What exactly are the new roles of the School Psychologist and Social Worker?

Size: px
Start display at page:

Download "What exactly are the new roles of the School Psychologist and Social Worker?"

Transcription

1 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 and analyzing data, problem solving with staff and parents, and helping develop building plans and individual plans as needed. According to the District RtI Plan (page 6), School Social Workers and Psychologists will: Communicate and collaborate with teachers and administrators to disaggregate student data Function as a resource for student interventions at all levels Participate in Tier 3 problem solving, determining & providing interventions for students, and progress monitoring as appropriate Assist with staff development to support the RtI process as needed Communicate & collaborate with all appropriate stakeholders Within these parameters each building, including the Psychologist & Social Worker, will decide how to best utilize the resources available from these professionals. Is there a plan for compensating teachers for additional responsibilities? Despite having limited resources, District #205 has found ways to compensate teachers when work outside of the contract is required (and usually when it is voluntary). This compensation comes in the form or committee pay (currently $18.50/hour) and even as per diem when resources allow ( The Initiative ). Even though many districts do not compensate teachers in this manner, we will continue to look for resources to compensate staff for extra duties. Given the current status of the State s education budget, this will be increasingly more difficult. We must use time which is already allocated (grade level meetings, cooperative work time, early dismissals, department meetings, extended plan times) more efficiently to meet the needs of our students. What can we do when a classroom teacher will not/refuses to change the core curriculum or differentiate? The Collective Bargaining Agreement specifically and comprehensively addresses this question in Article 12: Evaluation Procedures and in Appendix C: Professional Development Program. Teachers who do not differentiate should be evaluated as such, up to and including Awareness, Assistance, and Remediation Plans. 1

2 Should Principals be a part of the RtI process? Can they give an intervention? Building principals are an essential part of the process. They are the ones who have the authority to commit resources on behalf of the district and alter the course of study for students. Buildings should consider all human resources when considering interventions. Can we get a Reading Interventionist/Specialist at each school? We are in an era of diminishing resources. We already tap all of our Title I resources at the elementary level for teachers, aides, summer school, tutoring, etc. Reading Interventionist/Specialists are tough to come by and expensive when you find them. The District has looked at trying to do this but when considering cutting out teachers or aides to afford them we stopped looking. Remember, D205 is at the low end of the resources per pupil spectrum in the State of Illinois (Illinois ranks 49 th or 50 th nationally in funding equity). Can Reading Recovery teachers provide Title support for struggling readers in the upper grades? Depending on the needs of the building, this is already done. It s a balancing act. Reading Recovery teachers are required to tutor individual struggling 1 st grade readers half of their time. The other half of their time is discretionary to the identified needs of the building. That being said, Reading Recovery teachers are Literacy experts. The more time we can use them in working with the whole building s needs, the better off our students will be. Who can model reading interventions for us to observe/become more proficient in delivering? A variety of teachers in the District are available to help. At the elementary level, a number of our primary teachers are endorsed in Reading, these include Reading Recovery teachers. For the past two summers the District has made Wilson Training available to elementary teachers. At the secondary level, we have fewer Reading-endorsed teachers. Specific companies that provide interventions have trainers who will model, for a price. There are also experienced personnel available through Knox-Warren Special Education District who can model interventions at a variety of levels. Can Outreach workers work with students rather than cover for Principals? Outreach workers should have duties prioritized for student services first. 2

3 How do non-core teachers (art, PE, music, and other areas) help with interventions? This should be a building by building decision, however the more people that are involved in providing interventions, the more success students will have. Process Can RtI override IEP (Individual Education Plan) and placement? Are the special education students included in the RtI process? No, RtI cannot override an IEP and placement decisions made through IEP process, but the two processes can work together. If students are experiencing skill deficits in areas in which they are not receiving special education services these deficits should be addressed through the RtI process. For example, if a student has a Learning Disability (LD) in math and is experiencing skill deficits in reading, the student will need to be in the RtI process for reading. However, if a student already has an IEP for a specific learning area and is placed, the student may participate in the RtI Tier 2 or Tier 3 process in that area. RtI can supplement, but not replace, the provisions of an IEP. The IEP team must make this decision. Why do we have all the RtI sheets to fill out when we could use Skyward and AIMSweb and fill out 1 or 2 sheets? Currently we are using district-approved forms that will lend themselves to facilitating entitlement if the process leads the team that way. These forms can be used at all levels of problem solving when documenting for individual students. As for using AIMSweb or Skyward, the capability exists in AIMSweb and is being developed in Skyward. If a student goes on to special education eligibility the interventions and data collection become part of the case study and therefore become legal documents. Intervention and data collection must demonstrate integrity in the process. The district-approved forms provide the legal documentation of the process implemented for the student. The District will continue to explore the use of computer-based data management for RtI as it becomes available. These questions will be addressed further when District/KWSED staff visit staff meetings in the fall. 3

