Today’s Agenda The Big Picture of Special Education 1 2 3 4.
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Transcript of Today’s Agenda The Big Picture of Special Education 1 2 3 4.
- Slide 1
- Slide 2
- Slide 3
- Todays Agenda The Big Picture of Special Education 1 2 3 4
- Slide 4
- Multi-Tiered System of Support Response to Intervention (RTI) Positive Behavior Intervention Support (PBIS)
- Slide 5
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- General Education Teachers Parent Principal Guidance Counselor
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- General Education TeacherParent Special Education TeacherSchool Psychologist PrincipalOccupational Therapist Guidance CounselorPhysical Therapist School Social WorkerOther Allied Service Provider
- Slide 9
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- The choices include the choice of using the scientific, research-based interventions of RtI and patterns of strengths and weaknesses (PSW).
- Slide 11
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- Prohibits states from REQUIRING the use of the severe discrepancy model
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- Is there a pattern of weakness? YES/NO Was there a discrepancy? YES/NO
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- Instruction which meets the unique needs of the individual learner.
- Slide 16
- Least Restrictive Environment Resource Room (pull-out) Co-Taught Teacher Consult (TC)
- Slide 17
- Careful consideration of the feeling of the family must be practiced the process.
- Slide 18
- If we have time
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- Baseline Data Sally can complete math problems at the 4 th grade level as measured by the Brigance- Revised Test of Math Grade Placement Goal: Sally will improve her math level to the 5 th grade level as measured by the Brigance- Revised Test of Math Grade Placement by January 15, 2016.
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- IEP Lacked Measurable Goals Parents requested due process hearing Schools were required to implement services Cost in litigation: $600,000
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- Peggy Yates, Ed. S. 989.466.6056 Questions? More Information?
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- Counseling students in levels 2 and 3; A PBIS/RTI guide. (2013, June). Reference & Research Book News, 28(3). Hawken, L., Vincent, C., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders, 16, 213-225 Miciak, J., Fletcher, J. M., Stuebing, K. K., Vaughn, S., & Tolar, T. D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29(1), 21-37. doi:10.1037/spq0000037
- Slide 24
- Reset Questions Response to Intervention makes up all of MTSS? True Incorrect False Correct
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- Reset Questions Parental consent is not needed to Conduct and Evaluation. True Incorrect False Correct
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- Reset Questions The Discrepancy Model is required by law. True Incorrect False Correct
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- Reset Questions Which RtI Tier might lead to the Student Study Team Tier 1 Incorrect Tier 2 Incorrect Tier 3 Correct