Special Populations

1. Special Populations “A true friend knows your weaknesses but shows you your STRENGTHS; feels your fears but fortifies your FAITH; sees your anxieties but frees your SPIRIT; recognizes your disabilities but emphasizes your POSSIBILITIES” William Arthur Ward

2. PURPOSE FERPA/RTI/SPECIAL POPULATIONS/GUIDANCE OBJECTIVE: REVIEW DISTRICT PROCEDURES FOR FERPA/RTI/ SPECIAL POPULATIONS and GUIDANCE

3. FERPA Family Educational Rights and Privacy Act • Protects privacy of student records • Education records are confidential and may be disclosed only as authorized by law. • Education records may be disclosed to parents or eligible students upon their request

4. What is an educational record? FERPA regulations define educational records as those records that are • directly related to the student • maintained by an educational agency or institution

5. What are parent’s rights? Parents rights with respect to their child’s education record are: • Parents may inspect and review education records • Parents may request corrections to school records • Parents must provide written permission for records to be released unless they are disclosed to the exceptions

6. Written Consent Under FERPA, a district may disclose a student’s records ONLY with the prior written consent of the parent or student aged 18 or older. A valid, written consent must: • Be in writing • Be properly signed and dated • Specify the records that may be disclosed • Identify the party or class of parties to whom the disclosure may be made.

7. Who is the parent? FERPA defines a parent as a “parent of a student” and includes a natural parent, a guardian, or an individual acting as a parent in the absence of a parent or a guardian”. Aside from those above, could also be a foster parent, an individual with whom the child lives(aunt, uncle, grandparent, sibling, and/or a surrogate parent Divorced parents have equal access to records unless a court order states otherwise.

8. Disclosure “Disclosure” means to permit access to or the release, transfer, or other communication of personally identifiable information contained in education records to any party, by any means. Personally Identifiable information includes, but is not limited to: • student’s name • name of the student’s parent or other family member • address of the student or the student’s family • A personal identifier, such as birthday or social security number • A list of personal characteristics that would make the student’s identity traceable • Any other information that would make the student’s identity traceable Disclosure of the above is not allowed without parent consent.

9. Disclosure Exceptions Exceptions to disclosure related to school districts include: • To school officials within the district, including teachers, who have a legitimate educational interest • Students transferring districts • To federal, state, and local educational authorities • In connection with financial aid • Directory information (ex. student name/grade) • To comply with judicial orders • State and local authorities w/I a juvenile justice system • Appropriate officials in cases of health and safety

10. Summing up FERPA! Generally, all information regarding students will be considered an educational record. Student records are the most confidential held by a school. Err on the side of caution with student-related information.

11. Special Populations Response to Intervention (RTI) • An approach to academic and behavioral intervention • Provides early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. • Seeks to prevent academic and behavioral failure through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions • Utilizes 3 Tiers approach

12. RTI: TIER I • TIER 1: Primary intervention • is high-quality • research-based • whole-group instruction • combined with general screening processes THIS IS YOUR CLASSROOM!

13. RTI: TIER 2 • TIER 2: Secondary intervention • includes research-based practices • small-group or individual instruction in classroom • focuses on specific areas of weakness • Is targeted instruction with frequency and duration defined • Progress monitoring is required

14. RTI: TIER 3 • TIER 3: Tertiary intervention • individual supports with intensified focus, frequency, and duration • instruction provided through individualized programming. • Occurs outside the classroom • Should be the smallest number of students

15. REASONS FOR REFERRAL TO INTERVENTION TEAM Following parental contact, refer to intervention if: • student is struggling behaviorally - if you suspect ADD/ADHD – do not recommend medicine • student is struggling academically • you see need for the student to be evaluated for a special service following RTI implementation • the student meets mandatory intervention criteria (required of all core teachers every six weeks)

17. RTI (Response to Intervention) TEAM District Wide: Mandatory Interventions occur following the end of each 6 weeks; however you may request an RTI meeting at any time as long as you have met/conferenced with the parent. You must turn your mandatory interventions form in the day grades are due

18. INTERVENTION TEAM RTI team will determine necessary interventions and/or referrals • Academics-Remediation classes/labs, medical evaluations, dyslexia, 504, LPAC, Sp. Ed., speech evaluations, etc. • Behavior- counseling, point sheets, medical evaluations, etc. If problems persist, refer again.

19. SPECIAL POPULATIONS 504/Dyslexia (Rehabilitation Act of 1973) Eligibility for 504 (must meet both criteria) • Must have a documented physical or mental impairment • The impairment must substantially limit a major life skill of student to qualify such as concentrating, reading, walking, breathing, etc. • Dyslexia- falls under 504 umbrella. Those qualifying must meet evaluation criteria

20. 504/Dyslexia Requirements Requirements: • Individual accommodation plans (IAP’s) will be distributed by counselors at beginning of year and following any 504/Dyslexia meetings. • Annual reviews required to update plans. • ALL teachers are required by law to implement the IAP and have evidence of its’ implementation.