4 How do I fill out the RtI forms? This process will be explained when District/KWSED staff visits staff meetings in the fall. There are handouts outlining the uses of each form, which are available in the District Plan. Sample documents will be developed as necessary. The review of forms can be done upon request by the building team assigned to the requesting site. We have learned that it takes time to look over data (more than 45 minutes per grade level). Will the district be providing adequate time to go over data? The district has scheduled early outs in the first 12 days of school and now once per semester for grade level/department meetings. This will be excellent time for us to collaborate and look at student data. Additionally, the elementary schools will have monthly grade level meetings, the middle schools have cooperative plan time daily, and the high school gets 85 minutes of prep time daily, as well as monthly department meetings. Mobility interferes with consistent interventions across schools and Special Education programs. Why can t we have attendance centers? Attendance centers were investigated during the Boundary Study in We don t have the facilities to support such a move. Having attendance centers increases the number of transitions for all students. Some school districts have even seen a drop in achievement with attendance centers. How can the interventions, used the previous year, help the RtI process for the next teacher? Communication between grade levels and buildings will be important. Skyward has been set up to show students who are receiving Tier 2 or 3 interventions. (Refer to Communicating a Student s Intervention Status, in the District RtI Plan, Page 27.) The intervention information will be transferred between buildings and grade levels for staff review via each student s cumulative file. Getting RtI data to the new team will be critical for several reasons. If interventions were implemented and found to be effective, the new teacher needs to know what has worked for that child or group of children so that the plan can be continued. Since data has been collected, it is important for the new teacher/team to receive that data in order to continue the process that has been started rather than start from scratch. The better we become at gathering data 4

5 and using the data to drive decisions, the less work each team will need to do from scratch. Can grade level teams get together across the District? At the elementary level, we will be doing this at Institute in the spring of Tentatively, we have plans for some elementary summer grade level work in Some grade levels are talking about getting together on their own. Elementary grade level groups have been set up within Outlook to facilitate grade level communication. Can Matt J or someone do a building in-service on using excel/spreadsheet/graph making for progress monitoring? Yes, building principals can arrange this. There is often concern with communicating what we are doing to help kids. Many can quickly begin an intervention, but many have also experienced sitting in a meeting and being told that doesn t count as an intervention because certain paperwork wasn t filled out, or turned in, etc. Can there be discussions about the communication piece so that interventions are meaningful? The RtI process is a team process, with on-going discussions between classroom teachers and special education staff, as early as possible, to support one another in the best interest of the child. Classroom teachers input on preliminary interventions needs to be heard and valued. Tier 2 and Tier 3 interventions should be developed in consideration of what has already been tried in the classroom. The key concept that must be addressed is that RtI requires an intervention plan that is implemented using research-based interventions with progress monitoring data to demonstrate progress or lack of progress. Accommodations and modifications are often identified as an intervention when in fact they do not meet the standard for RtI. RtI is based on a problem-solving process that requires a team to work together. If the student is to be considered for eligibility for special education the process used for that student must meet the eligibility criteria delineated by ISBE regulations. The most important thing the team can do is document, document, document!! Do I need to fill out problem solving paper work before I start a Tier 2 intervention? District approved forms should be utilized beginning in Tier 2. A referral to KWSED should be initiated at Tier 3. (see Problem Solving Referral Procedures) The reason that formal documentation needs to begin when small group 5

6 instruction starts is to ensure that if and when a child needs more intensive instruction, data has been gathered and documented in order for the building problem solving team to be more effective in the process. How many Tier 2 interventions do I try before I fill out the official problem solving paperwork? There is not a set number of interventions needed at any level. Data gathered measuring the student s response to the intervention(s) will help guide the amount of time or number of interventions needed before changes are made, including making a referral for Tier 3 problem solving. Where do we find the time to identify problems, analyze, develop plan, implement, data collect, and record and evaluate each student with a problem? Teachers in D205 have been doing this for a long time. We will be calling what we do different names. We need to remember that no other large school district in Illinois with our demographics has done more for all students and achieved at our levels. Is it correct that teachers are not allowed to give AIMSWeb tests? Does it have to be given by aides? There has never been a rule that teachers could not give the AIMSWeb. Kdg. 2 nd grade teachers may administer the AIMSWeb, if they think it s beneficial. It is expected that 3 rd 8 th grade teachers continue to give the AIMSWeb Maze test. They may score and enter the data into AIMSweb and/or ask their building principals for assistance from the instructional aides for the school year. Should gifted students be brought to RtI just as struggling students are? Yes, when analyzing school-wide data, it will be important to determine how to meet the needs of all learners, including those performing well above our expectations. We still identify gifted students in the 4 th grade. The State of Illinois stopped supporting gifted education five years ago, but it is still our responsibility to support these students. They fit well into an RtI model. 6

