Presented By: Cathy Giles, Melissa Hotchkiss, Lucille Kaloyanides & Kathy MacMillan April 17, 2009

Staff Changes

2007-2008 School Year2 Special Education teachers in Learning CenterAverage caseload-40+ studentsLittle direct time spent teaching studentsSupported by many paraprofessionals2008-2009 School YearTraded paraprofessionals for certified Special Education TeachersPresently-4 Special Education Teachers in Learning Center

PositivesMore direct teaching by certified Special Education TeachersFewer meetings, less paperworkEqual distribution of students amongst 4 TeachersSpecial Education teachers work with fewer classrooms and are more available to teachersSpecial Education teachers are working with students in classrooms more promoting an Inclusion modelSpecial Education teachers have increased knowledge and data on their studentsSpecialists (i.e. speech pathologist, school psychologist) can give bulk of management responsibilities to Special educators

Improvements for Next Year2009-2010 School YearOverlap/share services/testingGoal 1: Best meet student needsCaseloads will be divided but Special Education Teachers may service students in any grade.Goal 2: Keep students in regular education/mainstream if possibleIntense RTI (Response to Intervention) in Kindergarten and First GradeK-1 Special Education Teacher will have smaller IEP caseload

Pre-Referral ProcessOld Model:TST (Teacher Support Team) meetings on Wednesday afternoons-planning time was usedTeachers booked a time to talk to Team about students of concern.Principal did not always attendRan by Special Education Teachers or School PsychologistStudents previous teacher attended as well as various grade level teachers

New Model Part I:Special Education Business Meeting

When: Thursdays-every week-8:30-9:30Who attends: Special Education Teachers, Speech & Language Pathologist, School Psychologist, Occupational Therapist, Chairperson, PrincipalMeeting purpose: Discuss placement changes, challenging cases, business, testing schedule, determine assessments used for evaluations, schedule parent meetings etc. Chairperson relays information from Pupil Services OfficeMinutes are taken and reported back to Team

Part II: Assessment MeetingsModeled after meetings observed in Lynnfield, MAWhen: Thursdays every 6 weeksGrades K & 3: 9:30-10:30Grades 1 & 4: 10:30-11:30Grades 2 & 5: 1:30-2:30Who attends: Principal, Chairperson, School Psychologist, Speech and Language Pathologist, Reading Specialist, Title 1 Teacher, Special Education Teachers and Classroom TeachersMeeting Purpose: 1. All teachers from grade level attend to discuss student concerns and pre-referral strategies. 2. Grade level concerns, curriculum and assessment data i.e. MCAS scores, Dibels data, math weaknesses

Thursdays when there are no assessment meetings-all parent meetings are scheduled and time is used for testing and observations

PositivesAll teachers have regularly scheduled contact with entire Special Education Team.Support from grade level colleagues as well as specialists.Teachers can discuss students without formal written referral.Title 1 Teacher/Reading Specialist can share instructional strategies and/or data involving areas of weakness in the curriculumNo struggling students slip through the cracksNo planning time is taken

Ideas for Next YearExtend time to allow adequate time for pre-referral and to address grade level issues/curriculumDesignated Timekeeper at each meetingDesignated note taker/data collector for primary and intermediate gradesFully implement Tiered testing as part of pre-referral processUtilize list of Good Teaching Practices at Assessment MeetingsSchedule on two half days rather than one full day (Ex: Tuesday afternoons and Thursday mornings)This would allow referrals to be started on staggered daysSchedule Special Education business meeting on a different day, not Thursday morning

J. W. Killam Pre-Referral Process2009-2010

First Assessment Meeting-classroom teacher brings up a studentConcerns are discussed- suggestions/ strategies are given by Team-List of Good Teaching Practices is reviewedDecision is made to put student on concerns or to move them into Tier 1Concerns-student will be monitored and discussed briefly at next meeting-no paperworkTier 1 (paperwork begins): Teachers will be given a folder with initial data form to fill out and will collect work samples and observations for six weeks.Second assessment meeting-Decisions will be made on specific studentsOptions:Move off concern list-strategies working / student making progressMove from concerns to Tier 1 (paperwork will begin)Move to Tier 2: Informal/classroom assessments-for another 6 weeksTier 1 move back to concernsNew student is brought up and put on concerns list or put in Tier 1Third assessment meeting-Decisions will be made on specific studentsOptions:Move off concern list-strategies working / student making progressMove from concerns to Tier 1 (paperwork will begin)Move to Tier 2: Informal/classroom assessments-for another 6 weeksTier 1 move back to concernsNew student is brought up and put on concerns list or put in Tier 1Tier 2 will move to Tier 3: Formal evaluations

