Westlake Academy Special Needs and Inclusion Policy
|
|
- Arleen Phelps
- 6 years ago
- Views:
Transcription
1 Westlake Academy Special Needs and Inclusion Policy Westlake Academy Vision Westlake Academy inspires students to achieve their highest individual potential in a nurturing environment that fosters the traits found in the IB Learner Profile: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective Westlake Academy Mission Westlake Academy is an IB World School whose mission is to provide students with an internationally minded education of the highest quality so they are well-balanced and respectful life-long learners. Westlake Academy Values Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding 1
2 IB: Inclusive of all Learners Westlake Academy instills the attributes of the IB Learner Profile in all students, teachers, and parents as we strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Risk-takers Balanced Reflective All Westlake Academy students are IB students who are held accountable to the requirements in the IB Standards and Practices. Statement of Philosophy As inclusive programmes, we recognize that certain students may need additional support to assist them in their learning. Our teachers scaffold and differentiate learning methodologies within the classroom to accommodate these differing needs. We understand that some students with special needs need more support outside of the classroom and through direct instruction. Support for students with special needs, which includes physical, emotional, and learning difficulties, is provided through the following: Response to Intervention (RTI) Team, Reading Specialist, Section 504, and /or Special Education. Westlake Academy faculty and staff maintain a high degree of collegiality and professionalism. Collaboration between teachers, support teams, students, parents, and administrators is essential. In doing so, we are empowering all learners to achieve their highest potential. Purpose of the This document is to make explicit the special education philosophy of Westlake Academy, a multicultural school, offering an international education to children from K through Grade 12. It outlines the identification process, support services, and methods for establishing academic goals for students who qualify for support services. Student Identification Process Parent Request Parents or legal guardians may request an evaluation of their child. The RTI Team will collect data related to the parent s request and determine if an evaluation is 2
3 justified. A member of the RTI Team will contact the parent to acknowledge receipt and status of the request. If testing is needed, the appropriate person will obtain parental consent on the necessary forms and schedule the evaluation. If the RTI Team determines that testing is not necessary, written documentation of the refusal will be reviewed with the parent. Response to Intervention (RTI): RTI is a three-tiered approach to the early identification and support of students with academic, behavioral, social, emotional, or physical needs. RTI begins with regular classroom instruction and universal screening (tier 1). Struggling learners who are not making adequate progress in tier 1 are provided with increasing levels of support specific to their needs (tier 2). The frequency of support varies for each individual and can be provided through small group instruction. Progress is monitored to assess level of performance, and interventions are determined based on student response to instruction. Students who continue to show limited progress may be considered for more intensive interventions (tier 3). At this level, students receive individualized instruction based on their deficits as identified through comprehensive evaluations. The data collected during the three tiers must be used to make eligibility decisions. Response to Intervention The Response to Intervention (RTI) Team Regular meetings are held with the Principal, Coordinator, Counselor, Special Education Teacher, and the general education teachers. Students who need additional support are provided interventions based on the RTI process. Students who have been referred may be given further testing. The Student Support team will make suggestions and recommendations for further action regarding social, behavioral, and academic needs, as well as the need for ongoing parental communication. These suggestions and recommendations can include such things as strategies to use in the classroom and/or referral to the support staff. During the meetings, progress of the student will be reviewed, based on teacher feedback, assessment data, and student work samples. The RTI Team may make further recommendations to be implemented in the classroom, suggest continued monitoring of student progress, and/or refer the student for an educational evaluation. If assessment is recommended, the appropriate member of the RTI Team will secure parental consent and coordinate testing directly with the Diagnostician, Reading Specialist or School Psychologist. Levels of RTI Intervention Tier 1 Interventions: Are ideal for students who are least likely to lag behind in isolated areas or are beginning to experience difficulty. Tier 1 are universal interventions that apply to the entire student body. Tier 1 begins with a Research based core curriculum. Screening a minimum of three times a year with a standard measure. in order to establish areas of concern in individual or groups of students. 3