7 Will there be AIMSWeb training for aides if we give additional assessments or when we hire new aides? Yes. Buildings are welcome to request training at any time. Can the Title teachers be trained in reading strategies and RtI methods? All personnel involved in the instruction of students in the area of literacy should be trained in reading strategies and RtI methods. How can we get consistency of administrators attending RtI meetings? All building principals were involved in the Summer Initiative Training. They have a vested interest in continuing their involvement in the RtI process as time allows. Can a district-wide RtI form be developed to document interventions that are currently being used or that didn t work to follow the child if they move to a different school? This information is reflected in the Intervention Plan form that has been developed and will be used district wide this school year. This plan will travel in cumulative files with a student year-to-year as necessary via school records and/or KWSED records as requested and appropriate. How do we deal with the mobility issue within RtI if each building has the latitude to address RtI in what fits best for them? It is important to have consistency across the district so that when a student moves from one building to another the intervention plan can be implemented in the new site. The District Plan identifies the process to be used by all 205 sites. Data What if data is not complete, not sufficient, or conflicts? More assessment will need to be conducted. This assessment may include recycling through problem solving, reviewing data, observing, interviewing or actually testing/screening a child. (Review, Interview, Observe, and Test, or RIOT ) 7

8 How useful is the Integrated Theme Test (ITT)? Will we continue to use it? The ITT is an authentic assessment that measures a variety of different literacy skills. While it is no longer used for the Reading Improvement Grant, a number of teachers still find it a useful tool for assessing students in their classrooms. Given the number of questions surrounding the ITT, we will conduct a survey in to determine staff opinion. If a significant portion of teachers question its relevance we will re-evaluate its use in Is there a way for Reading Recovery/Title teachers to enter their progress monitoring data to make charts without interfering with classroom teachers data? Yes, all staff can enter any student for progress monitoring without interfering with others data. Training can be provided as necessary. Is there a component in AIMSweb for Preschool or something similar available? Get it, Got it, Go! will be the tool preschool teachers use as the universal screener for 4 year olds. GGG data can be entered into AIMSweb or a spreadsheet for analysis. GGG is a measure of early literacy skills. Beyond the Universal Screener (3x year), how many assessments are to be done with the whole class for Progress Monitoring? Whole class progress monitoring should not be happening. Progress monitoring is intended for students who are in Tiers 2 and 3, and only for the targeted area of concern. Can we use the AIMSweb website to input ISAT data to help us prioritize and predict success? While AIMSweb does have this capability, this is not an option in District #205. Individual student scores are now posted on IIRC. Prioritization and prediction can be accomplished by using the information there. Building principals have the ability to access this information for their buildings. 8

9 How do you get measurable data with Social-Emotional Learning Standards (SEL) interventions? We currently don t have a universal measure for SEL, so the district will have to continue exploring solid measures of SEL. AIMSweb is developing a screener for social/emotional/behavior skills that is ready for use this fall, so it will be important to review this measure and determine its use in our schools. Currently, we do not have access to this measure, but we will explore its use and develop implementation plans in the future. Interventions Can we get a binder of interventions or some other resource to use? The CORE book, provided for every initiative participant, is an excellent starting point. There is no one size fits all and interventions will still need to be decided on a student-by-student and school-by-school basis. Interventions are determined based on the hypothesis or reason for the breakdown rather than tied to the problem identified. A committee of District educators will identify currently utilized and research-based interventions for elementary and secondary students. It is important to have consistency across the district so when a student moves from one building to another the intervention plan can be implemented in the new site. The District will work to develop consistency across all schools. What defines trained professional in Tier 2 on page 15 of the District RtI Plan? The Initiative training has enhanced the ability of our district teachers to be considered trained professionals. The language in the RtI plan was meant to discount the use of volunteers, untrained non-certified staff, and support personnel. This doesn t mean that someone without training can t be trained to deliver a specific intervention, but indicates that a team needs to ensure that interventionists have the training and materials needed to implement an intervention with integrity. 9

School Support System Report and Support Plan. Paul Cuffee Charter School December 2012

School Support System Report and Support Plan. Paul Cuffee Charter School December 2012 Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Paul Cuffee Charter School December 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools

Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Rationale A plan is in place for the 2013-14 school year to continue

More information

DRIVING INSTRUCTION THROUGH DATA WITHOUT DATA IT IS JUST AN OPINION

DRIVING INSTRUCTION THROUGH DATA WITHOUT DATA IT IS JUST AN OPINION DRIVING INSTRUCTION THROUGH DATA WITHOUT DATA IT IS JUST AN OPINION TYPES OF ASSESSMENT & PURPOSES Assessment before learning = Pre-assessment We assess before learning ** Aimsweb, ISEL, Pretests Assessment

More information

RtI Response to Intervention

RtI Response to Intervention 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...

More information

Spring School Psychologist. RTI² Training Q &A

Spring School Psychologist. RTI² Training Q &A 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

More information

Hamilton Southeastern Schools

Hamilton Southeastern Schools Hamilton Southeastern Schools Response to Instruction (RtI) Guide October 2013 Contents HSE Mission Statement. 3 Response to Instruction.. 3 Components of RtI....... 3 HSE Tiered Model........ 5 RtI Tiers

More information

Special Education Program

Special Education Program Indiana University Southeast Special Education Program High Quality Educators Understand students needs & contexts. K480 Student Teaching 16 weeks - 2 placements (8 wks. ea.) Portfolio Directions School

More information

SCHOOL PSYCHOLOGIST. Reasonable accommodation maybe made to enable a person with a disability to perform the essential functions of the job.

