1. “Partnering for Student Success!” Presented by: Special Education, WSD

2. Understanding the Regular Education Teacher’s Role in the Special Education Special Education Process Process

3. Our purpose is to review the role of the regular educator in the following areas: ReferralReferral AssessmentAssessment IEP Development & ImplementationIEP Development & Implementation

4. The Regular Education Teacher’s Role in the Referral Process

5. IDEA includes Child Find Child Find consistent with federal law, IDEA (Individuals with Disabilities Act) ensures that all children, birth to 21, are located, identified, evaluated and if eligible for Special Educational Services, receive a FAPE (Free Appropriate Public Education).Child Find consistent with federal law, IDEA (Individuals with Disabilities Act) ensures that all children, birth to 21, are located, identified, evaluated and if eligible for Special Educational Services, receive a FAPE (Free Appropriate Public Education). This includes all children in all public and private agencies and institutions, regardless of the severity of their disability, and who are in need of Special Education and related services, are identified, located, and evaluated.This includes all children in all public and private agencies and institutions, regardless of the severity of their disability, and who are in need of Special Education and related services, are identified, located, and evaluated.

6. WSD Critical Questions to Ensure Student Learning What do we want each student to learn?What do we want each student to learn? How will we know when each student has learned it?How will we know when each student has learned it? What experiences and teaching strategies best promote understanding?What experiences and teaching strategies best promote understanding? How will we respond when a student experiences difficulty in learning?How will we respond when a student experiences difficulty in learning? The FOCUS is differentiated instruction & multiple ways for students to demonstrate mastery.

7. What do you do when you hear from… Parent: “My child is having…Parent: “My child is having… Teacher: “A student is having…Teacher: “A student is having… Student: “I’m having…Student: “I’m having… …difficulty in school?” …difficulty in school?”

8. RtI - Response to Intervention

9. So, where to start? Step 1: Gather Information My Student Cumulative Record Review – –attendance – –discipline records – –report cards – –medical history – –limited English proficiency – –previous special education classification Area of Concern – –reading – –writing – –math – –behavior Parent Notification

11. Step 2: Classroom Interventions (utilize school student study team – reg. ed., sped., counselor, admin.) 1.Identify area of concern 2.Gather baseline data 3.Identify strategic intervention (6 to 8 wks./3 times wk. at least 20 minutes) Change intensity of instructionChange intensity of instruction Specific directed teacher instructionSpecific directed teacher instruction Curriculum adaptationsCurriculum adaptations 1.Deliver intervention with fidelity 2.Evaluate results of intervention using repeated assessments at regular intervals THEN… THEN…

12. Collect the data!

13. Student Study Team determines next step(s): (school student study team – reg. ed., sped., counselor, admin.) –Continue with current intervention –Continue in classroom without interventions –Further interventions –§504 Referral –IDEA Referral –No Action

14. Special Education Referral Flow Chart Please refer to Handout

15. The “NOT REASONS” for requesting Special Education testing NOT because a student has an obvious or documented disabilityNOT because a student has an obvious or documented disability NOT to determine what level the student is functioning on: in reading, writing, and mathNOT to determine what level the student is functioning on: in reading, writing, and math NOT to find out a student’s IQNOT to find out a student’s IQ NOT because it is something to rule out in the intervention processNOT because it is something to rule out in the intervention process NOT because a student is failingNOT because a student is failing NOT because a student isn’t coming to classNOT because a student isn’t coming to class

16. “THE” REASON (aka criteria) to refer for Special Education testing Only after all steps of the flow chart have been followed with fidelity (especially documented interventions which has data to show why the interventions failed) and the student/parent/guardian, are requesting consideration for qualifying (under one of the 13 categories) for Special Education Services upon the determination of the team decision process. Referral for SpEd testing is the last step, after all other interventions have been exhausted.

17. The Regular Education Teacher’s Role in the Assessment & Eligibility

18. The Regular Education Teacher’s Role in Assessment & Eligibility Provide student assessment data to show current performance in general curriculumProvide student assessment data to show current performance in general curriculum Review formal testingReview formal testing Participate in team meeting to determine eligibilityParticipate in team meeting to determine eligibility

19. ELIGIBILITY UNDER IDEA Does the student have a disability?Does the student have a disability? Does the disability adversely affect the student’s educational performance creating an “educational need” ?Does the disability adversely affect the student’s educational performance creating an “educational need” ? Does the student require specially designed instruction?Does the student require specially designed instruction?

20. ELIGIBILITY UNDER IDEA The child must meet the eligibility criteria in one of the 13 categories 1. Autism 2. Deaf/Blindness 3. Developmental Delay (DD) 4. Emotional Disturbance (ED) 5. Hearing Impairment/Deafness 6. Intellectual Disability (ID) 7. Multiple Disabilities (MD) 8. Orthopedic Impairment (OI) 9. Other Health Impairment (OHI) 10. Specific Learning Disabilities (SLD) 11. Speech/Language Impairment 12. Traumatic Brain Injury (TBI) 13. Visual Impairment ( Including Blindness)

21. The Regular Education Teacher’s Role in the IEP Process

22. Regular Education Teacher’s Role in the IEP Process Provide expertise for instructional level and expectations.Provide expertise for instructional level and expectations. Assist in identifying appropriate positive behavior interventions.Assist in identifying appropriate positive behavior interventions. Assist in identifying program accommodations, modifications, or services in the classroom.Assist in identifying program accommodations, modifications, or services in the classroom. Assist in identifying testing accommodations for UPASS that reflect program accommodations.Assist in identifying testing accommodations for UPASS that reflect program accommodations. Implement team decisions in the classroom.Implement team decisions in the classroom. Collect data for progress monitoring.Collect data for progress monitoring.

23. Educators must understand the differences: Accommodations: An accommodation is a change made to the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills Accommodations address HOW the student learns— they do NOT change WHAT they learn! Modifications: A modification is a change in WHAT the student is expected to learn and/or demonstration Modifications can change the mastery level for a student and must be appropriate to meet the student’s individual needs

24. EXAMPLES OF SIMPLE CLASSROOM ACCOMMODATIONS Differentiating instructionDifferentiating instruction Tailoring homework assignmentsTailoring homework assignments Structuring the learning environmentStructuring the learning environment Differentiating assignment requirementsDifferentiating assignment requirements Simplifying instructions about assignmentsSimplifying instructions about assignments Providing a copy of peer notesProviding a copy of peer notes Supplementing verbal instructions with visual instructionsSupplementing verbal instructions with visual instructions Using behavioral management techniquesUsing behavioral management techniques Modifying test deliveryModifying test delivery Using digital recorders Completing tracking sheets Using tape recorders Computer-aided instructions Providing nursing services to supervise administration of medication Monitor time on task Allow breaks Breakdown assignments into smaller sections Have folders and specific visual cues for turning in homework Set up an e-mail or note system so parent knows homework was received

25. EXAMPLES OF MODIFICATIONS The IEP Team will decide what modifications are necessary to “even the playing field” for the student with disabilities and meet the student’s needs Keep in mind that the findings of the team are not final – –Parents have the right to appeal conclusions – –The school is required by law, to inform parents of the “due process” appeals procedure

26. REMEMBER IDEA or §504 both plans are legal documents that the school must follow… Teamwork makes it possible!

27. Special thanks for all you do for students in Weber School District.