4 Periodic quizzes and teacher made assessments given throughout the year. Tier 1 interventions occur in the general education classroom and are implemented by the general education teacher. They can include (but are not limited to) reteaching, teaching using a multisensory approach, reteaching using a different approach, reteaching using different materials, using supplementary materials with struggling students and differentiating lessons in order to address the needs of all students in the classroom. Tier 2 Interventions: Tier 2 interventions often involve the help of an outside interventionist such as a Math interventionist or Reading interventionist (these interventionists do not include special education services which require the student have a disability recognized by IDEA. Strategic interventions are determined by assessment based data that clearly identify areas of concern. In order to make academic progress, students receiving Tier 2 Interventions need to be taught with a new approach, materials or curriculum. Examples of student receiving Tier 2 instruction include slow learners (IQ in the low average range, 70-90), and students who are struggling due to non disability related circumstances (i.e. socioeconomic, lack of educational opportunity etc.). Tier 3 Interventions: Students receiving Tier 3 interventions are performing significantly behind their peers (2 to 3 years below grade level performance). These interventions involve small group (3 to 4 students) and often have accommodations in place through a 504 plan. They are often (but not always) receiving specialized services such as supported instruction by the dyslexia specialist. 4
5 Procedures and Timelines for the RTI Process 1. Student Experiencing Difficulty: Student is experiencing sustained difficulty with acquiring skills and concepts as evidenced by data including but not limited to work samples, teacher made test scores (and single concept quizzes), standardized benchmarks. 2. Teacher Documents area of difficulty: Teachers gather data and meet with parents regarding difficulty. Bring the data to the RTI Team and select general education classroom interventions. 3. Teacher implements and monitors the interventions using the attached intervention record sheet. Continue the interventions for a period of time agreed upon by the RTI Team (6 to 8 weeks). 4. The teacher will evaluate the data to determine the success of the intervention. If the student is showing progress, the intervention is being successful. The student may still be behind others, but if the student is beginning to make progress, the intervention should be continued and gradually faded as the student s skill level has reached the teacher s goal. 5. If the student continues to experience difficulty following the first intervention, the teacher will bring their data back to the RTI Team and 5
6 notify the parent of the continued difficulty. The RTI Team will refine the current intervention or select new interventions based on the data. 6. The teacher will implement the new or revised interventions and record the data and analyze to determine whether or not the student is making progress. The interventions will continue for a time period agreed upon by the RTI Team (an additional 4 to 8 weeks). 7. The RTI Team will meet a third time to determine the need for further intervention. If after the second period of intervention, the student is showing progress, then the intervention will continue and gradually fade as the student s progress meet the goals of the teacher. 8. At this point the RTI Team may consider tier 2 interventions and possibly tier 3 interventions if the data indicates a need. All concerns including Speech and related services need to be addressed through the RTI process and discussed by the RTI Team. No referral to any services should be initiated without the knowledge and approval of the RTI Team. Independent Educational Evaluations Parents have the right to seek an Independent Educational Evaluation (IEE). The IEE is conducted by an examiner not affiliated with Westlake Academy. Parents are responsible for all costs associated with obtaining an IEE. When parents present the IEE report to the school, Westlake Academy personnel are required to review the report. This does not mean that Westlake Academy personnel are required to accept the findings and recommendations of the report. As a result, the student may not qualify for educational services provided by the school. In some cases, the school may wish to conduct additional testing provided by the school educational diagnostician. This list provides suggestions of professionals who conduct IEEs. It is not a comprehensive list and Westlake Academy does not endorse a particular examiner. The purpose of this list it to support parents as they begin to explore their options and determine a course of action they deem appropriate for their child. 1) Cornerstone Assessment and Guidance Center, LP Beth Lusby, Ph.D Hall Johnson Rd. Suite 100 Colleyville, TX ) Kristy Hagar, Ph.D Hall Johnson Rd. Suite 100 Colleyville, TX
7 3) Heather Stephens, Ed.D 7423 Wentwood Dallas, TX Section 504 Accommodations Section 504 Accommodation Plans serve students within the general educational population that need accommodations. This safeguards students through the Rehabilitation Act of Section 504 applies to ensure students with disabilities are provided with educational support and opportunities equal to those provided to students without disabilities. These students are identified through a committee meeting as having a physical or mental impairment such as: ADHD/ADD learners Learners with characteristics of dyslexia Allergies and other physical disabilities that do not interfere with intelligibility. Special Education Services The Special Education services are guided by the Individuals with Disabilities Education Act of 2004 (Title 20 United States Code) and No Child Left Behind Act (NCLB). We provide students with disabilities a free and appropriate public education that strives to meet each child s unique needs. Our goal is to ready the student for further education, employment and independent living as well as to ensure that the rights of children with disabilities and parents of such children are protected 1. With parental consent, we identify and evaluate students with disabilities for Special Education services through a variety of assessments, which can include Response to Intervention (RtI) data. Reports are used to develop an Individual Education Plan (IEP) for students with disabilities. The Special Education teacher, paraprofessionals, and therapists work closely with classroom teachers to assist identified students with learning activities and experiences. Using the IEP, the Special Education staff and classroom teachers collaborate to prepare lessons and other instructional materials to accommodate the student s ability and promote intellectual, emotional, physical, and social growth. The special education team monitors the student s learning and sends IEP progress reports to parents along with the child s classroom report card. Special Education services could include the following, based on individual educational needs: Academic Instruction Cognitive & Academic Evaluations Speech/Language Therapy Occupational Therapy 7