SCHOOL PSYCHOLOGIST. Reasonable accommodation maybe made to enable a person with a disability to perform the essential functions of the job. ORANGE UNIFIED SCHOOL DISTRICT Orange, California CLASSIFICATION SPECIFICATION SCHOOL PSYCHOLOGIST DEFINITION Primary responsibility is to comply with federal, state and local regulations including civil

More information

Urban Education: School, Student, Family, Community Influences on Student Learning

Urban Education: School, Student, Family, Community Influences on Student Learning MA Degree: Core Curriculum and Specializations Coursework Overview: Elementary and Special Education DTR Course Work Plan 2012-2013 Degree Plan: Master s Degree in Curriculum and Instruction to begin June,

More information

Position Statement IDENTIFICATION OF STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Position Statement IDENTIFICATION OF STUDENTS WITH SPECIFIC LEARNING DISABILITIES 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,

More information

Crockett Elementary Response to Intervention Guide

Crockett Elementary Response to Intervention Guide 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

More information

This definition of special education comes from the Individuals with Disabilities Education Act (IDEA), Public Law 105-17.

This definition of special education comes from the Individuals with Disabilities Education Act (IDEA), Public Law 105-17. Questions Often Asked About Special Education Services By the National Dissemination Center for Children with Disabilities (NICHCY), 1999. Public Domain. I think my child may need special help in school.

More information

Special Services. Evaluation Procedures Initial, Re-evaluation, In State and Out of State

Special Services. Evaluation Procedures Initial, Re-evaluation, In State and Out of State Initial Evaluation: Special Services Evaluation Procedures Initial, Re-evaluation, In State and Out of State 1. Student is brought to CMT meeting to discuss overall concerns 2. Parent is contacted regarding

More information

St. Matthias IB MYP Special Needs Policy

St. Matthias IB MYP Special Needs Policy St. Matthias IB MYP Special Needs Policy Vision for Inclusion of the Archdiocese of Chicago The heart and spirit of our Archdiocesan Catholic Schools reveals itself in the faith conviction that all God

More information

America Reads*America Counts Site Supervisor Handbook

America Reads*America Counts Site Supervisor Handbook America Reads*America Counts Site Supervisor Handbook 850 W. Michigan Street, IP 243 Indianapolis, IN 46202 www.csl.iupui.edu Contact: Megan Brown, Team Leader Advisor mlberry@iupui.edu Morgan Studer,

More information

THE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION

THE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION THE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION School psychologists provide a unique contribution to the educational system. They are dually trained in the areas of psychology and education.

More information

Schools in Federal Restructuring Compiled Questions and Responses 4.5.2013. General

Schools in Federal Restructuring Compiled Questions and Responses 4.5.2013. General Schools in Federal Restructuring Compiled Questions and Responses 4.5.2013 Statute General Q: What is restructuring? A: Under the federal No Child Left Behind law, schools that have failed to meet Adequate

More information

GUIDELINES FOR THE IEP TEAM DATA COLLECTION &

GUIDELINES FOR THE IEP TEAM DATA COLLECTION & GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward

More information

Response to Intervention Frequently Asked Questions (FAQs)

Response to Intervention Frequently Asked Questions (FAQs) 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

More information

LINE CREEK 2015-2016 TITLE 1 AND STUDENT SUPPORT 2015-2016

LINE CREEK 2015-2016 TITLE 1 AND STUDENT SUPPORT 2015-2016 LINE CREEK 2015-2016 TITLE 1 AND STUDENT SUPPORT 2015-2016 WHAT IS TITLE I? Title I, Part A of the Elementary and Secondary Education Act (ESEA) provides financial assistance to states and school districts

More information

THE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION

THE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION (Revised 11/08/03) THE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION School psychologists provide a unique contribution to the educational system. In this era of accountability, choice, and the

More information

Response to Intervention: The Mississippi Experience

Response to Intervention: The Mississippi Experience Mississippi Department of Education Office of Instructional Programs and Services Response to Intervention: The Mississippi Experience Kris Kaase March 12, 2009 March 2009 1 History of RtI in Mississippi

More information

Wappingers Central School District

Wappingers Central School District 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

More information

Using Technology Tools to Improve Resource Allocation Decisions

Using Technology Tools to Improve Resource Allocation Decisions Upper Darby School District Using Technology Tools to Improve Resource Allocation Decisions MARCH 24, 2015 2013 THE DISTRICT MANAGEMENT COUNCIL Staffing levels in schools have constantly increased, and

More information

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012 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

More information

Allowable Costs for IDEA Coordinated Early Intervening Services (CEIS)

