Support for Struggling Students

1. Support for Struggling Students Late Start 10-9-2013

2. Programs • RTI • Special Education • 504 Plan

3. 1st Step…RTI According to ISBE RTI is: • “a multi-level framework • designed to maximize student achievement • providing support to ALL students at risk with poor learning outcomes”

4. Response to InterventionTier I • Problem-solving • research-based • team approach of identifying at-risk students with academic or behavior problems • ALL student initiative

5. 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

6. Academic Models • Skill-specific (Differentiated Instruction) • Ongoing progress monitoring • Data driven decision making • Research- based…. NOT based on “hunches”

7. Behavior Models • Expectations/Rituals & Routines • Clear/Consistent/Consequences • Positive Rewards • Problem solving approach • Behavior specific

8. When All Else Fails…

9. A.C.H.I.E.V.E BEHAVIOAL PLAN • Pilot program in the district • 7 freshmen teachers • Compiling data • Detentions • Anecdotes • Grades: more time teaching vs. referral writing

10. 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

11. 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working with peers • Noncompliance with teacher directives • Extreme mood swings • Unmotivated • Does not participate • Withdrawn

12. ______ • I have used the following modification(s) with the student:  Please check the ones • you 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)_

13. TW-RTI Chart TIER I: • Interventions available to ALL students • Color 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 member • Intense progress monitoring (meet 3 times /week) • Colored coded gold

14. NEXT STEP… SPECIAL EDUCATION • Referral 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.

15. What does an evaluation involve? • Medical History • Social Developmental Study • Psychological Testing – I.Q. and achievement • Teacher Reports • Any other specific testing that is needed – speech, occupational therapy, etc.

16. 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.

17. Once a student is eligible for special education services… • All special education students are general education students first • A 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

18. Next Step…504Plan Purpose • An 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.

19. What is a disability? • It is a physical or mental impairment that substantially limits one or more major life activities.

20. 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)

21. 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)

22. Accommodation Plan • Documentation needed • Level the playing field between the disabled and non-disabled student • Clear and specific individual accommodations • Plan provided to teachers

23. Points to remember • Not 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)