8 Classroom Support Developmental /Behavioral Support Staff Development Assistive Technology Support for parents Westlake Academy s Legal Framework for the Child-Centered Special Education Process can be found on U.S.C Sec 1400(d)(1) Support Staff Counselor: The Westlake Academy Counselor supports students who have social/emotional needs that impact their well-being at school. Avenues of support include, but are not limited to, individual and group sessions, peer mediation, crisis management, behavior management, and linking with agencies to provide a broader range of services to families and students. In the PYP, the counselor visits each classroom on a rotating schedule or as requested by the general education teacher, providing guidance lessons centered around the IB Learner Profile. In the MYP and DP, the counselor visits as needed. Dyslexia Therapist: The Westlake Academy Reading Specialist provides dyslexia services to our dyslexic population using a comprehensive curriculum that includes targeted phonics instruction, comprehension, fluency, vocabulary and spelling. Special Education Teacher: The Special Education teacher support students with special needs by providing academic instruction, as well as social skills support. The role requires the special education teacher to coordinate with teachers, parents and related service providers to create a supportive network to help with the students learning. This teacher initiates and maintains proper documentation for each special needs student, in accordance with state and federal regulations. Special Education Paraprofessionals: The Special Education Assistants support students with special needs in the classroom. They work with the Special Education teacher and the classroom teachers to help increase student learning. Speech/Language Pathologist: The Speech/Language Pathologist works with students exhibiting communication difficulties. This person helps to remediate issues with voice, fluency, expressive and receptive language and articulation. The speech/language pathologist strives to include the classroom curriculum as much as possible during her therapy sessions. Occupational Therapist: The Occupational Therapist helps students with special needs develop and improve functional skills, such as handwriting, visual motor skills, organization, etc for increased success in the classroom. Physical Therapist: Physical therapists work collaboratively with a student's IEP team to improve student access and participation in school. 8
9 Educational Diagnostician: The Diagnostician selects and administers formal and informal assessments to determine student eligibility for special education services. This person provides diagnostic information and educational recommendations based on student s evaluation. Included in these duties is the responsibility to review special education paperwork for accuracy and compliance with state and federal guidelines. Special Needs Essential Agreements 1. We will ensure we make good use of all resources we have available from Special Education, RTI Team, Response to Intervention (RTI), Counselor, Classroom and Specialist teachers, and outside individuals (such as OT, Speech, Diagnostician, etc.). 2. We agree that the RTI Team committee is the primary resource for student issues in the IB programmes. 3. We agree to utilize Special Education teachers as a resource for suggestions, assistance, and accommodations/modifications for students after the RTI process has been exhausted. 4. We agree that it is essential that the classroom teachers will consider suggestions from Special Education and RTI, documenting actions taken. 5. We agree that any Special Educational need will be documented and communicated to the appropriate classroom teachers and maintained as required. 6. We agree that all teachers will carefully implement Individual Education Plans (IEPs), 504 modifications, and accommodations set forth during the ARD, 504, and RTI meetings. 7. We agree to uphold the importance of student confidentiality. As professionals, we will discuss student issues only with others who have an educational need to know. 8. We agree that as teachers we are responsible for continued development in our understanding of Special Education behaviors and disorders through personal research, attending conferences, and sharing expertise and experiences in staff meetings. 9. Due to 177 instructional days, we understand that we have time constraints to follow before the end of the school year approaches. Therefore, we agree to address educational concerns promptly, in case further testing or evaluations are warranted. For Special Education needs, IDEA timeframes state that testing must begin within 60 days of parent consent. If the end of spring semester is near, testing may have to be addressed when school resumes in August. 9
Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements
Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements Section 3 & Section 4: 62-66 # Reminder: Watch for a blue box in top right corner
More informationKannapolis City Schools 100 DENVER STREET KANNAPOLIS, NC
POSITION Kannapolis City Schools 100 DENVER STREET KANNAPOLIS, NC 28083-3609 QUALIFICATIONS 704-938-1131 FAX: 704-938-1137 http://www.kannapolis.k12.nc.us HMResources@vnet.net SPEECH-LANGUAGE PATHOLOGIST
More informationMilton Public Schools Special Education Programs & Supports
Milton Public Schools 2013-14 Special Education Programs & Supports Program Early Childhood Pre-School Integrated Program Substantially Separate Classroom Elementary School Programs Co-taught Classrooms
More informationGifted & Talented. Dyslexia. Special Education. Updates. March 2015!
