What do we want each student to learn?• How will we know when each student has How will we know when each student has

learned it?learned it?• What experiences and teaching What experiences and teaching

strategies best promote understanding?strategies best promote understanding?• How will we respond when a student How will we respond when a student

experiences difficulty in learning?experiences difficulty in learning?

The FOCUS is differentiated instruction The FOCUS is differentiated instruction & multiple ways for students to & multiple ways for students to

demonstrate mastery. demonstrate mastery.

WhatWhat do you do when you hear from…do you do when you hear from…

• Parent:Parent: “My child is having… “My child is having…

• Teacher:Teacher: “A student is having… “A student is having…

• Student:Student: “I’m having… “I’m having…

……difficulty in school?”difficulty in school?”

RtI - RtI - ResponsRespons

e to e to IntervenInterven

tion tion

So, where to start?So, where to start?

Step 1: Gather Information• My Student Cumulative Record Review

– attendance– discipline records– report cards– medical history– limited English proficiency– previous special education classification

• Area of Concern – reading– writing– math– behavior

• Parent Notification

Step 2: Classroom InterventionsStep 2: Classroom Interventions(utilize school student study team – reg. ed., sped., (utilize school student study team – reg. ed., sped.,

counselor, admin.)counselor, admin.)

1.1. Identify area of concernIdentify area of concern

2.2. Gather baseline dataGather baseline data

3.3. Identify strategic intervention Identify strategic intervention

(6 to 8 wks./3 times wk. at least 20 (6 to 8 wks./3 times wk. at least 20 minutes)minutes)

• Change intensity of instructionChange intensity of instruction• Specific directed teacher instructionSpecific directed teacher instruction• Curriculum adaptationsCurriculum adaptations

1.1. Deliver intervention with fidelityDeliver intervention with fidelity

2.2. Evaluate results of intervention using Evaluate results of intervention using repeated assessments at regular repeated assessments at regular intervalsintervals

THEN…THEN…

Collect

the data!

Student Study Team Student Study Team determines next step(s):determines next step(s):

(school student study team – reg. ed., sped., (school student study team – reg. ed., sped., counselor, admin.)counselor, admin.)

– Continue with current interventionContinue with current intervention– Continue in classroom without Continue in classroom without

interventionsinterventions– Further interventionsFurther interventions– §504 Referral§504 Referral– IDEA ReferralIDEA Referral– No ActionNo Action

Special Education Special Education ReferralReferral

Flow ChartFlow Chart

Please refer to HandoutPlease refer to Handout

The “The “NOT REASONS”NOT REASONS” for for requesting requesting

Special Education testingSpecial Education testing • NOT because a student has an NOT because a student has an

obvious or documented disability obvious or documented disability • NOTNOT to determine what level the to determine what level the

student is functioning on: in reading, student is functioning on: in reading, writing, and mathwriting, and math

• NOTNOT to find out a student’s IQ to find out a student’s IQ• NOT NOT because it is something to rule because it is something to rule

out in the intervention processout in the intervention process• NOT NOT because a student is failing because a student is failing• NOTNOT because a student isn’t coming to because a student isn’t coming to

classclass

““THE” REASON THE” REASON (aka criteria) (aka criteria)

to refer for Special Education to refer for Special Education testingtesting

Only after all steps of the flow chart have been Only after all steps of the flow chart have been followed with fidelity (especially documented followed with fidelity (especially documented interventions which has data to show why the interventions which has data to show why the interventions failed) and the interventions failed) and the student/parent/guardian, are requesting student/parent/guardian, are requesting consideration for qualifying (under one of the 13 consideration for qualifying (under one of the 13 categories) for Special Education Services upon categories) for Special Education Services upon the determination of the team decision process. the determination of the team decision process.

Referral for SpEd testing is the last step, after Referral for SpEd testing is the last step, after all other interventions have been exhausted.all other interventions have been exhausted.

