1 Curriculum and Instruction Department Response to Intervention (RtI) Definition What is Response to Intervention (RtI)? Response to Intervention is designed as a school-wide, tiered model for identifying and providing early intervention to all students falling behind their grade-level peers in reading, mathematics, and behavior. RtI is the practice of 1) providing high-quality instruction and intervention matched to student need; 2) monitoring progress frequently to make decisions about changes in instruction and behavior management, and; 3) applying the child s response data to important educational decisions. What are the core principles of RtI? RtI includes the assumption and belief that all children can learn. Early intervention, multi-tiered model of service delivery, research-based, scientifically validated interventions, monitoring of student progress to inform instruction, and use of data to make decisions make up the core principles. What are the components of RtI success? The components of RtI success include fidelity to interventions, collaboration/commitment among all stakeholders, administrative support, training and follow-up training focused on data collection and analysis, progress monitoring and documentation of intervention. Why RtI? RtI is a legal requirement of NCLB 2001 and IDEIA 2004 promoting improved achievement by all students through stronger research based instructional practices and early intervention, thereby reducing over identification for special education. States can no longer require districts to solely use IQ/achievement discrepancy to identify students as learning disabled (LD). Students can no longer be identified for special education services without documentation that low achievement is not due to lack of appropriate instruction in reading, mathematics, or behavior. The re-authorization of IDEIA provides an open door for special and general education to work together so more students can achieve academic progress in general education. What are the tiers of instructional intervention for RtI? There are 3 tiers of instructional intervention and support to ensure that students learning needs are addressed in a focused manner. Tier I refers to school-wide intervention through core instruction. Tier II refers to targeted group instruction. Tier III refers to intensive intervention. In the SAISD, the tiers are represented by a pyramid addressing reading, mathematics, and behavior systems. Process Who coordinates the RtI process at the district level? Who coordinates the process at the campus level? At the district level, the RtI process is coordinated by the Senior Executive Director for Curriculum and Instruction. At the campus level, the process is coordinated by the Curriculum Instruction Coordinator (CIC) who acts as the RtI Coordinator. Other campus administrator(s) may assist as needed. What type of data does the RtI Committee use to make decisions on a student? Developmental history, social/emotional and behavioral history, language factors, TPRI/Tejas Lee data, TAKS data, formative assessment data, grades, responses to strategies, attendance, accommodations and interventions, etc. constitute RtI data collection. Any data, current or historical, that helps to provide a picture of the student s need/problem must be considered and documented.
2 2 Does the RtI process need to be initiated on every student who demonstrates academic difficulties? Who initiates the process and when should the RtI process be initiated? All students receive core instruction at Tier I. The teacher generally initiates the RtI process; however, the process can also be initiated by other campus staff knowledgeable of the student and his/her academic needs. RtI documentation is based on a preponderance of evidence and does not need to be initiated on every single student that demonstrates one or more of the characteristics listed below: For elementary level students, RtI documentation should be initiated when TPRI/Tejas LEE scores show the student may not meet the year s reading or mathematics expectations, when the student is in danger of being retained, when the student has experienced TAKS failure, when the student s behavior is interfering with learning, or when the student has a chronic illness that is interfering with learning. For secondary level students, RtI documentation should be initiated, when a student is in danger of being retained, when the student has failed to pass the TAKS, when the student s behavior is interfering with learning, when the student has been retained in the past and is currently failing two or more core subjects, and when the student has a chronic medical problem that is interfering with learning. How long do RtI interventions have to be tried? Interventions must be implemented for a minimum of weeks per tier, unless documentation shows a critical academic, health, emotional and/or behavioral need. Consult with evaluation staff or appropriate professional staff for critical cases. If, during the intervention time period, it appears the intervention is not a good match, current and historical data collection and analysis must be used to determine which intervention would be a better choice. Regardless of which intervention is selected, teachers must allow sufficient time for the intervention (s) to have an impact on learning. At what tier of the RtI process is the parent involved? Who is responsible for making initial parent contact and when does this take place? Parents can be actively involved at all tiers. The referring teacher makes the initial parent contact to share academic and/or behavioral concerns and secures the Health Information form prior to the Tier I Meeting. The RtI coordinator provides the parent with the Parent RtI Team Meeting Invitation and explains the Notification of Intervention and/or Informed Parent Consent for Response to Intervention Data Collection prior to Tier II movement. Once developed, the written plan is shared with the parent by the RtI Coordinator. Does the RtI process have to be restarted each year or when a student transfers to another school? No. The process is cumulative and continuous cross campuses; however, data and parent consent for RtI data collection is valid for one calendar year. RtI coordinators, referring teachers, and other key staff will have interactive on-line access to RtI documentation when a student moves to another campus within the school year. What type of documentation is required from RtI Coordinators to assist in ensuring that the RtI process is in place at each campus? RtI Coordinators may use the Campus Planning Form for RtI team planning of the process at the start of the year. Through training sign-in sheets and the RtI Campus Information Form, the RtI Coordinator documents the date and format for campus RtI training. Tracking the number and status of referrals will occur through the interactive on-line system. The RtI Referral Campus Tracking Roster can be used for paper/pencil tracking. Once the RtI process becomes a referral, what can delay the evaluation after an RtI Coordinator submits the referral to the district level? What can be done to prevent a delay? Outdated, inconsistent, incomplete and/or missing documentation can delay the referral at the district level. Another cause for delay is when a recommendation is made at Tier III at the campus level but the referral is not submitted until several months later. Date of initial referral for special education is critical and constitutes countdown date for specific program services. Special Education evaluation staff is responsible for securing parental consent for evaluation at the Tier III meeting. Must we honor a parent s request for testing? Yes. We must honor a parent s request for testing, but the request must go through the RtI process. If the process does not justify testing for a disability, then the process stops without a referral for testing and Prior Written Notice of Refusal is provided to the parent.