Gifted & Talented Dyslexia Special Education Updates Gifted & Talented Where Are We Now? Program of Services! Identification! Professional Development! Communication! GT Update Percent of Students in RISD
More informationSPECIALIST PERFORMANCE AND EVALUATION SYSTEM
SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations
More informationSpecial Education Program Continuum
Special Education Program Continuum 2014-2015 Summit Hill School District 161 maintains a full continuum of special education instructional programs, resource programs and related services options based
More informationGlenn County Special Education Local Plan Area. SELPA Agreement
Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did
More information2. CONTINUUM OF SUPPORTS AND SERVICES
Continuum of Supports and Services 2. CONTINUUM OF SUPPORTS AND SERVICES This section will review a five-step process for accessing supports and services examine each step to determine who is involved
More informationPyramid. of Interventions
Pyramid of Interventions Introduction to the Pyramid of Interventions Quick Guide A system of academic and behavioral support for ALL learners Cincinnati Public Schools is pleased to provide you with our
More informationPSYC 620, Section 001: Traineeship in School Psychology Fall 2016
PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:
More informationInstructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation.
Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process and Special Education Comprehensive Evaluation for Culturally and Linguistically Diverse (CLD) Students Guidelines and Resources
More informationCHILDREN ARE SPECIAL A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES. From one parent to another...
A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES CHILDREN ARE SPECIAL From one parent to another... Learning that your child has or even may be suspected of having a disability is difficult.
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationWHO ARE SCHOOL PSYCHOLOGISTS? HOW CAN THEY HELP THOSE OUTSIDE THE CLASSROOM? Christine Mitchell-Endsley, Ph.D. School Psychology
WHO ARE SCHOOL PSYCHOLOGISTS? HOW CAN THEY HELP THOSE OUTSIDE THE CLASSROOM? Christine Mitchell-Endsley, Ph.D. School Psychology Presentation Goals Ensure a better understanding of what school psychologists
More informationK-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI)
K-12 Academic Intervention Plan Academic Intervention Services (AIS) & Response to Intervention (RtI) September 2016 June 2018 2016 2018 K 12 Academic Intervention Plan Table of Contents AIS Overview...Page
More informationAs used in this part, the term individualized education. Handouts Theme D: Individualized Education Programs. Section 300.