The Regular The Regular EducationEducation

Teacher’s Role in Teacher’s Role in the the

Assessment & Assessment & EligibilityEligibility

The Regular Education The Regular Education Teacher’s Role in Teacher’s Role in

Assessment & EligibilityAssessment & Eligibility

• Provide student assessment data Provide student assessment data to show current performance in to show current performance in general curriculumgeneral curriculum

• Review formal testingReview formal testing• Participate in team meeting to Participate in team meeting to

determine eligibilitydetermine eligibility

ELIGIBILITY UNDER IDEA

• Does the student have a disability?Does the student have a disability?

• Does the disability adversely affect Does the disability adversely affect the student’s educational the student’s educational performance creating an performance creating an “educational need” ?“educational need” ?

• Does the student require specially Does the student require specially designed instruction?designed instruction?

ELIGIBILITY UNDER IDEA The child must meet the eligibility criteria in one of the 13

categories

1. Autism 2. Deaf/Blindness3. Developmental Delay

(DD)4. Emotional Disturbance

(ED)5. Hearing

Impairment/Deafness6. Intellectual Disability

(ID)7. Multiple Disabilities

(MD)

8. Orthopedic Impairment (OI)9. Other Health Impairment (OHI) 10. Specific Learning Disabilities

(SLD)11. Speech/Language Impairment12. Traumatic Brain Injury (TBI)13. Visual Impairment ((Including

Blindness)

The Regular The Regular EducationEducation

Teacher’s Role in Teacher’s Role in the the

IEP ProcessIEP Process

Regular Education Regular Education Teacher’s Role in the IEP Teacher’s Role in the IEP

ProcessProcess• Provide expertise for instructional level and Provide expertise for instructional level and

expectations.expectations.• Assist in identifying appropriate positive Assist in identifying appropriate positive

behavior interventions.behavior interventions.• Assist in identifying program accommodations, Assist in identifying program accommodations,

modifications, or services in the classroom.modifications, or services in the classroom.• Assist in identifying testing accommodations Assist in identifying testing accommodations

for UPASS that reflect program for UPASS that reflect program accommodations.accommodations.

• Implement team decisions in the classroom.Implement team decisions in the classroom.• Collect data for progress monitoring.Collect data for progress monitoring.

Educators must understand the differences:

Accommodations:

• An accommodation is a change made to the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills

• Accommodations address HOW the student learns— they do NOT change WHAT they learn!

Modifications:

• A modification is a change in WHAT the student is expected to learn and/or demonstration

• Modifications can change the mastery level for a student and must be appropriate to meet the student’s individual needs

EXAMPLES OF SIMPLE CLASSROOM ACCOMMODATIONS

• Differentiating instructionDifferentiating instruction• Tailoring homework Tailoring homework

assignmentsassignments• Structuring the learning Structuring the learning

environmentenvironment• Differentiating assignment Differentiating assignment

requirementsrequirements• Simplifying instructions about Simplifying instructions about

assignmentsassignments• Providing a copy of peer notesProviding a copy of peer notes• Supplementing verbal Supplementing verbal

instructions with visual instructions with visual instructionsinstructions

• Using behavioral Using behavioral management techniquesmanagement techniques

• Modifying test deliveryModifying test delivery

• Using digital recordersUsing digital recorders• Completing tracking sheetsCompleting tracking sheets• Using tape recorders• Computer-aided instructions• Providing nursing services to

supervise administration of medication

• Monitor time on task• Allow breaks• Breakdown assignments into

smaller sections• Have folders and specific

visual cues for turning in homework

• Set up an e-mail or note system so parent knows homework was received

EXAMPLES OF MODIFICATIONS

• The IEP Team will decide what modifications are necessary to “even the playing field” for the student with disabilities and meet the student’s needs

• Keep in mind that the findings of the team are not final– Parents have the right to appeal conclusions– The school is required by law, to inform

parents of the “due process” appeals procedure

REMEMBER

IDEA or §504both plans are

legal documents

that the school must follow…Teamwork makes it possible!

Special thanks for all you do for

students in Weber School District.