3 3 Must we honor psychological evaluations and/or medical reports from outside sources such as physicians, agencies, other school districts? Yes. We must consider all sources of information but the RtI process must be implemented. Consult special education evaluation staff assigned to your campus for guidance. If a full evaluation is provided and the school has documented evidence of academic or behavioral issues, the RtI Committee may staff at Tier II. When do we use Spanish RtI forms? Spanish RtI forms are required when non-english speaking parents/guardians must read and complete and/or sign a document. If the parent is providing information written in Spanish, it must be translated to English before submitting it to the necessary departments. An interpreter may record the parent s information in English. The interpreter must sign the form as such. Do referrals for Dyslexia, Section 504, and Special Education, including Speech, have to go through RtI? Yes. RtI referral guidelines must be followed prior to consideration for any instructional service/program (Dyslexia, Section 504, Special Education, DAEP, and General Education Homebound). If evaluation for any additional disability is requested, return to RtI process to provide interventions. Can we move through the RtI process more quickly for medically fragile students in need of a 504 and/or special education referral? Yes. When a student has a medical condition that interferes with learning, the documentation process can be expedited at Tier I. Check with dyslexia and/or special education staff to ensure the student meets the definition of medically fragile. When would it be appropriate to invite the campus nurse to the RtI meeting? If the student has a medical condition that could be a contributing factor to the academic difficulties being experienced by the student, the campus nurse should be present at an RtI meeting to provide information and serve as a resource to the committee. At what point should the nurse practitioner be contacted for intervention? If the student is suspected of having a medical and/or behavioral condition that is negatively impacting the academic achievement of the student, the campus nurse should be involved in the RtI process. If the student does not have a health care provider, the campus nurse will facilitate a request for nurse practitioner consultation. What forms constitute the new RtI process? Both elementary and secondary plans consist of the 1) RtI Student Intervention Plan to include Tier I, II, and III documentation, all assessments and progress monitoring reports, 2) RtI Student Status Log, 3) Health Information, 4) Parent RtI Team Meeting Invitation, 5) Notification of Intervention and/or Informed Parent Consent for RtI Data Collection, and 6) RtI Required Items Checklist. What should be done with SSTs initiated last school year? If the SST committee has not met with the parent, the recommendation is for the RtI Committee to review each outstanding SST and make a decision on whether to proceed with the process or provide the student the opportunity of instruction and intervention using the new curriculum guides prior to testing consideration. On SSTs where parent consent for testing has been secured for dyslexia, consult with the parent to explain RtI and opportunity to implement the new interventions prior to testing consideration. On SSTs where parent consent for testing has been secured for special education eligibility, refer the case to the diagnostician for review and action. The diagnostician will determine if they will proceed with testing or complete a Prior Written Notice of Refusal to Provide Services. After October 1 st, only referrals that include RtI intervention documentation will be accepted for dyslexia and special education. How do students get placed in Tier II or Tier III intervention? TPRI/Tejas LEE or TAKS scale scores must be considered by the RtI Committee for placement on Tier II. Following October benchmark results, RtI math expectations are used to consider movement to Tier II. For movement to Tier III, student must complete Tier II interventions. Tier III requires increased intensity and frequency of support.