Handouts Theme D: Individualized Education Programs These handouts are designed to accompany Modules 12-16. As used in this part, the term individualized education program or IEP means a written statement
More informationSpecial Educational Needs and Disability (SEND) Policy. November 2016
Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with
More informationSchool Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide
SPECIAL EDUCATION School Year 2017/18 DDS MySped Application SPECIAL EDUCATION Training Guide Revision: July, 2017 Table of Contents DDS Student Application Key Concepts and Understanding... 3 Access to
More informationWonderworks Tier 2 Resources Third Grade 12/03/13
Wonderworks Tier 2 Resources Third Grade Wonderworks Tier II Intervention Program (K 5) Guidance for using K 1st, Grade 2 & Grade 3 5 Flowcharts This document provides guidelines to school site personnel
More informationL.E.A.P. Learning Enrichment & Achievement Program
L.E.A.P. Learning Enrichment & Achievement Program 2016-2017 GRACE Christian School 801 Buck Jones Road (TK-6) 1101 Buck Jones Road (7-12) Raleigh, NC 27606 919-747-2020 Learning Enrichment & Achievement
More informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationPort Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN
Port Jefferson Union Free School District Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN 2016-2017 Approved by the Board of Education on August 16, 2016 TABLE of CONTENTS
More informationSpecial Educational Needs School Information Report
Special Educational Needs School Information Report At Holy Trinity Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support
More informationAcademic Intervention Services (Revised October 2013)
Town of Webb UFSD Academic Intervention Services (Revised October 2013) Old Forge, NY 13420 Town of Webb UFSD ACADEMIC INTERVENTION SERVICES PLAN Table of Contents PROCEDURE TO DETERMINE NEED: 1. AIS referral
More informationTITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 CERTIFICATION
More informationSection 6 DISCIPLINE PROCEDURES
Section 6 DISCIPLINE PROCEDURES Area: DISCIPLINE - STUDENTS NOT YET ELIGIBLE FOR SPECIAL EDUCATION AND RELATED SERVICES Introduction: A student who has not yet been determined to be eligible for special
More informationCONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS
CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the
More informationReviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND
Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects
More informationMADISON METROPOLITAN SCHOOL DISTRICT
MADISON METROPOLITAN SCHOOL DISTRICT Section 504 Manual for Identifying and Serving Eligible Students: Guidelines, Procedures and Forms TABLE OF CONTENTS INTRODUCTION. 1 OVERVIEW.. 2 POLICY STATEMENT 3
More informationAccommodation for Students with Disabilities
Accommodation for Students with Disabilities No.: 4501 Category: Student Services Approving Body: Education Council, Board of Governors Executive Division: Student Services Department Responsible: Student
More informationNewburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
More informationCalifornia Rules and Regulations Related to Low Incidence Handicaps
California Rules and Regulations Related to Low Incidence Handicaps Meeting the Needs of Low Incidence Students 30 EC 5600.5 (a) The Legislature finds and declares that: (1) Pupils with low incidence disabilities,
More informationOccupational Therapist (Temporary Position)
Edmonton Catholic Schools is now accepting applications for the position of Occupational Therapist (Temporary Position) Edmonton Catholic Schools is a large urban school district whose mission is to provide
More informationOPEN-ENROLLMENT CHARTER CONTRACT RENEWAL APPLICATION
OPEN-ENROLLMENT CHARTER CONTRACT RENEWAL APPLICATION Section I. Current Information in Charter School Tracking System Charter Holder Name: Charter School Name: Neighborhood Centers Inc. RIPLEY HOUSE CHARTER
More informationLaura A. Riffel
Laura A. Riffel laura.riffel@yahoo.com Behavior Doctor Seminars www.behaviordoctor.org Ann P. Turnbull turnbull@ku.edu Beach Center on Disability www.beachcenter.org Incorporating Positive Behavior Support
More informationNON DOD SCHOOLS PROGRAM FALL 2017
NON DOD SCHOOLS PROGRAM FALL 2017 IN THE KNOW: NDSP Welcome Back elcome back! By now we have bid farewell to summer, and said hello to fall. The W NDSP team wishes you and your family a wonderful autumn
More informationSanta Fe Community College Teacher Academy Student Guide 1
Santa Fe Community College Teacher Academy Student Guide Student Guide 1 We believe that ALL students can succeed and it is the role of the teacher to nurture, inspire, and motivate ALL students to succeed.