Allowable Costs for IDEA Coordinated Early Intervening Services (CEIS) Allowable Costs for IDEA Coordinated Early Intervening Services (CEIS) All of the allowable budget items in the following list MUST be used for the delivery of coordinated, early intervening services (CEIS)

More information

Using Data to Develop and Assess RTI and IEP Goals

Using Data to Develop and Assess RTI and IEP Goals Using Data to Develop and Assess RTI and IEP Goals By Meg Palisoc CA Charter Schools Association Performance Institute September 2011 Nov./Dec. 2011 October 2011 Professional Development Opportunities

More information

Area Findings Recommendations

Area Findings Recommendations I. Executive Summary At the request of Superintendent Cheryl Atkinson, Education Planners, LLC (Ed Planners) conducted an evaluation of the curricula-based programs and professional development currently

More information

2016 Bilingual Education Program Delivery Report (PDR) User Guide for Electronic Submission

2016 Bilingual Education Program Delivery Report (PDR) User Guide for Electronic Submission 2016 Bilingual Education Program Delivery Report (PDR) User Guide for Electronic Submission This User Guide provides instructions on reporting and submitting the Bilingual Education Program Delivery Report

More information

State of Colorado K-12 Mandate

State of Colorado K-12 Mandate State of Colorado K-12 Mandate Below is a partial list of state and federal mandates for school districts in Colorado: Minimum Number of Days of Instruction Every child who has attained the age of six

More information

Outcomes Data School Psychology EdS Program

Outcomes Data School Psychology EdS Program Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of

More information

English Learner Program Description White Bear Lake Area Schools

English Learner Program Description White Bear Lake Area Schools English Learner Program Description White Bear Lake Area Schools March, 2012 Please direct questions to: Kathleen Daniels Director of Special Services kathleen.daniels@isd624.org 1 The purpose of this

More information

ARTICLE IV SALARIES. 1. Longevity pay will only be in Classes IV and V.

ARTICLE IV SALARIES. 1. Longevity pay will only be in Classes IV and V. ARTICLE IV SALARIES A. Salary Agreement 1. Longevity pay will only be in Classes IV and V. 2. An Internship/Emergency column is established for those teachers who are not yet credentialed. 3. The following

More information

Van Meter Community Schools K-12 Lau Plan for Serving English Language Learners 2015-2016

Van Meter Community Schools K-12 Lau Plan for Serving English Language Learners 2015-2016 Van Meter Community Schools K-12 Lau Plan for Serving English Language Learners 2015-2016 Team Members: Jen Sigrist, Director of Teaching and Learning; Jenny Stephens, ESL endorsed teacher/4 th grade teacher;

More information

Reevaluation of Special Education Students. 1. If conditions warrant a reevaluation, including improved academic performance

Reevaluation of Special Education Students. 1. If conditions warrant a reevaluation, including improved academic performance Reevaluation of Special Education Students Record Keeping Requirement I. Reevaluation A. A reevaluation shall be conducted: 1. If conditions warrant a reevaluation, including improved academic performance

More information

Uinta County School District #1 Multi Tier System of Supports Guidance Document

Uinta County School District #1 Multi Tier System of Supports Guidance Document Uinta County School District #1 Multi Tier System of Supports Guidance Document The purpose of this document is to provide an overview of Multi Tier System of Supports (MTSS) framework and its essential

More information

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS 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

More information

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL)

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL) MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT Descriptive Report on Services to English Language Learners (ELL) Student Identification Student Language Assessment ESL Program Participation Student Placement

More information

Student Services District 304 ELEMENTARY RESOURCE WORKLOAD COMMITTEE UPDATE

Student Services District 304 ELEMENTARY RESOURCE WORKLOAD COMMITTEE UPDATE Student Services District 304 ELEMENTARY RESOURCE WORKLOAD COMMITTEE UPDATE RESOURCE WORKLOAD COMMITTEE WHEN May 2013-March 2014 7 Meetings WHO Dianna Duddy (special education teacher), Kathy Durrenberger

More information

NCLB and the Highly Qualified Teacher

NCLB and the Highly Qualified Teacher October 2008 NCLB the Highly Qualified Teacher GENERAL 1. Who must meet the highly qualified teacher requirements? All teachers who teach core academic subjects (provide direct instruction, i.e. are the

More information

2015-2016 Instructional Management Plan

2015-2016 Instructional Management Plan Greenwood Public School District Dr. Montrell Greene, Superintendent Dr. June Leigh, Director of Curriculum 2015-2016 Instructional Management Plan Greenwood Public School District Academic Education Department

More information

Drafted March 2014. This special needs policy will help to ensure that: This policy addresses students in the following categories:

Drafted March 2014. This special needs policy will help to ensure that: This policy addresses students in the following categories: 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

More information

School Support System Report and Support Plan. Compass Charter School. October 17-18, 2012

School Support System Report and Support Plan. Compass Charter School. October 17-18, 2012 Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Compass Charter School October 17-18, 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

Implementing RTI Using Title I, Title III, and CEIS Funds

Implementing RTI Using Title I, Title III, and CEIS Funds 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

