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PARENT WORKSHOP

Canon-McMillan Support Services K-4. PARENT WORKSHOP. GOALS FOR TODAY. Introduce Response to Instruction and Intervention Review Special Education/Gifted/ Service Agreement Guidelines Learn strategies to assist your child with organization and study skills.

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PARENT WORKSHOP

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  1. Canon-McMillan Support Services K-4 PARENT WORKSHOP

  2. GOALS FOR TODAY • Introduce Response to Instruction and Intervention • Review Special Education/Gifted/ Service Agreement Guidelines • Learn strategies to assist your child with organization and study skills

  3. What is Response to Instruction and Intervention? • It is a general education effort for ALL students! It is to assist in identifying and assisting all students at the elementary level who need academic or behavioral support BEFORE THEY FAIL, OR they may need academic enrichment. • All staff assume an active role in instruction and assessment for all students. • Continuous measuring and comparing of student learning to determine progress toward targeted skill.

  4. Components of RTII • Universal Screening- A periodic assessment of all students compared to age or grade level standards; and , the measurement of how students have performed at the end of planned instruction or at the end of the school year. • Dibels Assessment for Reading • Easy CBM for Math • Behavioral Checklists for Behavior

  5. TIERED INTERVENTIONS For All Students Universal Screening and Benchmark Assessments 90 minutes uninterrupted minutes of reading Regular Ed. teacher in classroom setting Strategies in accommodations in the regular classroom setting Tier 1: Core Instruction

  6. TIERED INTERVENTIONS For students at academic risk Small groups of students with similar abilities and needs 30 minutes a day, at least 3 times a week of additional instructional time after core instruction of 90 minutes Progress monitoring on targeted skills monthly or twice a month Goal is to eliminate gap between present achievement and grade level expectations Tier 2: Targeted Intervention

  7. Flexed Group Schedules • Grade levels will be divided into 3 groups. Group 1: Students at risk, who are considered at the Tier 2 Intervention level. Group 2: Students who are at level and will work on grade level activities. Group 3: Students who are at the advanced level and need to be enriched.

  8. TIERED INTERVENTIONS For students significantly below grade level Students who did not respond well to tier 1 and tier 2 Individual or very small groups of students with similar needs Additional 30 minutes of instruction in addition to tier 1 and tier 2 levels of intervention Weekly progress monitoring Instructors providing this level would be reading specialists, special education teachers, or speech and language therapists Tier 3: Intensive Intervention

  9. RTII General Information • Ultimately, a student that needs intense intervention should receive the 90 minutes of core instruction, 30 minutes of additional instruction during the flex time, and 30 additional minutes of instruction with reading specialist or special education teacher. • Chapter 504 students and special education students could be at any tier level of intervention, depending on their level of need. • Tier 3 level of intervention is not just for special education students. Regular education students may be at tier 3 for a period of time. Once the team feels that they are not progressing at that level, they may need to be referred for an evaluation.

  10. Well-Check Meetings • All buildings will have monthly Well-Check Meetings to discuss concerns and progress of students. • All Teachers will be provided forms and guidelines for referral process to well-check meetings. • September’s well-check meeting will review students from last year. • Principals will distribute Schedules of Well-Check meetings at the beginning of the school year. • Required Team Participants: guidance counselor, administrator, psychologist, reg. education teacher. • Possible Participants: speech therapist, reading specialist, behavioral consultant, etc.

  11. THE Nuts and Bolts of Special Education……

  12. To be eligible for Sp. Ed. Services: • Diagnosis of a Disability: Autism Deaf-blindness Emotional Disturbance Hearing Impairment (including deafness) Mental Retardation Orthopedic Impairment OHI Specific Learning Disabilities Speech and Language Impairment Traumatic Brain Injury Visual Impairment (including blindness) • Be in Need of Specially Designed Instruction: Definition of S.D.I: Refers to the teaching strategies and methods used by teachers to instruct students with disabilities.

  13. Determination for Specific Learning Disabilities • Oral Expression • Listening Comprehension • Written Expression • Basic Reading Skills • Reading Fluency Skills • Reading Comprehension • Mathematics Calculation • Mathematics Problem Solving

  14. Special Education Regulations • The Individuals with Disabilities Act, 2004 IDEA requires that to the maximum extent appropriate, children with disabilities are educated with children who are nondisabled; and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such at education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. • Supplementary Aids and Services: Aids, services, and other supports that are provided in general education classes, extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate. LRE: Least Restrictive Environment

  15. Chapter 15, Section 504, Service Agreements: • A child needs to have a diagnosed disability that affects his learning in a general education classroom and needs accommodations to have access to the general education curriculum. The disabilities can range from diabetes, crohn’s disease, and a severe peanut allergy to asberger’s , ADHD, depression, and a learning disability. • LEAST RESTRICTIVE • This document is just as legal as an I.E.P.

  16. Gifted Evaluation Criteria

  17. Why the change in criteria? • Chapter 16 Regulations state: • Determination of gifted ability will not be based on IQ score alone

  18. Why the change in criteria? • Multiple criteria MUST be considered to determine giftedness. These criteria may include: • A year or more above grade achievement • High rates of acquisition/retention • Demonstrated achievement, performance, or expertise in one or more academic areas • High level thinking skills, academic creativity, leadership skills, intense academic interest areas, communication skills, foreign language aptitude, or technology expertise • Intervening factors that may mask gifted abilities (e.g., ESL, disabilities, gender, race, etc.)

  19. The new CM criteria • A leveled matrix of various factors, including existing information, screening data, and formal evaluations • Students must meet multiple criteria at three different levels to qualify for gifted support • These leveled criteria eliminate the reliance on IQ alone to determine eligibility

  20. LEVEL I • Classroom Achievement - Average of current year’s grades to date • B. Group-Administered Cognitive Ability Measure (e.g., InView, CogAT, etc.)

  21. LEVEL I, continued • Universal Screening Data • Teacher Checklist (9 item rating scale on student performance)

  22. LEVEL I, continued • Student points will be added together • The total number of points will determine whether the student moves on to Level II LEVEL I Point Total: *Students receiving 24 points may continue to Level II NOTE: *If no group-administered cognitive ability measure is available, students receiving 19 points may continue to Level II

  23. LEVEL II A. Screening Data • Achievement Data/CBA (one grade level above) • Achievement Data/CBA (two grade levels above)

  24. LEVEL II, continued B. Gifted Rating Scale LEVEL II Point Total: *Students receiving 9 points may continue to Level III

  25. LEVEL III • Referral for a formal evaluation • Full Scale IQ Score: ______ • Standardized Achievement (KTEA-Brief)

  26. LEVEL III, continued Qualification for gifted support services: POINT SUMMARY: Level I: Level II: Level III: TOTAL*: *Students receiving 50 total points or more qualify for gifted support services NOTE: * If no group-administered cognitive ability measure is available, students receiving 46 total points or more qualify for gifted support services

  27. Thank You For Listening! If you have any questions, please ask at this time.

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