More informationRtI: Changing the Role of the IAT
RtI: Changing the Role of the IAT Aimee A. Kirsch Akron Public Schools Akron, Ohio akirsch@akron.k12.oh.us Urban Special Education Leadership Collaborative November 3, 2006 1 Introductions Akron Public
More informationIEP AMENDMENTS AND IEP CHANGES
You supply the passion & dedication. IEP AMENDMENTS AND IEP CHANGES We ll support your daily practice. Who s here? ~ Something you want to learn more about 10 Basic Steps in Special Education Child is
More informationClarkstown Central School District. Response to Intervention & Academic Intervention Services District Plan
Clarkstown Central School District Response to Intervention & Academic Intervention Services District Plan 2014-2017 Clarkstown Central School District Board of Education 2013-2014 Michael Aglialoro -
More informationSpecial Education Services Program/Service Descriptions
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More information5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
More informationSpecial Educational Needs & Disabilities (SEND) Policy
Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016
More informationPort Jervis City School District Academic Intervention Services (AIS) Plan
Port Jervis City School District 2014-2016 Academic Intervention Services (AIS) Plan Port Jervis High School Port Jervis Middle School Anna S. Kuhl Elementary School Hamilton Bicentennial Elementary School
More informationHiSET TESTING ACCOMMODATIONS REQUEST FORM Part I Applicant Information
Part I Applicant Information Instructions: Complete this entire form. Be sure to sign the Applicant s Verification Statement on the next page. Applicant s Name (please print leave one blank box between
More informationReynolds School District Literacy Framework
Reynolds School District Literacy Framework Developed through 2012-2014 by Reynolds School District Teachers representing General Education, English Language Learners, Special Education, and Title I from
More informationRunning Head GAPSS PART A 1
Running Head GAPSS PART A 1 Current Reality and GAPSS Assignment Carole Bevis PL & Technology Innovation (ITEC 7460) Kennesaw State University Ed.S. Instructional Technology, Spring 2014 GAPSS PART A 2
More informationSTUDENT ASSESSMENT AND EVALUATION POLICY
STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0
More informationApplying Florida s Planning and Problem-Solving Process (Using RtI Data) in Virtual Settings
Applying Florida s Planning and Problem-Solving Process (Using RtI Data) in Virtual Settings As Florida s educational system continues to engage in systemic reform resulting in integrated efforts toward
More informationNo Parent Left Behind
No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what
More informationPEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding
More informationInternational Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary
International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary Michael Clow, Principal Bill Parker, IB Coordinator Northeast Elementary School was designated an International Baccalaureate
More informationRESIDENCE DON APPLICATION
RESIDENCE DON APPLICATION 2016-17 Application deadline: Monday, January 18, 2016 at 9am Application Submission: Steve Masse Assistant to the Dean, Residence Life 321 Bloor Street West Toronto, ON M5S 1S5
More informationClinical Review Criteria Related to Speech Therapy 1
Clinical Review Criteria Related to Speech Therapy 1 I. Definition Speech therapy is covered for restoration or improved speech in members who have a speechlanguage disorder as a result of a non-chronic
More informationTutor Guidelines. For DSF Tutors and Members. Updated August 2016 Page 1 of 11
Tutor Guidelines For DSF Tutors and Members Updated August 2016 Page 1 of 11 The Dyslexia-SPELD Foundation (otherwise known as DSF Literacy Services) actively supports children and adults with learning
More informationESE SUPPORT & PROCEDURES ESE FTE PREPARATION ESE FUNDING & ALLOCATIONS
Office of Exceptional Student Education and Student Support Miami-Dade County Public Schools ESE SUPPORT & PROCEDURES ESE FTE PREPARATION ESE FUNDING & ALLOCATIONS Ava Goldman, Administrative Director
More informationContract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)
Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:
More informationMIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE)
MIDDLE SCHOOL Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) Board Approved July 28, 2010 Manual and Guidelines ASPIRE MISSION The mission of the ASPIRE program
More informationEducational Quality Assurance Standards. Residential Juvenile Justice Commitment Programs DRAFT
Educational Quality Assurance Standards Residential Juvenile Justice Commitment Programs 2009 2010 Bureau of Exceptional Education and Student Services Division of K-12 Public Schools Florida Department
More informationHOW TO REQUEST INITIAL ASSESSMENT UNDER IDEA AND/OR SECTION 504 IN ALL SUSPECTED AREAS OF DISABILITY FOR A CHILD WITH DIABETES
HOW TO REQUEST INITIAL ASSESSMENT UNDER IDEA AND/OR SECTION 504 IN ALL SUSPECTED AREAS OF DISABILITY FOR A CHILD WITH DIABETES PARENT STEP 1: OBTAIN YOUR CHILD S PHYSICIAN S DIRECTIVE FOR HEALTH CARE Parent
More informationSpecial Educational Needs and Disabilities
Special Educational Needs and Disabilities Guru Nanak Sikh Academy- Secondary Phase Welcome to Guru Nanak Sikh Academy (GNSA) Special Educational Needs and Disabilities (SEND) information report page.
More informationInterview Contact Information Please complete the following to be used to contact you to schedule your child s interview.