4 4 Can the Notification of Intervention and/or Informed Parent Consent for Response to Intervention (RtI) Data Collection form only be used for Tier II movement? The parent consent form can be utilized to notify parent of movement to Tier II and/or at any time an observation is needed by any of the support individuals listed on the parent consent form. Team Will the RtI Team take the place of the Student Support Team (SST)? Yes. RtI serves as a proactive, problem-solving, process that must be used for all students in order to refer for any assistance, support service or educational program. All additional support will be discussed and approved through RtI. The process has been streamlined and the forms have been changed to reflect the new process. What is the role of the RtI team? The role of the RtI team is to meet on a regularly scheduled basis, provide support to teachers who request assistance, clarify and prioritize issues or concerns, provide strategies or interventions for academic and behavioral issues, evaluate progress, and make decisions and recommendations based on data. In essence, the RtI team is tasked with defining the problem, developing a plan, implementing the plan, and evaluating the plan. What is RtI not? RtI is not a one person committee or an automatic referral to special education. It is not a collection of signatures to complete referral paperwork, and it is not a process that excludes parents. RtI should not make decisions without documentation or a thorough review and discussion of the data and response to intervention Who comprises the RtI Team and how often should they meet? The RtI Standing team is comprised of the CIC who serves as RtI coordinator, an administrator, referring/general education teacher, the student s parent/legal guardian, student as appropriate, and other professionals whose expertise/knowledge will contribute to the decision-making process. Based on the number of campus referrals, the committee reaches consensus regarding meeting frequency at the start of the year (committees should meet a minimum of once per month or more often if needed). What are some characteristics of RtI team members that should be non-negotiable to ensure a strong and effective team? In addition to being respected and approachable by other staff members, RtI team members should demonstrate a commitment to district and school s instructional goals and programs, willingness to accept responsibility for at-risk students progress, knowledge of multiple teaching strategies and interventions, experience in interpreting data, and ability to maintain confidentiality What type of training is offered for RtI Coordinators? RtI Coordinators (CICs) receive targeted training on use of the SAISD Curriculum Guides through the Curriculum and Instruction Department. RtI coordinators also receive training on the RtI process, resources, and utilizing data to drive RtI decisions. Additional trainings provide opportunities to refine skills in collecting and analyzing data, exploring academic and behavioral interventions, and chairing and coordinating RtI Meetings. Ongoing support is provided through the RtI website, professional literature resources, campus support personnel, , phone calls, etc. Instruction How will appropriate instruction be ensured? As a result of the recent district curriculum audit, curriculum guides have been developed that will enhance learning for all students through implementation of written, aligned, coordinated and articulated curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade to grade and from school to school. Frequent measurement of student progress to assess students academic performance will evaluate the effectiveness of instruction. What will RtI do for teachers? RtI will validate teaching effectiveness, assist in determining deficit areas immediately, set individual student goals and determine progress, document evidence of student growth and track progress through data collection. In addition, RtI will establish team support for teachers.
5 5 Who are the students at-risk? At-risk students include those who 1) demonstrate poor achievement and/or motivation; and 2) fail to progress due to lack of opportunity, such as chronic absences, truancy, or mobility. As per the Stewart B. McKinney Homeless Assistance Act, evaluations of the strengths and needs of homeless children including needs and eligibility for programs and services should be expedited. Should RtI documentation be initiated for Kinder and first year First grade students? Early identification is critical as is ensuring that students are allotted sufficient opportunity for learning. If a Kinder or First grade student is demonstrating difficulty despite opportunities for learning and appropriate development, it is important to initiate the RtI problem solving process to begin defining and implementing additional interventions. What is the difference between instructional and non-instructional intervention? Instructional interventions are the backbone of the RtI process. They are supplements to the core curriculum and instruction linked to assessment. Non-instructional interventions include preferential seating, modified or shortened class assignments, peer tutoring, etc. Do students who have been retained or students who have not passed TAKS automatically go to Tier III? No. Retainees and non-taks passers must go through the RtI process. Who provides interventions for eligible students? Certified, trained professionals provide tiered interventions for eligible students. The RtI focus should be on services needed and WHAT and HOW the student is doing not WHERE the service is provided. With the exception of Life Strides and TLC units, ALL students should benefit from Tier I core instruction. Will special education teachers receive Voyager materials? Special Education teachers will also receive Voyager materials and need to be figured into the teacher-student ratio when planning intervention groups. Special education teachers may teach non-special education students during intervention periods. Behavior What if a student is experiencing serious emotional and/or behavioral problems? If a student is experiencing serious emotional and/or behavioral difficulties, the RtI Committee may decide to proceed with a referral to special education provided appropriate strategies and interventions have been implemented and progress documented. Documentation of severity is critical. Who does an RtI Coordinator contact when requesting support with a behavioral concern? The RtI Coordinator is asked to contact the diagnostician assigned to the campus. The diagnostician will request a consult with the LSSP or behavioral specialist. A behavioral log that can be utilized until the RtI behavior component is in place is accessible through the RtI website. Dyslexia When can a student be assessed for dyslexia? If at any time during the student s Tier II intervention or after receiving Tier II intervention (maximum of 10 weeks), the student s progress in the essential components of reading warrants continued intervention AND the student demonstrates characteristics associated with dyslexia (difficulty reading words in isolation, difficulty decoding nonsense/unfamiliar words, slow and/or inaccurate reading, and spelling), the student should be recommended for a formal assessment of dyslexia. An additional consideration is that poor reading performance must be unexpected for the child s age, educational level or cognitive ability. The campus Committee of Knowledgeable Persons (CKP) should consider all collected information. A student cannot be identified with dyslexia if there are questions as to whether the student was exposed to appropriate instruction. The Dyslexia Handbook- Revised 2007.