More information

State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students

State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students 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

More information

Early Childhood Block Grant Preschool for All

Early Childhood Block Grant Preschool for All The webinar will begin shortly Early Childhood Block Grant Preschool for All FY12 Competitive Application Webinar Kay Henderson, Early Childhood Division Administrator Rhonda Clark Alicia Lynch-Deatherage

More information

OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED

OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED 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

More information

Improving Student Learning in Maine: Peninsula K-8 School

Improving Student Learning in Maine: Peninsula K-8 School Improving Student Learning in Maine: Peninsula K-8 School By Anabel Aportela, Allan Odden and Lawrence O. Picus Picus Odden & Associates December 2013 Case study developed as a part of the firm s Independent

More information

MILLINOCKET SCHOOL DEPARTMENT. English as a Second Language (ESL) LAU PLAN

MILLINOCKET SCHOOL DEPARTMENT. English as a Second Language (ESL) LAU PLAN MILLINOCKET SCHOOL DEPARTMENT English as a Second Language (ESL) LAU PLAN NEPN/NSBA Code: IBEA In accordance with federal and state guidelines, the Millinocket School Department has adopted the following

More information

BOARD ACADEMIC COMMITTEE MEETING Merit School of Music 38 S. Peoria, Chicago, IL 60607 MONDAY, SEPTEMBER 14, 2015 MINUTES OPEN SESSION 6:11 P.M.

BOARD ACADEMIC COMMITTEE MEETING Merit School of Music 38 S. Peoria, Chicago, IL 60607 MONDAY, SEPTEMBER 14, 2015 MINUTES OPEN SESSION 6:11 P.M. BOARD ACADEMIC COMMITTEE MEETING Merit School of Music 38 S. Peoria, Chicago, IL 60607 Elluminate Link: http://snipurl.com/hoselluminate Conference Line: 888-824-5783, passcode 57 872 609 then # MONDAY,

More information

2009-10 K-12 Comprehensive Research Based Reading Plans District: Dade

2009-10 K-12 Comprehensive Research Based Reading Plans District: Dade 2009-10 K-12 Comprehensive Research Based Reading Plans District: Dade District Name: Miami-Dade County Public Schools District Contact: Milagros R. Fornell Contact Address: 1450 NE 2nd Avenue, Miami,

More information

SCHOOL PSYCHOLOGY INTERNSHIP PROGRAM

SCHOOL PSYCHOLOGY INTERNSHIP PROGRAM SCHOOL PSYCHOLOGY INTERNSHIP PROGRAM PSYCHOLOGICAL SERVICES STUDENT SERVICES DEPARTMENT SCHOOL DISTRICT OF ST. LUCIE COUNTY, FLORIDA I. Philosophy A school psychology internship should consist of sequenced,

More information

SPECIAL EDUCATION SERVICE DELIVERY PLAN

SPECIAL EDUCATION SERVICE DELIVERY PLAN SPECIAL EDUCATION SERVICE DELIVERY PLAN Dubuque Community School District 2300 Chaney Road Dubuque, Iowa 52001 P: 563/552-3000 F: 563/552-3102 www.dbqschools.org DISTRICT DEVELOPED SPECIAL EDUCATION SERVICE

More information

Progress Monitoring and RTI System

Progress Monitoring and RTI System Progress Monitoring and RTI System What is AIMSweb? Our Reports Provide: AYP/NCLB Risk Category Reporting and rates of progress by type of instructional program or risk group include these demographics

More information

Schools for All Children

Schools for All Children 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

More information

Colorado Springs School District 11

Colorado Springs School District 11 Colorado Springs School District 11 Colorado Superintendent: Dr. Sharon A. Thomas Primary contact: Holly Brilliant, Title I facilitator 29,625 students, K-12, urban District Description Colorado Springs

More information

ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT The mission of the Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are responsible,

More information

Olin Consolidated Special Education Service Delivery Plan DRAFT

Olin Consolidated Special Education Service Delivery Plan DRAFT Olin Consolidated Special Education Service Delivery Plan Olin Consolidated Public Comment Draft Please provide comments to Sharon Dickman, Superintendent, by calling 319-484-2170 or emailing sdickman@olin.k12.ia.us.

More information

Informational Webinar for MDE Literacy Support Schools. Agenda

Informational Webinar for MDE Literacy Support Schools. Agenda Informational Webinar for MDE Literacy Support Schools School Year 2015-2016 Agenda Literacy-Based Promotion Act (Senate Bill 2347) Overview Timeline Role of the MDE Literacy Coach District and School

More information

Please read this carefully prior to submitting your application.

Please read this carefully prior to submitting your application. GUIDE TO BECOMING A MATH CORPS SITE 2015-16 This document contains information administrators should know in considering becoming a Math Corps site for the 2015-16 school year. Please read this carefully

More information

Chapter 12: Private Schools

Chapter 12: Private Schools 113 Chapter 12: Private Schools In this chapter you will: learn the definition of private school find out the rights and responsibilities of schools and parents in private schools 114 Overview of Private

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.