Cabarrus\Kannapolis Early College High School Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview. Student Name Student Number Middle
More informationDISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions. (June 2014)
www.calcharters.org DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions (June 2014) This document is intended to provide guidance to schools in developing student discipline
More informationEarly Warning System Implementation Guide
Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System
More informationRED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education
RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education Table of Contents Curriculum Background...5 Catalog Description of Course...5
More informationMOTIVATION, MINDSET and GRIT: Practical, Proven Strategies to Increase Learning
MOTIVATION, MINDSET and GRIT: Practical, Proven Strategies to Increase Learning A Unique One-Day Seminar Presented by Catherine Wilson Outstanding Author and National Presenter Texas Dallas October 18
More informationStandards for Professional Practice
Standards for Professional Practice 1.0. Teaching and Assessment 1.1. Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities. 1.2. Identify
More informationDISABILITY RESOURCE CENTER STUDENT HANDBOOK DRAFT
DISABILITY RESOURCE CENTER STUDENT HANDBOOK DRAFT Rev. 8/2014 TABLE OF CONTENTS UNIVERSITY OF THE DISTRICT OF COLUMBIA DISABILITY RESOURCE CENTER... 1 UNIVERSITY COMMITMENT... 1 RIGHTS AND RESPONSIBILITIES
More informationSpecial Education Assessment Process for Culturally and Linguistically Diverse Students
Guidelines and Resources for the Oregon Department of Education Special Education Assessment Process for Culturally and Linguistically Diverse Students Oregon Department of Education Office of Special
More informationGetting Results Continuous Improvement Plan
Page of 9 9/9/0 Department of Education Market Street Harrisburg, PA 76-0 Getting Results Continuous Improvement Plan 0-0 Principal Name: Ms. Sharon Williams School Name: AGORA CYBER CS District Name:
More informationOFFICE OF DISABILITY SERVICES FACULTY FREQUENTLY ASKED QUESTIONS
OFFICE OF DISABILITY SERVICES FACULTY FREQUENTLY ASKED QUESTIONS THIS GUIDE INCLUDES ANSWERS TO THE FOLLOWING FAQs: #1: What should I do if a student tells me he/she needs an accommodation? #2: How current
More informationStages of Literacy Ros Lugg
Beginning readers in the USA Stages of Literacy Ros Lugg Looked at predictors of reading success or failure Pre-readers readers aged 3-53 5 yrs Looked at variety of abilities IQ Speech and language abilities
More informationA Framework for Safe and Successful Schools
A Framework for Safe and Successful Schools Kelly M. Vaillancourt, Ph.D, NCSP Sally A. Baas, Ed.D Click to edit subtitle style Click to edit subtitle style Click to edit subtitle style Click to edit subtitle
More informationRhyne Elementary School Improvement Plan
2014-2016 Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information School Rhyne Elementary School Courier Number 360484 Street Address 1900 West Davidson Avenue Phone Number
More informationACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
0/9/204 205 ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES TEA Student Assessment Division September 24, 204 TETN 485 DISCLAIMER These slides have been prepared and approved by the Student Assessment Division
More informationThe School Discipline Process. A Handbook for Maryland Families and Professionals
The School Discipline Process A Handbook for Maryland Families and Professionals MARYLAND DISABILITY LAW CENTER Maryland Disability Law Center (MDLC) is a private, non-profit law firm. MDLC is designated
More informationCollaborative Classroom Co-Teaching in Inclusive Settings Course Outline
Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline Course Description The purpose of this course is to provide educators with a strong foundation for planning, implementing and maintaining
More informationMENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS. Dr. Lindsey Nichols, LCPC, NCC
MENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS Dr. Lindsey Nichols, LCPC, NCC Session Overview Introductions Understanding connection between mental health needs and academic success Common types of mental
More informationThe Oregon Literacy Framework of September 2009 as it Applies to grades K-3
The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools
More informationQUESTIONS and Answers from Chad Rice?