6 6 How is instruction for dyslexia different than other reading instruction? Teachers (general education or special education) who provide instruction for students with dyslexia must be trained in instructional strategies that utilize individualized, intensive, and multisensory, phonetic methods and a variety of writing and spelling components. What are the required intervention/s for dyslexia? Dyslexia identified students should be provided intensive small group reading intervention that is scientifically, research based and emphasizes the five essential components of early literacy (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension). Voyager at the elementary level and Voyager or Read 180 at the secondary level are required dyslexia interventions. ISM may be used with students whose primary deficit is decoding. What should be done if a student has been in dyslexia for over 18 weeks and shows no progress? For eligibility purposes a scientifically research-based intervention such as Voyager must be implemented. Complete Tier III interventions. Progress monitor every 10 days. If student is not successful as documented through progress monitoring, complete Tier III form for referral. What should be done if a student gets tested for dyslexia and is a DNQ or further testing is recommended? It depends on why the student is a DNQ or why further testing is recommended: 1. If it is due to a comprehension problem, and not decoding, and comprehension was not addressed at initial referral at Tier I, return to RtI Tier I, document strategies on Tier I form, and follow RtI process. 2. If a student was DNQ for dyslexia because they could not respond appropriately to test questions, implement Tier III interventions. If student is not successful and further testing is recommended, address recommendation using the Tier III recommendation form. 3. If ISM has already been implemented, use Voyager. Adjust intensity and frequency of intervention and follow RtI process. What should be done with students who do not qualify for dyslexia but the evaluator documents reading difficulties? If a student is tested for dyslexia and does not qualify but the evaluator does not make a specific recommendation for intervention, the Committee of Knowledgeable Persons (CKP) must consider all available data and make a recommendation for intervention in the specific reading area/s noted. Tutoring, Tier III intervention, or any other appropriate campus program may be recommended. What if a student is experiencing evidence of a writing, written expression and/or math problem? Would that referral go to special education testing without going through dyslexia? Yes. ONLY if there is data to support the existence of a reading, decoding problem does a referral have to go through dyslexia testing. Speech/Language Does a student who is suspected of having speech/language problems have to go through the RtI process? Yes. As for every other special education eligibility, a referral for an evaluation for a speech/language evaluation is preceded by a period of time when intervention strategies are provided to the student in the general education setting. Is there any way in which RtI for speech/language is different from the process for other handicapping condition? The time period at each of the tiers is shorter for speech/language. The suggested time at each tier is 6 to 8 weeks, in contrast to the 18 weeks suggested for students who have academic or behavioral problems. However, as for academic, developmental and behavioral problems, a student may spend more time at each tier, if the interventions implemented prove to be successful. The interventions offered for speech/language are not as formal as the ones for reading (Voyager) and math (Neufeld) and they are not provided during an intervention period. Intervention strategies for speech/language should be provided throughout the day, in all courses/classes in the general education setting.