More information

NYC Department of Education Flexible Programming Guide. March 2012

NYC Department of Education Flexible Programming Guide. March 2012 NYC Department of Education Flexible Programming Guide (Using the Full Continuum of Special Education Programs and Services) March 2012 Updated March 20, 2012 Page 1 For too long, educating students with

More information

Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans

Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans Dr Alan J Ingram, Superintendent September 2010 Prepared for Springfield Public Schools by Rosann Tung,

More information

School Committee Members. From: Jeffrey M. Young Superintendent of Schools. Additional FY2016 Budget Information. Date: April 10, 2015

School Committee Members. From: Jeffrey M. Young Superintendent of Schools. Additional FY2016 Budget Information. Date: April 10, 2015 To: School Committee Members From: Jeffrey M. Young Superintendent of Schools Re: Additional FY2016 Budget Information Date: April 10, 2015 This memo is written in response to questions and comments raised

More information

Mlearning disability. For years schools have attempted to

Mlearning disability. For years schools have attempted to A Parent s Guide to Response-to-Intervention illions of school age children experience difficulties with learning. Their struggles in school may be due to factors such as inadequate instruction, cultural

More information

GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES

GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES 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

More information

LAKE SILVER ELEMENTARY

LAKE SILVER ELEMENTARY Page 1 of 17 Accountability, Research, and Assessment School Improvement Plan 2010-2011 School Improvement Plan LAKE SILVER ELEMENTARY Approved by: Principal: 9/27/2010 Area Superintendent: 10/19/2010

More information

AISD K-5 ACCELERATED READING AND MATHEMATICS INSTRUCTION EVALUATION, 2004-2005

AISD K-5 ACCELERATED READING AND MATHEMATICS INSTRUCTION EVALUATION, 2004-2005 AISD K-5 ACCELERATED READING AND MATHEMATICS INSTRUCTION EVALUATION, 2004-2005 Austin Independent School District Department of Program Evaluation December 2005 EXECUTIVE SUMMARY The 78 th Texas Legislature

More information

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002 Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional

More information

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL ISBE 23 ILLINOIS ADMINISTRATIVE CODE 50 Section 50.10 Purpose 50.20 Applicability 50.30 Definitions TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL

More information

District Accountability Handbook Version 3.0 September 2012

District Accountability Handbook Version 3.0 September 2012 District Accountability Handbook Version 3.0 September 2012 Colorado Department of Education Page 1 The purpose of this handbook is to provide an outline of the requirements and responsibilities for state,

More information

Danbury High School. Student Support Framework

Danbury High School. Student Support Framework Danbury High School Student Support Framework Tier 1: Universal Supports Student Tutoring Center (STC): Students may access and use the STC during any free period to complete projects, study for tests/quizzes

More information

STUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs

STUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs STUDENT HANDBOOK Lincoln University Graduate Education Program 3020 Market Street Philadelphia,

More information

MO DEPT ELEMENTARY AND SECONDARY EDUCATION SCHOOL YEAR: 2009-2010 DISTRICT: 061-150 ATLANTA C-3 BUILDING: 4020 ATLANTA ELEM.

MO DEPT ELEMENTARY AND SECONDARY EDUCATION SCHOOL YEAR: 2009-2010 DISTRICT: 061-150 ATLANTA C-3 BUILDING: 4020 ATLANTA ELEM. Run Date: 04-21-2010 Run Time: 11:09:35 Submitted Not Submitted Date: MO DEPT ELEMENTARY AND SECONDARY EDUCATION EPEGS Schoolwide Program Plan SCHOOL YEAR: 2009-2010 DISTRICT: 061-150 ATLANTA C-3 BUILDING:

More information

EDUC 605 Curriculum Development and Assessment.. 3 cr

EDUC 605 Curriculum Development and Assessment.. 3 cr MASTER OF ARTS IN EDUCATION The Master of Arts in Education degree program combines online learning with practical and applied learning in the classroom. The master s candidate must earn and successfully

More information

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Barrington Public Schools January 2016 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

2014-15. Response to Intervention/ Student Support Team Manual Department of Psychological Services

2014-15. Response to Intervention/ Student Support Team Manual Department of Psychological Services 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

More information

GUIDE TO THE EDUCATION SYSTEM IN THE UNITED STATES

GUIDE TO THE EDUCATION SYSTEM IN THE UNITED STATES GUIDE TO THE EDUCATION SYSTEM IN THE UNITED STATES BY ANTONELLA CORSI-BUNKER ELEMENTARY AND SECONDARY SCHOOL LOGISTICS Gaining Admission to Public Schools Foreign national students accompanying parents

More information

Response to Intervention (RTI): A Primer for Parents

Response to Intervention (RTI): A Primer for Parents R E S P O N S E T O I N T E R V E N T I O N Response to Intervention (RTI): A Primer for Parents Ensuring a healthy start. Promoting a bright future. By Mary Beth Klotz, PhD, NCSP, and Andrea Canter, PhD,