QUESTIONS and Answers from Chad Rice? If a teacher, who teaches in a self contained ED class, only has 3 students, must she do SLOs? For these teachers that do not have enough students to capture The 6
More informationTRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT
TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT Consultancy Special Education: January 11-12, 2016 Table of Contents District Visit Information 3 Narrative 4 Thoughts in Response to the Questions
More informationRecommended Guidelines for the Diagnosis of Children with Learning Disabilities
Recommended Guidelines for the Diagnosis of Children with Learning Disabilities Bill Colvin, Mary Sue Crawford, Oliver Foese, Tim Hogan, Stephen James, Jack Kamrad, Maria Kokai, Carolyn Lennox, David Schwartzbein
More informationAdvances in Assessment The Wright Institute*
3 2 1 Advances in Assessment Training @ The Wright Institute* Child Assessment The Wright Institute Assessment Clinic WI Sanctuary Project 2nd Year Assessment Program *Contact and Referral information
More informationRestorative Practices In Iowa Schools: A local panel presentation
Restorative Practices In Iowa Schools: A local panel presentation Stephanie McFarland, DMPS Early Childhood Craig Leager, DMPS Elementary and Middle Schools Kim Davis, WDMCS High School Stephanie McFarland,
More informationKindergarten Iep Goals And Objectives Bank
Kindergarten Iep Bank Free PDF ebook Download: Kindergarten Iep Bank Download or Read Online ebook kindergarten iep goals and objectives bank in PDF Format From The Best User Guide Database Occupational
More informationBayley scales of Infant and Toddler Development Third edition
Bayley scales of Infant and Toddler Development Third edition Carol Andrew, EdD,, OTR Assistant Professor of Pediatrics Dartmouth Hitchcock Medical Center Lebanon, New Hampshire, USA Revision goals Update
More informationSLINGERLAND: A Multisensory Structured Language Instructional Approach
SLINGERLAND: A Multisensory Structured Language Instructional Approach nancycushenwhite@gmail.com Lexicon Reading Center Dubai Teaching Reading IS Rocket Science 5% will learn to read on their own. 20-30%
More informationTutor Guidelines. For DSF Tutors and Members. Updated August 2017 Page 1 of 37
Tutor Guidelines For DSF Tutors and Members Updated August 2017 Page 1 of 37 Welcome Note The Dyslexia-SPELD Foundation (otherwise known as DSF Literacy and Clinical Services) is an independent, not-for-profit
More informationDISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES
SCHOOL DISTRICT NO. 20 (KOOTENAY-COLUMBIA) DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES The purpose of the District Assessment, Evaluation & Reporting Guidelines and Procedures
More informationSchool Performance Plan Middle Schools
SY 2012-2013 School Performance Plan Middle Schools 734 Middle ALternative Program @ Lombard, Principal Roger Shaw (Interim), Executive Director, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE
More informationRiverside County Special Education Local Plan Area Orthopedic Impairment Guidelines Table of Contents
Riverside County Special Education Local Plan Area Orthopedic Impairment Guidelines Table of Contents Identification and Assessment of Unique Educational Needs...2 Definition of a Severe Orthopedic Impairment...2
More informationRhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information
School Address - 2016 Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information Rhyne Elementary School Courier Number 360484 1900 West Davidson Avenue Phone Number 704-866-6098
More informationArlington Public Schools
Arlington Public Schools SPECIAL EDUCATION SCHOOL COMMITTEE PRESENTATION OCTOBER 27, 2016 PRESENTED BY: ALISON ELMER, DIRECTOR OF SPECIAL EDUCATION, SLC DALLIN PROGRAM STAFF, & AHS REACH PROGRAM STAFF
More informationProgress Monitoring & Response to Intervention in an Outcome Driven Model
Progress Monitoring & Response to Intervention in an Outcome Driven Model Oregon RTI Summit Eugene, Oregon November 17, 2006 Ruth Kaminski Dynamic Measurement Group rkamin@dibels.org Roland H. Good III
More informationINDEPENDENT STUDY PROGRAM
INSTRUCTION BOARD POLICY BP6158 INDEPENDENT STUDY PROGRAM The Governing Board authorizes independent study as a voluntary alternative instructional setting by which students may reach curricular objectives
More informationGuide to the New Hampshire Rules for the Education of Children with Disabilities
Guide to the New Hampshire Rules for the Education of Children with Disabilities This Document includes the NH Rules for the Education of Children with Disabilities that were adopted by the State Board
More informationDisability Resource Center (DRC)
DISABILITY RESOURCE CENTER & DEAF AND HARD OF HEARING SERVICES College of Southern Nevada Disability Resource Center (DRC) Prospective Student General Information Packet NORTH LAS VEGAS OFFICE SORT CODE
More informationState Parental Involvement Plan
A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools
More informationAIS/RTI Mathematics. Plainview-Old Bethpage
AIS/RTI Mathematics Plainview-Old Bethpage 2015-2016 What is AIS Math? AIS is a partnership between student, parent, teacher, math specialist, and curriculum. Our goal is to steepen the trajectory of each
More informationThe State and District RtI Plans
The State and District RtI Plans April 11, 2008 Presented by: MARICA CULLEN and ELIZABETH HANSELMAN As of January 1, 2009, all school districts will be required to have a district RtI plan. This presentation
More information