Support for Struggling Students

Late Start10-9-2013

Programs

RTI

Special Education

504 Plan

1st Step…RTIAccording to ISBE RTI is:

“a multi-level framework

designed to maximize student achievement

providing support to ALL students at risk with poor learning outcomes”

Response to InterventionTier IProblem-solving

research-based

team approach of identifying at-risk students with academic or behavior problems

ALL student initiative

RTI Process Involves:Core Instruction: high-quality, research-based

core instruction in their regular classroom

Assessment: academic and behavioral performance

Individual Intervention Meetings: Plan developed

Progress Monitoring: 3 week intervals

Academic Models Skill-specific (Differentiated Instruction)

Ongoing progress monitoring

Data driven decision making

Research- based…. NOT based on “hunches”

Behavior ModelsExpectations/Rituals & Routines

Clear/Consistent/Consequences

Positive Rewards

Problem solving approach

Behavior specific

When All Else Fails…

A.C.H.I.E.V.E BEHAVIOAL PLANPilot program in the district

7 freshmen teachers

Compiling data Detentions Anecdotes Grades: more time teaching vs. referral

writing

What to do if a student is struggling?Conference with student (academic &/or behavioral)

Differentiation/Behavior Strategies

Contact the parent: verbal or written documentation (nurse & registrar source for current contact info)

Complete teacher referral form with DOCUMENTATION & SPECIFIC DEFICIENCY (S)

Intervention Meeting: student, parent, counselor/dean, AP, RTI coach, available teachers

RTI Plan

RTI FORMS Has parent contact been made __________Yes    ____No Dates:_________________________  Please list student’s strengths, talents or specific interests: Please check any areas below that you believe are problematic: Excessive absences (more than four)  Excessive tardies (more than four)  Poor attention/concentration  Disruptive behavior(please explain)___________________________________________  Incomplete class assignments  Incomplete homework assignments  Poor organizational skills  Difficulty producing written work  Poor grades on daily work

Poor grades on test/quizzes

Difficulty working with peers  Noncompliance with teacher directives

Extreme mood swings

Unmotivated  Does not participate   Withdrawn

______

I have used the following modification(s) with the student:  Please check the onesyou have used and indicate if it has been successful. 

Extended time __________________________________________________

Oral testing______________________________________________________

Repeating directions ______________________________________________

Use of calculator _________________________________________________

Modified format of assignments _____________________________________

Retakes on tests/quizzes ___________________________________________

Redo assignments ________________________________________________

Assignment notebook _____________________________________________

Study guides _____________________________________________________

Extra credit opportunities __________________________________________

Preferential seating _______________________________________________

Copies of material/notes ___________________________________________

Peer tutoring ____________________________________________________

One on one help __________________________________________________

Small group instruction _____________________________________________

CP _____________________________________________________________

ARC, ASAP, TASP __________________________________________________

Saturday Support _________________________________________________

CPR_____________________________________________________________

Please list any additional comments or concerns that you may have: list deficiency (s)_

TW-RTI ChartTIER I: Interventions available to ALL studentsColor coded white

TIER II:• Specific deficiencies addressed in small groups

(Pullout)• Frequent progress monitoring (meet once a

week)• Color coded blue

TIER III:1 on 1 meetings with staff memberIntense progress monitoring (meet 3 times

/week)Colored coded gold

NEXT STEP… SPECIAL EDUCATIONReferral for consideration for Special

Education After Tier 3 has been documented, only then

can a student be considered for special education testing.

Once the RTI team has met on a student and Tier 3 interventions have been attempted and progress monitored without success, the RTI building coach will refer the student for an evaluation.

A parent can at anytime request that an evaluation be completed on their student. These requests have to be done in writing and only legally binds the team to consider the request.

What does an evaluation involve?Medical HistorySocial Developmental StudyPsychological Testing – I.Q. and achievementTeacher ReportsAny other specific testing that is needed –

speech, occupational therapy, etc.

How is eligibility determined?IDEA requires specific documentation on

student’s strengths and weaknesses, if they have a skill deficit versus a performance deficit, progress over time, and their previous and current intervention plans (Tier 1, Tier 2, and Tier 3)

What does this mean? Specific documentation is needed through the RTI process.

Once a student is eligible for special education services…All special education students are general education

students firstA meeting takes place to develop a student’s individual

education plan (IEP)The student will receive a yellow triangle next to their

name in Power School – once you click on this triangle the student’s disability and case manager will appear

Every teacher of the student will receive a confidential letter from the case manager addressing the student’s specific needs in the classroom

If anyone would like more specific information, please contact the case manager or read the student’s complete file in room 1541

Next Step…504Plan

PurposeAn accommodation plan is focused on leveling

the playing field between disabled and non-disabled students.

Accommodations and services must be provided to meet the individual education needs of disabled students.

It allows them access to educational programs in a similar manner to his/her non-disabled peers.

What is a disability?It is a physical or mental

impairment that substantially limits one or more major life activities.

How is a 504 determined?A medical diagnosis (Allergy/ADHD: does not

guarantee a 504 plan)

Aptitude /Achievement test

Teacher recommendation/observations

Physical condition (Blindness/wheelchair bound)

Social or cultural background (religious beliefs)

What is substantially limiting?It is a major life activity that cannot be

performed like an average student. (wheelchair accessibility: cannot climb stairs)

It significantly restricted as to the condition, manner or duration under which he/she performs the activity compared to the general population. (food allergy: sit in an assigned area, on oxygen: cannot run or walk the track the same number of laps as their peers)

Accommodation PlanDocumentation needed

Level the playing field between the disabled and non-disabled student

Clear and specific individual accommodations

Plan provided to teachers

Points to rememberNot every child with impairments will need or

require a 504 plan

Progress monitoring of plan-will ask for feedback from teaching staff

The physical/mental impairment may limit a life activity but does not impact learning for the student then a 504 is not necessary (wheelchair bound leave class 5 minutes early)