General Education VS. Special Education Expectations Alexis McMillin, Ed.S. – School Psychologist

What do you think the general education teachers think YOUR role is? What do you think the roles of the general education teachers are?

A Common Vision: Gen Ed and SPED One of the biggest challenges for educators, depending on the culture in your building, is in deciding to share the role that has traditionally been individual: to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. Finding time to collaborate is hard; finding time to put out a fire when a student is in crisis, especially when the issue could have been prevented through early planning and communication, is harder.   BE PROACTIVE!

Let’s review: IDEA Child Find Kansas special education regulations require the use of GEI (General Education Interventions) prior to referring any child in kindergarten through grade 12 for an initial evaluation. GEI requires schools to have data-based documentation of the general education interventions and strategies implemented for each child. Some schools conduct GEI through a tiered system of support (MTSS).  Some use student improvement teams (SIT, Care Team, etc.)  Some use both.  Either approach may be used but the end result needs to be information, in the form of data-based documentation, that can help in determining if additional supports are required in order for the student to make academic progress.

Conducting GEI – General Education Interventions The GEI process should continue until a successful intervention is determined. When it is evident that the child's needs requires resources beyond those available in general education, and the team suspects that the child has an exceptionality, then is it appropriate to refer the student for an initial special education evaluation. The process of continually designing and re-designing support for children is one that does not end until the child is successful.  Even once the decision is make to move from GEI to an initial evaluation, the intervention process should not stop.  Rather, it becomes part of the evaluation process.

What we can do… students WITHOUT AN IEP Participate in SIT process including development and implementation of student improvement plans and/or 504 plans Provide accommodation, modification and intervention information and explain the difference between Utilize special education team as a resource to general education Talk to general education teachers about what they can be doing in the classroom

On to Students who have an IEP COMMUNICATION IS KEY!!!! Vital that we are CLEAR about what is on the IEP – let’s state this in a way we ALL understand. Do they know what we are asking for when preparing for IEP meeting at minimum? General education questionnaire

What we can do… Students who do have an IEP Monitor general education curriculum to ensure students are in LRE Communicate and follow up with accommodations and modifications on IEP’s Utilize IEP at a glance but not just beginning of the year or at annual review

Collaboration Collaborate on differentiating curriculum in courses we don’t typically teach (science, social studies, etc.) Assist on differentiation on not only curriculum and instruction but also on ASSESSMENTS/TESTS Go to general education teachers to help develop appropriate testing measures Co-teaching – have clear expectations and time to collaborate Educate about exceptionalities Student may be LD but in what? Let’s have more face-to-face interactions with general education providers

Developing and reviewing annual IEP’s Improving general education teacher attendance to IEP meetings Ensuring you have appropriate general teachers present at IEP meetings ANY and EVERY change made on an IEP is a TEAM DECISION Don’t ask psych for PWN without discussing with all team members Let’s not forget our related service providers

Services Use resources wisely Is a para really necessary and appropriate? What is your role when a student’s only service is para-support? Progress monitoring

Jake 17-year-old male student – 11th grade Behind on credits – not on track to graduate Referred by principal Following file review it was determined he had previously been served in special education under the exceptionalities of MR, DD, ED, and LD. Had been exited in 5th following a team decision Has been involved in legal system and enrollment changed during HS due to incarceration Parent is reluctant to provide consent for evaluation

Jordan 8th grade student Exceptionality is LD in reading Has resource support in ELA Has para-support in social studies Failed all core classes

Allie Exceptionality LD in reading Para-support in ELA – PARA SUPPORT ONLY IEP Multiple behavior referrals

Aaron 8th grade male student Grandparent/guardian initiated SIT process Student failing all core classes Low motivation Involved in family and individual therapy, case management, and medication therapy Was dismissed from special education upon turning 10 years old – not eligible for LD

Sara ESOL 8th grade female student Failing ELA and Science Fluent in English, Spanish spoken at home MAP scores are the only progress monitoring data --- scores place her at 3rd-4th grade level in reading and math

What else can we do?

Partner with general education teachers/staff to help collaborate for what’s best for all kids!