7 7 What does speech/language intervention look like at Tier II? At Tier II, the speech therapist (SLP) or speech therapy assistant (SLPA), and/or the speech therapist on contract with the district may begin to work with small groups of students on specific problems in speech/language. Before he/she begins this small group (3-5 students) work, the parents of the general education students must be notified in writing (use Notification of Intervention and/or Informed Parent Consent for RtI Data Collection) that the instruction from an SLP/SLPA will be provided as a part of the RtI process. These groups may include students who have been tested and placed in special education as SI, who are receiving speech services in the general education classroom to fulfill the objectives of the IEP, as well as students who have not been evaluated or identified through the ARD process as speech-eligible students. At Tier II, the general education teacher can also provide small group support to students who demonstrate weaknesses in speech/language skills. The SLP/SLPA may provide ideas for instruction, materials and advice on creating activities to provide the appropriate interventions to these students. What does speech/language intervention look like at Tier III? Tier III interventions are very similar to the support provided at Tier II, except that the groups contain fewer students. At this tier, the groups include 1 to 3 students. The interventions may be provided by the general education teacher or the SLP/SLPA, with the written permission of the parents of the general education students. Again, these groups may include students who have been identified as SI-eligible and those who have not been identified as special education SI students. In addition to smaller groups, the amount of time spent in direct instruction in speech/language should increase in duration. Can the speech therapist screen the student to determine whether or not to pursue the RtI process and eventual referral for evaluation? No. Informal screening procedures actually are a form of an evaluation and require the written consent of the parent. If the teacher is not sure if the student displays a significant speech or language deficit, the SLP can assist with general suggestions for the teacher to implement in the classroom. He/she can participate in the whole class instruction, designing lessons to focus on problems that may be evident, and the SLP/SLPA can work with the student in small group settings if the intervention process moves to Tier II. Are there any circumstances in which a referral for evaluation can be expedited? Yes. If a student demonstrates severe articulation, voice or fluency disorders, he/she may be referred for a speech evaluation immediately. Such conditions would include articulation so poor that the child was unintelligible, unusual quality of the voice, or stuttering. This option should be reserved for only the most significantly impaired students, and the decision to refer for testing should be at the recommendation of the speech therapist in a formal RtI Tier III meeting. What paperwork is completed when a student meets criteria for expediting RtI and is immediately referred for a speech evaluation? The following forms must be completed: o In most cases, the Notification of Intervention and/or Informed Parent Consent for (RtI) Data Collection form should be the first form completed, when a general education or special education teacher indicates that there is a child who displays severe speech or language problems in the classroom. The permission of the parent will allow the SLP to interact with the student to determine if the problems are so significant that the tiers of RtI should be omitted and the case taken directly to a referral for special education. o The Health Information form should be completed, prior to the RtI meeting. o The Parent Response to Intervention (RtI) Team Meeting Invitation should be completed and returned by the parent. o RtI Student Status Log. Complete this form at an RtI meeting, noting that at the recommendation of the SLP, the speech/language problems appear to be so significant that direct intervention of a therapist may be needed. All the required members of the RtI committee should be present and should sign the form. The SLP must also be in attendance and agree with the recommendation to move directly to a speech/language referral.
8 Then the referral to special education would be done by completing the following: o Complete the information on the form, Referral for Special Education Evaluation. o Complete the Classroom Observation. o Attach a copy of the Home Language Survey. o Have the parent complete the Home Language Preference. o Attach copies of the PCR information. o Attach work samples representative of the work that the student is doing in core areas o Provide the parent/guardian with a copy of the Notice of Procedural Safeguards and A Guide to the Admissions, Review, and Dismissal Process o Obtain informed consent for the evaluation with the Notice and Consent for Full Individual Evaluation If a student has already been identified under some other handicapping condition, may the ARD or REED committee recommend a speech evaluation without providing interventions for speech/language? The ARD or the REED may document the concerns about the student s speech/language and the strategies that have been implemented for support, but before an evaluation is considered, the RtI process must be implemented. If the student is in special education under another handicapping condition, the RtI process should be followed for speech/language. If the interventions are not successful, at the end of the Tier III process, when a decision is made to refer for a speech evaluation, a REED should be held to gather existing data and to ask for a speech evaluation. All of the REED documents should be completed and the REED should be conducted by the educational diagnostician or the LSSP on that campus. The SLP should participate in the REED meeting. If a student has been identified as a speech impaired (SI) student, may that student be referred for an FIE for consideration of eligibility for other handicapping conditions through an ARD or a REED? The ARD or the REED may document the concerns about the student s academic progress and/or behavior and the strategies that have been implemented for support, but before an evaluation is considered, the RtI process must be implemented. If the student is in special education as SI, the RtI process should be followed to support academic, developmental or behavioral problems. If the interventions are not successful, at the end of the Tier III process, when a decision is made to refer for a full individual evaluation (FIE), a REED should be held to gather existing data and to ask for an FIE. All of the REED documents should be completed and the REED should be conducted by the speech therapist who serves that campus. The educational diagnostician or LSSP should participate in the REED meeting. 8 Who can I contact if I have questions or concerns regarding the RtI process? You can contact the campus RtI coordinator and/or the Dyslexia, Section 504 Department at
9 9 Response to Intervention (RtI) Team Resources Campus Personnel Support: Campus Instructional Coordinator/Reading and Math Specialist/Diagnostician Academic Reading, Mathematics, Writing Classroom Management Counselor/Licensed School Psychologist/Behavior Specialist/Autism Specialist Behavioral Social/Emotional Community Agency Support Speech Language Pathologist Speech and Language Nurse/Nurse Practitioner Medical Social Worker Community Agency Support Professional Literature Resources: Academic Locating and Correcting Reading Difficulties; Shanker and Ekwall Intervention Activities Guide, Texas Primary Reading Inventory; Texas Education Agency Intervention Activities Guide, Tejas LEE; Texas Education Agency Overcoming Dyslexia; Shaywitz, Sally The Learning Disability Intervention Manual; Hawthorne Educational Services, Inc. The Dyslexia Handbook Revised 2007 Response to Intervention Resources: RtI and the Classroom Teacher, A Guide for Fostering Teacher Buy-in and Supporting the Intervention Process, LRP Publications Response to Intervention (RtI) Overview and Considerations, ESC 20 The Response to Intervention Handbook, Moving from Theory to Practice; Ogonosky Behavioral/Emotional The Attention Deficit Disorders Intervention Manual; Hawthorne Educational Services, Inc. Community Assistance Directory; United Way of San Antonio and Bexar County Teacher s Guide to Behavioral Interventions; Hawthorne Educational Services, Inc. Speech/Language Speech and Language Classroom Intervention Manual; Hawthorne Educational Services, Inc. San Antonio ISD does not discriminate on the basis of race, color, gender, religion, national origin, age, disability, or any other basis prohibited by law.
SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding
Spring School Psychologist RTI² Training Q &A Clarification on the use of the Gap Analysis Worksheet: As part of the RTI² decision making process, teams meet to review a student s rate of improvement to
Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions This document is part of the department s guidance on implementing Wisconsin SLD criteria. It provides answers
Wappingers Central School District Response to Intervention Plan (RTI) February 2012 Tier III Tier II Tier I 1 Introduction to WCSD s 3 Tier RTI Model The 3 Tier Response to Intervention (RTI) Model provides
1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and
Eligibility / Staffing Determination EMOTIONAL DISTURBANCE Date of Meeting: Student Name: DOB: Soc. Sec.#: The basis for making the determination of whether the student has a disability which meets the
CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,
Patterns of Strengths and Weaknesses Standards and Procedures for Identification of Students with Suspected Specific Learning Disabilities March, 2010 Table of Contents Patterns of Strengths and Weaknesses
LOCATOR: 3.01 TITLE: School Psychologist QUALIFICATIONS: 1. Valid Connecticut certification with endorsement as psychologist. 2. Such alternatives to the above qualifications as the Board may find appropriate
National(Association(of(Pediatric(Nurse(Practitioners,(April(2013 EDUCATION RELATED EDUCATIONAL INTERVENTION: EVALUATION, EDUCATION AND THE LAW Once a pediatric healthcare provider recommends that a child
Implementing RTI Using Title I, Title III, and CEIS Funds Key Issues for Decision-makers U.S. Department of Education 1 As Response to Intervention, or RTI expands across the country, the question we at
ELIGIBILITY GUIDELINES SPEECH PATHOLOGY These guidelines are consistent with the Texas Speech- Language-Hearing Association s (TSHA) eligibility templates. It is recommended that you contact the TSHA Vice
Evaluation Team Report Annotations for the New ETR PR-06 Form The purpose of an evaluation under the Individuals with Disabilities Education Act (IDEA) is to determine whether a child is a child with a
Special Education Operating Guidelines Special Education Cooperative Cotulla ISD, Dilley ISD, Pearsall ISD Revised as of June 2011 Special Education Operating Guidelines The Special Education Cooperative
SPECIAL EDUCATION IN MASSACHUSETTS Children's Law Center of Massachusetts 298 Union Street Lynn, MA 01901 (781) 581-1977 *updated February 2013 Introduction.1 When is a student eligible for special education
OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED The Individuals with Disabilities Education Act (IDEA): Evaluation Procedures Under Part B Note: All TAPS are posted on OSPI s Web
IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL
DRAFT RtI Response to Intervention A Problem-Solving Approach to Student Success Guide Document TABLE OF CONTENTS Introduction... 1 Four Essential Components of RtI... 2 Component 1... 3 Component 2...
Position Paper No. Schools for All Children LOS ANGELES UNIFIED SCHOOL DISTRICT John Deasy, Superintendent Sharyn Howell, Executive Director Division of Special Education Spring 2011 The Los Angeles Unified
2014-15 Response to Intervention/ Student Support Team Manual Department of Psychological Services Preface One of the primary objectives of Psychological Services is to provide supportive assistance to
Notice of Meeting Letter (s): Student's Name: Student No: Dear Parent(s)/Student, We have completed the assessments necessary to decide if your child is eligible for special education or Section 504 services.
Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language
CHILD'S INFORMATION: TYPE OF EVALUATION: STREET: GENDER: CITY: STATE: OH ZIP: DISTRICT OF RESIDENCE: DISTRICT OF SERVICE: GRADE: INITIAL EVALUATION DATES DATE OF MEETING: DATE OF LAST ETR: REFERRAL DATE:
I. Definition and Overview Central Consolidated School District No. 22 TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools Speech and/or language impairments are those
Crockett Elementary Response to Intervention Guide 1 Response to Intervention Tier 1 80-90% of students will experience success in Tier 1 Classroom instruction Use a variety of supports as soon as student
Peebles Elementary Special Needs Policy Drafted March 2014 Philosophy We believe that all learners have unique needs. We believe that all stakeholders share a responsibility to intervene with effective
Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation
GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES ESL PROGRAM GOAL and MISSION The goal of the English as a Second Language (ESL) program in Grandview ISD is to enable
SPECIAL EDUCATION GENERAL: Texas Administrative Code 89.1001 Special Education Services shall be provided to eligible students in accordance with all applicable federal law and regulations, state statutes,
Q&A: Related Services The (MDE), Division of Compliance and Assistance, has developed this document to assist school districts and parents who have raised questions about related services. The intention
Questions and Answers about State Policies Regarding Children with Disabilities under the Individuals with Disabilities Education Act Amendments of 2004 State Board Policy 7219 (referred to hereafter as
FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS Table of Contents Child Find... 2 Screening... 3 General Screening Procedures...
BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK PROGRAM OVERVIEW Philosophy: The Brookland School District believes that within its boundaries are students for whom the regular classroom
Special Education Services Serving Children Supporting Families Encouraging Success 1 If you have this brochure in your hand, then you are most likely asking: 1. Does PA Distance Learning Charter School
2015-2016 Fallbrook College Preparatory Academy Special Education Handbook Fallbrook College Preparatory Academy 12512 Walters Rd. Houston, TX 77014 (281) 880 1360 Fax (281) 880 1362 Our Mission We endow
Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of
Reevaluation Procedures for Students with Disabilities BACKGROUND This is one of a series of technical assistance materials related to the final regulations implementing the 1997 Amendments to Part B and
Speech-Language SLP s Role in Tiers of RtI Originally developed by Georgia Organization of School Based SLPs http://www.omnie.org/guidelines/files/role-of-the-slp-in-response-to-intervention.pdf http://www.asha.org/slp/schools/prof-consult/newrolesslp.htm
Comprehensive Special Education Plan Programs and Services for Students with Disabilities The Pupil Personnel Services of the Corning-Painted Post Area School District is dedicated to work collaboratively
APPENDIX E DOMAIN A: PURPOSEFUL PLANNING 1. Utilizing Student, School, and Community Data to Plan. The school social worker does not monitor academic achievement. The social worker rarely or never uses
The Manual for Parents and Students About Special Education Services in Texas 2012 Revised and Updated September 2011 A JOINT PROJECT OF www.thearcoftexas.org www.disabilityrightstx.org Table of Contents
Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation Companion Document to NJOSEP Code Trainings October/November 2006 Updated
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION COORDINATED PROGRAM REVIEW Collaborative: Southern Worcester County Educational Collaborative Corrective Action Plan Forms Program Area: Special
AZ Response to Intervention (RTI) Elementary Technical Assistance Paper Purpose... 2 What is Response to Intervention?... 2 Why Use the Response to Intervention Model?... 3 How Should the Three Intervention
ESL HANDBOOK State Goals Chapter 89.1201 Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students The goal of English
Special Education Domain Meeting Instructions Kate Cavanaugh and Niki Kirkwood June 22, 2010 1. What are Domain Meetings? Domain meetings are held to hold a discussion about whether a student should have
Alt-MSA : IEP Team Decision-Making Process Eligibility Tool IEP Teams are encouraged to use this eligibility tool when identifying students with the most significant cognitive disablities for participation
Instructionally Appropriate IEPs A Skills Based Approach to IEP Development Division of Special Populations Agenda Division of Special Populations Policy Changes Tier I Instruction Common Core State Standards
Response to Intervention Frequently Asked Questions (FAQs) 1. What is at the heart of RtI? The purpose of RtI is to provide all students with the best opportunities to succeed in school, identify students
Assistive Technology Legal Reference Assistive Technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.