21. 504/Dyslexia • Dyslexia: Pull-out program • Services provided by Mrs. Craycraft • Accommodations on state assessments are not allowed unless they are routinely and successfully used in the classroom. • Dyslexia Resource: http://www.region10.org/dyslexia/techplan • IAPs may be adjusted at any time. Contact campus counselors. It is not optional to implement the IAP.

22. Bilingual/ESL • Refers to English Language Learners. • Required to have LPAC (Language Proficiency Assessment Committee) • Required committee meetings: initial placement LPAC, assessment LPAC, monitoring LPAC (as needed), and annual LPAC at end of year.

23. What the Law Says Regarding ELLs Ch.74.4 • In December of 2007, the state recognized the focus of language development for ELLs when they created Chapter 74.4, the English Language Proficiency Standards or ELPS. • The ELPS require ALL TEACHERS in the required curriculum to support ELLs’ development of content and language as they are an integral part of the required curriculum in each content area. • Chapter 74.4 integrates and focuses on skills that support academic development. It is the responsibility of all classroom teachers in the required curriculum to be familiar with and supportive of the implementation of the ELPS.

24. Bilingual/ESL • Counselors will distribute ESL instructional accommodation plans for ELLs at beginning of school, will revisit after 1st six weeks and any subsequent meetings Resources: • DyNed is computer driven ESL support program • Word walls integral part of language development for ELLs • ELPS Instructional Tool & Linguistic Instructional Alignment Guide • ELPS resource: www.esc20.net/elps

25. Advanced Academic Services (GT) • Fall nominations only- Nominations will be accepted first two weeks in November • Pull out program • Please be aware of future prospects and keep special work in portfolios-make nominations when window opens • Provide enrichment for these students across curricula • Resource: Texas Performance Standards Project www.texaspsp.org

26. Principles of a Differentiated Curriculum for the Gifted and Talented Content • Present content that is related to broad-based issues, themes, or problems • Integrate multiple disciplines into the area of study • Present comprehensive, related, and mutually reinforcing experiences within an area of study • Allow for in-depth learning of a self- selected topic within the area of study Process • Develop independent or self-directed study skills • Develop productive, complex, abstract, and/or higher- level thinking skills • Focus on open-ended tasks • Develop research skills and methods • Integrate basic skills and higher-level thinking skills into the curriculum Product • Encourage the development of products that challenge existing ideas and produce “new” ideas • Encourage the development of products that use new techniques, materials, and forms Affect • Encourage the development of self- understanding, i.e., recognizing and using one’s abilities, becoming self- directed, appreciating likenesses and differences between oneself and others • Evaluate student outcomes by using appropriate and specific criteria through self-appraisal, criterion referenced, and/or standardized instruments Source: National/State Leadership Training Institute on the Gifted and Talented, developed by the Curriculum Council (James J. Gallagher, Sandra N. Kaplan, A. Harry Passow, Joseph S. Renzulli, Irving S. Sato, Dorothy Sisk, Janice Wickless)

27. Advanced Academic Services ALL classroom teachers should know who the identified gifted students are and should differentiate curriculum accordingly. Providing differentiation for gifted students does not mean more work! (Refer back to principles)

28. ALL Special Population records are CONFIDENTIAL!

29. GUIDANCE/COUNSELING SERVICES Counselors will share specific campus procedures. Individual Counseling referrals: • Teacher Referrals • Self-Referrals Classroom Guidance: • All counselors will visit classrooms to cover comprehensive guidance requirements mandated by the state. • Teachers are required to remain in the classroom during guidance. • Any specific needs for your classrooms, see your counselor.

30. CPS REPORTING • Required by law to report if you suspect or know of abuse or neglect. • Abuse is mental, emotional, physical, or sexual injury to a child or failure to prevent such injury to a child. • Neglect includes failure to provide a child w/ food, clothing, shelter, and/or medical care; or leaving a child in a situation where the child is at risk of harm.

31. CPS REPORTING CONT’D • Making a report to CPS is the “raising of a question” not an accusation. It is not your job to investigate, only to report. • You must report within 48 hours. You must inform building principal, but are still obligated to report. • You may report by phone or online: Phone # 1-800-252-5400 Online: https://reportabuse.ws Professional/report 1 Texas Family Code authorizes an investigator to interview the child, “at any reasonable time and place, including the child’s home or the child’s school.” School personnel are prohibited from interfering with an investigation and may not insist that a school employee accompany the child during the interview.

32. “What lies behind us and what lies before us are tiny matters when compared to what lies within us.” -Ralph Waldo Emerson

33. 20 Things We Should All Say More Often Kid President