My own experience
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My own experience. *1 year Columbus Public Schools *8 years Canton South High School *7 years Prairie College Elementary *7 years FMMS *Back to Canton South High School for year two. Changes over the years. Then:

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My own experience

My own experience

*1 year Columbus Public Schools

*8 years Canton South High School

*7 years Prairie College Elementary

*7 years FMMS

*Back to Canton South High School for year two


Changes over the years

Changes over the years

Then:

*1990- beginning of state testing at high school

*could only work with your population

-no crossover

-inclusion not as we know it today

*could be exempt from state test at any point in

high school deemed necessary

*could read reading passages on test


Changes over the years1

Changes over the years

Now:

*state testing at every level, not just high school

*full range of services:

Inclusion, self-contained, combination

*no exemptions from state tests

-can have accommodations

-Seniors can be exempt in the spring if still

not passed areas of tests.

*can not read reading passages

-considered listening test, not reading


Paperwork

Paperwork

ETRs

*every three years, battery of tests

-performed by school psychologist

*teachers assist by completing checklists and

composing a narrative of students abilities,

strengths, and weaknesses


Paperwork1

Paperwork

IEPs

*completed every year

*now completed on the anniversary of the ETR

*must refer to ETR when writing goals and

completing narrative portions

*do NOT write to state standards

*PLOP

*Transition statements


Paperwork2

Paperwork

Progress reports

*must complete whenever interims and report

cards are sent home to families

*gives updates on how students are working

towards goals

*must have evidence to support

-work samples, test results, checklists, rubrics


Paperwork3

Paperwork

Behavior checklists

*students with behavior goals need to have a

behavior plan

*develop checklists or rubrics to fit needs of each

student


New responsibilities

New Responsibilities

  • SLOs (Student Learning Objectives)

  • RtI (Responding to Intervention)

  • Common Core

  • Park Assessments

  • End of the year assessments

  • OIP (Ohio Improvement Plan)

  • BLT and DLT


A typical day in the life of an interventionist

A “typical” day in the life of an Interventionist

*early morning meetings

*classrooms

-circulate, pull out, testing

*coverage

*modify/accommodate

*collaborate

*communication with parents

*504 students

*write IEPs… this is NEVER ENDING!


Assisting students

Assisting students

*catch up from absences, confusion, or extended

time

*study cards, review sheets

*read assignments, tests

*homework

*scribe

*provide notes

*study

*projects

*communication with parents to work as a team


Assisting teachers

Assisting teachers

*grade (modify if necessary)

*modify tests, assignments, projects

*pull out to re- or pre- teach

*test or re-test

*work with subs when teacher absent


Assisting parents

Assisting parents

*communication between home

and school

-phone, email, webpages, face to

face

*update on progress

*late or missing work

*behavior

*set up conferences

-IEP, conference nights


Greatest rewards

Greatest rewards

*watching students improve

*building rapport

*building self-esteem

*never the same experience twice

*maintaining relationships

-weddings, college classes,

children of students


Greatest challenges

Greatest challenges

*time (lack of)

*OGT

*behavior/apathy

*schedule (math not fit)

*IEPs/ETRs inherited from other

districts

*students who move in after the

year starts


Other responsibilities

Other responsibilities

*being a mom/taxi

*morning meetings

*Church responsibilities

*band booster secretary

*choir booster treasurer

*following my children to support them in their many activities

*helping my daughter apply to and prepare for college


Always remember

Always remember...

Flexible people

don't get bent out of shape!

-Jeremy Noll

7th/8th grade math

FMMS


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