Tiered Assessment ListTier 1:Authentic Work SamplesIndependent writing samplesLiteracy Place assessmentsFundations assessments/spelling quizzesMath assessments w/profilesContent area assessmentsGuided Reading observations/notesSpecial Education Liaison observation

Tier 2:

Teacher Assessment DibelsGates MacGinitieMCAS scoresSRIDRAMid-year or End-year Math assessmentConners/BriefEmotional Screening (BASC)Sensory screeningSpeech screening

Tier 3:

CognitiveSpeech and LanguageAchievement TestingDiagnostic Educational TestingOccupational Therapy EvaluationPhysical Therapy Evaluation

Grade 3-5 Assessment MeetingDecember 11, 2008

Testing Completed:Jake M.psych/acad.B.J. Gpsych/acad./sp.Austin Gpsych/acad.Brooke Spsych/acad/spAndrea Hpsych/acad/spEthan Bpsych/acad/spAlexandra Kiacad/spAnna Mpsych/acad/spNicole Prejected school eval-outside eval. in progressPaul Gpsych./acad/spJames Apsych/acad/spScheduled for Testing:Stephen Ppsych/acad/spNatalie KpsychErik Rpsych/acadGrace Mpsych/acad/spSean Npsych/acad/spAdam Cpsych/acad/spShivapsych/acad/spDan B.psych/acad/spColin GDevelopmental scaleJack Mpsych/acad/spNick HPsych/acad/spOn Deck:Josh BacademicEmma MAcad/psych/sp/otImmediate Action Plan:Will R6 Weeks Watch:3rdBryan DCynthia FShelby G4thGianna P5thElias CJoshua GTessa SSpeech Only:Jon VRyan SHenry FConcerns:3rdDaniel B4thNora JApril MJohn PMeghan ECaleb DAlexis CElijah S5thJulia CJohn G

Grade 3-5Assessment MeetingFebruary 5, 2009

Testing Completed:Jake Mpsych/acad.B.J. Gpsych/acad./sp.Austin Gpsych/acad.Brooke Spsych/acad/spAndrea Hpsych/acad/spEthan Bpsych/acad/spAlexandra Kacad/spAnna Mpsych/acad/spNicole Prejected school eval-outside eval. Paul Gpsych./acad/spJames Apsych/acad/spStephen Ppsych/acad/spNick HPsych/acad/spAdam Cpsych/acad/spErik Rpsych/acadGrace Mpsych/acad/spDan B.psych/acad/spScheduled for Testing:Natalie KpsychSean Npsych/acad/spJack Mpsych/acad/sp/otJosh BacademicEmma MAcad/psych/sp/otBrendan DAcad/psych/spLuke CAcad/psych/sp/otChris EOT onlyZachary Z.OT onlyOn Deck:Jack RPsych/acadMatt LPsych/acadSpencer MAcadOlivia DAcad/psych/speechBryan DAcad/psych/speechCindy FAcad-math/psych(Colin G.Developmental scale)Immediate Action Plan:Anna GTessa S6 Weeks Watch:3rdShelby G4thTrevor MElijah SDavid D5th

Concerns:3rdDaniel BCaitlin TCameron VHannah GNathon CRiley C4thNora JApril MJesse GGianna PCaleb DAlexis CJohn PMoran D5thElias C.Josh G.Grace M.

Speech Only:Jon VRyan SHenry F

Assessment Meeting Tracking Grades 3-5

Name/Grade

1st Assessment Meeting

2ndAssessment Meeting

3rd Assessment MeetingMoved to testingY/N

Parent Request to Test Y/NOutside/Previous Testing(where/when)InitialMeeting DateQualified/ (IEP/504) Did not qualifyJosh B -3rd10/16/200812/11/2008N/AYesNoJ. W. Killam-3/13/2009Did not qualifyNicole P -3rd10/16/2008N/A2/5/2009YesNoOutside neuropsych2/10/2009IEP developedCindy F -3rd10/16/200812/11/20082/5/2009YesNoNoShelby G.-3rd10/16/20082/11/20082/5/2009NoNo

Elijah S-4th

10/16/2008

12/11/2008

2/5/2009

Yes

NoJames A-4th10/16/2008N/AN/AYesNoNo1/22/2009Did not qualifyGianna P 4th10/16/200812/11/20082/5/2009No

NoNoEmma M. 4th10/16/200812/11/2008N/AYesYesNo3/20/2009IEP developedApril M 4th10/16/200812/11/20082/5/2009NoNoJ. W. Killam-07/Did not qualifyWill R-4th10/16/200812/11/20082/5/2009NoPreviously been on IEPTaken off IEP in 3rd grade

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