Regulation Special Education and Related Services for Eligible Students The purpose of the district s special education program regulations is to address program areas where state and federal regulations
A Guide to Preschool Special Education The Mid-State Early Childhood Direction Center Syracuse University 805 South Crouse Avenue Syracuse, NY 13244-2280 2280 1-800-962-5488 315-443 443-44444444 http://ecdc.syr.edu
TITLE: NUMBER: MEM- 5738.3 ISSUER: Elementary Guidelines for Reading Assessment and Screening Procedures for Intensive (Tier 3) Instruction and Interventions at Grades 4, 5, and 6 (as applicable) Gerardo
State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students Table of Contents STAAR GENERAL QUESTIONS... 2 STAAR END-OF-COURSE (EOC) TESTS FOR HIGH SCHOOL
Federal Requirement, District publications and forms are available Search and Serve Response to Intervention (RtI) approach shall be one of several components of the process of determining a Specific Learning
Navigating the Course: Finding Your Way Through Indiana s Special Education Rules A companion guide to: ARTICLE 7 September 2009 TABLE OF CONTENTS Table of Contents... 1 Section I: INTRODUCTION... 7 PURPOSE...
Multi-Tiered System of Supports (MTSS) Manual 2014-2015 Adapted from the Flagler County Public School MTSS Manual The Okaloosa County School District would like to thank the following staff members for
GUNTER ISD ENGLISH AS A SECOND LANGUAGE (ESL) PROCEDURES MANUAL TABLE OF CONTENTS INTRODUCTION OBJECTIVES OF MANUAL PROGRAM DESCRIPTION FUNDING SOURCES LPAC ELIGIBILITY TESTING AND CLASSIFICATION MEETINGS
The Role of the School Psychologist in the RTI Process - The Responsiveness to Intervention (RTI) process is a multi-tiered approach to providing services and interventions to struggling learners at increasing
Position Statement IDENTIFICATION OF STUDENTS WITH SPECIFIC LEARNING DISABILITIES NASP endorses the provision of effective services to help children and youth succeed academically, socially, behaviorally,
ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed
7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents
A Parent s Guide to Response to Intervention (RTI) Millions of school-age children experience difficulties with learning. Their struggles in school may be due to factors such as cultural or language differences,
A GUIDE TO PRESCHOOL SPECIAL EDUCATION Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo, New York 14222 716-880-3875 Toll Free 1 (800) 462-7653 www.wchob.org/ecdc
New Roles in Response to Intervention: Creating Success for Schools and Children November 2006 A Collaborative Project With: The American Speech-Language-Hearing Association (ASHA) Council of Administrators
Haralson County Schools Response to Intervention/Student Support Team Resource Guide Where Learning Comes First Catherine Farris Peterson Coordinator of Psychological Services Janet Goodman System Instructional
Occupational Therapy Guidelines for Determining Evaluation, Eligibility, & Level of Service Ionia County ISD January 2012 Adapted from various sources (see references) OCCUPATIONAL THERAPY GUIDELINES COMMITTEE
PRESCHOOL PLACEMENT CATEGORIES CASEMIS 20 EARLY CHILDHOOD SPECIAL EDUCATION SETTING Early Childhood Special Education Setting: This is a placement setting where children receive all of their special education
SPECIAL EDUCATION REFERRAL FOR ELLS (rev 12/09) According to the U. S. Department of Education, Office of English Language Acquisition (OELA) the following three guidelines are given to state and local
Considerations for Special Education Assessment Systems As school district leaders take steps to address concerns about the volume of student testing through an inventory process, they should anticipate
Horizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy Special Education Philosophy At Horizons on the Hudson, we maximize inclusion for all students
Personnel What exactly are the new roles of the School Psychologist and Social Worker? While these aren t new roles, School Psychologists and Social Workers will continue to work in schools by gathering
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
APPENDIX A SCHOOL-BASED RESOURCES Classroom Teacher - The classroom teacher is responsible for providing a quality education to all students. Duties include: classroom organization and management, assessment,
C H A P T E R 4 : T H E I N D I V I D U A L I Z E D E D U C A T I O N P R O G R A M ( I E P ) INTRODUCTION The Individualized Education Program is defined as a written statement for each student with an
District 2854 Ada-Borup Public Schools Reading Well By Third Grade Plan For Ada-Borup Public Schools Drafted April 2012 Literacy Team: Alayna Wagner- RTI Leader, Second Grade Teacher Jordan Johnson- RTI
Middleborough Public Schools Pupil Personnel Services Special Education Program Descriptions 2011-2012 pg. 1 Special Education Mission Statement The Special Education Department is committed to providing
Kansas Multi-Tier System of Support MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring
THE RIGHT TO SPECIAL EDUCATION IN PENNSYLVANIA: A GUIDE FOR PARENTS EDUCATION LAW CENTER 1315 Walnut Street, 4th Floor, Philadelphia, PA 19107 Phone: 215-238-6970 Fax: 215-772-3125 TTY: 215-789-2498 1901
IEP Basics for Boston SpedPac Written by Carolyn Kain - 2012 Eligibility determination by: Initial evaluation Re-Evaluation Every Three Years Question: Does the child have a disability? Types of disabilities