More information

Case Study for Franklin Elementary School Grades K-6

Case Study for Franklin Elementary School Grades K-6 Case Study for Franklin Elementary School Grades K-6 Belleville District 118 Belleville, IL February 2003 Franklin Elementary School Key Takeaways Catalysts for Change 4Belleville school district 118 has

More information

ILLINOIS SCHOOL REPORT CARD

ILLINOIS SCHOOL REPORT CARD 6-99-6-- Arbury Hills Elem Summit Hill SD 6 Mokena, ILLINOIS GRADES : 3 4 Arbury Hills Elem ILLINOIS SCHOOL REPORT CARD federal laws require public school districts to release report cards to the public

More information

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Blackstone Academy Public Charter School February 2016 1 SCHOOL SUPPORT

More information

Executive Summary. McWillie Elementary School

Executive Summary. McWillie Elementary School Jackson Public School District Ms. Sara Pearson, Principal 4851 McWillie Circle Jackson, MS 39206 Document Generated On January 29, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's

More information

SPECIAL EDUCATION REFERRAL FOR ELLS (rev 12/09)

SPECIAL EDUCATION REFERRAL FOR ELLS (rev 12/09) 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

More information

Early Childhood; Elementary/Middle Grades; Special K-12; and Teacher Leader Endorsements

Early Childhood; Elementary/Middle Grades; Special K-12; and Teacher Leader Endorsements Early Childhood; Elementary/Middle Grades; Special K-12; and Teacher Leader Endorsements 1 FALL 2013 ILLINOIS STATE BOARD OF EDUCATION LICENSURE OFFICER TRAINING WEBINAR 3 Early Childhood Endorsement Completion

More information

Response to Intervention (RTI): Funding Questions and Answers

Response to Intervention (RTI): Funding Questions and Answers National Center on Response to Intervention Information Brief: Response to Intervention (RTI): Funding Questions and Answers December 2010 The National Center on Response to Intervention receives questions

More information

FLORIDA DEPARTMENT OF EDUCATION

FLORIDA DEPARTMENT OF EDUCATION FLORIDA DEPARTMENT OF EDUCATION DPS: 2013-56 DATE: November 21, 2013 Pam Stewart Commissioner of Education Technical Assistance Paper Third-Grade Student Progression Summary: The purpose of this Technical

More information

Maple Lake Public School District #881. 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement

Maple Lake Public School District #881. 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement Maple Lake Public School District #881 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement 2012-2013 Annual Report on Curriculum, Instruction, and Student Achievement OUR REPORT

More information

To help improve the educational experience and general wellbeing of those students who are unable to profit from the existing school program.

To help improve the educational experience and general wellbeing of those students who are unable to profit from the existing school program. 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

More information

Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012

Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012 Monroe Public Schools Language Learner Program Description and Guidelines Revised, Fall 2012 It is the policy of Monroe Public Schools not to discriminate on the basis of race, color, national origin,

More information

NORWIN SCHOOL DISTRICT JOB DESCRIPTION. K-6 Guidance Counselor

NORWIN SCHOOL DISTRICT JOB DESCRIPTION. K-6 Guidance Counselor NORWIN SCHOOL DISTRICT JOB DESCRIPTION JOB ANALYSIS Under the supervision of the Building Principal, the s provide a comprehensive counseling program for students in their buildings. They consult with

More information

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002 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

More information

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook Massachusetts Department of Elementary and Secondary Education Professional Development Self- Assessment Guidebook For Teacher Professional Development Offerings Modified for use by the District and School

More information

Middle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)}

Middle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)} Middle School Special Education Progress Monitoring and Goal- Setting Procedures Section 1: General Guidelines A. How do I determine the areas in which goals are needed? a) Initial/Re- evaluation IEP s:

More information

Classroom Management: From Critical Features to Successful Implementation. Brandi Simonsen, Ph.D. & Heather Peshak George, Ph.D.

Classroom Management: From Critical Features to Successful Implementation. Brandi Simonsen, Ph.D. & Heather Peshak George, Ph.D. Classroom Management: From Critical Features to Successful Implementation Brandi Simonsen, Ph.D. & Heather Peshak George, Ph.D. Part II Classroom Management: From Critical Features to Successful Implementation

More information

ISBE 23 ILLINOIS ADMINISTRATIVE CODE 30

ISBE 23 ILLINOIS ADMINISTRATIVE CODE 30 ISBE 23 ILLINOIS ADMINISTRATIVE CODE 30 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL PART 30 PROGRAMS FOR THE PREPARATION OF PRINCIPALS IN ILLINOIS

More information

Creating Collaborative Standards-Based IEPs:

Creating Collaborative Standards-Based IEPs: Session Four: 1 Creating Collaborative Standards-Based IEPs: Session Four Welcome to Creating Collaborative Standards-Based IEPs, an online training for IEP team members. This is Session Four of the training.

More information

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK

BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK 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

More information