1. EXPLORING THE LEARNING SAFETY NET
Endeavor’s Response When Students Struggle
Parent Academy 5
Special Guest Speaker Kim Sweatt, Madison County Special Education Supervisor

2. TIERED INTERVENTION

3. TIERED INSTRUCTION Tier 1 Tier 2 Tier 3 Student Teacher When Where
Whole class grouping
Small group
Individual
Small group instruction
Individualized or small group instruction
Teacher
Classroom teacher(s)
Co-teachers
ESL Teacher
Classroom teacher
Reading Coach
Interventionist
Collaborative Teacher
When
Classroom literacy blocks
In addition to Tier 1, allowing students to receive more opportunities during the block and targeted support from the teacher
In addition to Tier 1, rich resources that allow intense instruction for small numbers of students.
Where
General Education Setting
Gen Ed setting with potential for pullout to other settings
Location outside the Gen Ed classroom

4. UNIVERSAL SCREENING Reading Math Tier 1 Tier 2 Tier 3
DIBELS Next in Grades K-3
STAR in Grades 2-5
Scantron Performance Series in Grades 3-5
STAR Math in Grades 1 & 2
Scantron Performance Series in Grades 3-5
Tier 1
26th Percentile and higher
Tier 2
Lower than the 25th Percentile
Tier 3
Lower than the 10th Percentile

5. BENCHMARKS

6. PROGRESS MONITORING Tier 1 – every 6 weeks Tier 2 – Every 2 weeks
Tier 3 – AT LEAST Weekly
ANY STUDENT WHO EXPERIENCES DIFFICULTY CAN BE REFERRED TO THE PUPIL SUPPORT TEAM AT ANY TIME.

7. PROFESSIONAL LEARNING COMMUNITIES
Three Big Ideas
Four Essential Questions
Focus on the Learning instead of the Teaching
Culture of Collaboration
Focus on Results
What do we want our kids to know or be able to do?
How will we know when they have learned it or not?
How will we respond when they have not?
How will we respond for those who have?

8. PLCS – A CULTURE OF CARE

9. PUPIL SUPPORT TEAM
Purpose is to oversee General Ed interventions and supports for Academic or behavioral difficulties
Consists of
Grade level teacher
Ms. Mardis and Mrs. McAlister
Mrs. Epp – Reading Coach
Mrs. Davis – Reading Interventionist
Others as Needed
Meets at Least Monthly to Review Student Progress and Needs

10. DYSLEXIA AND DYSLEXIC TENDENCIES
Students who struggle are identified through a universal screener - DIBELS or STAR
Teachers recommend struggling readers to the Pupil Support Team
PST evaluates options and can recommend Dyslexia Specific Screeners - short tests that can identify dyslexic tendencies
If a child is found to have moderate to high risks in 4 areas, we try to place them in Tier 3 intervention groups.
T3 groups receive intensive small group instruction using SPIRE
Teachers at school cannot diagnose dyslexia. We simply provide interventions shown to help those with dyslexic Tendencies.

11. 504
A formal plan to provide accommodations BUT NOT specialized instruction
Qualified Disabled Person Individual With a Disability
Physical or Mental Impairment of Major Life Activity
Has a Record of Such an Impairment
Is Regarded as Having an Impairment
Substantial Limitation
Educational Placement Supplementary/

12. SPECIAL EDUCATION PROCESS
Special Education means specially designed instruction to meet the unique needs of a child with a disability, including: Autism, Deaf-Blindness, Developmental Delay, Emotional Disability, Hearing impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, other health impaired, Specific Learning Disability, Speech and Language Impairment, Traumatic Brain Injury, or Visual Impairment

13. Referral For Evaluation
When a student is suspected of having a disability
Before a child is referred for a special education evaluation or concurrently during the evaluation process, intervention strategies must be implemented in the general education program and monitored by the Problem Solving Team (PST) for an appropriate period of time (a minimum of eight weeks), and determined to be unsuccessful.
If a student is referred and the iep Team decides not to accept the referral for evaluation, the student goes back to the pst for further interventions.

14. If a Referral is accepted for a special education evaluation, the following timeline will apply
Obtain Notice and Consent from the parent prior to conducting the evaluation
Conduct the Initial Evaluation within 60 days of the signed consent
Parent is provided with a Notice and Invitation to an Eligibility Determination meeting
Within 30 calendar days convene the IEP Team to determine eligibility for special education
If eligible, consent for the Provision of Services must be obtained from the parent and an IEP (Individualized Education Plan) will be developed.
If not eligible, the student is referred back to the Problem Solving Team

15. Eligibility Decision
[ ] YES [ ] NO Does the student meet AAC criteria for the suspected area(s) of disability?
[ ] YES [ ] NO Does the disability have an adverse effect on educational performance?
[ ] YES [ ] NO Does the student need specially designed instruction in order to access and participate in the general education curriculum?

16. Specially Designed Instruction means organized and planned instructional activities provided by a special education teacher who addresses . . .
CONTENT - the student with an iep is learning a skill toward a standard that is reflected in the iep goals and objectives.
METHODOLOGY - different instructional strategies and approaches are being used to teach the content to the student with a disability.
DELIVERY - it can be intensive instruction individually or in small groups

17. Specially designed instruction is fundamentally different than accommodations.
Accommodations are something that teachers provide to support access to the general curriculum
An individual does not have to have specialized training to provide accommodations
Accommodations do not change what content is taught, strategies used, or delivery to students.
Student who are able to have their learning needs met effectively and efficiently with the general education environment through the exclusive use of individual accommodations rather than specially designed instruction would not be considered a special education student.