Presentation is loading. Please wait.

Presentation is loading. Please wait.

Intervention and Referral Services School-Based Training Presented by: Mr. Michael J. Mc Govern and Dr. Beth Dailey.

Similar presentations


Presentation on theme: "Intervention and Referral Services School-Based Training Presented by: Mr. Michael J. Mc Govern and Dr. Beth Dailey."— Presentation transcript:

1 Intervention and Referral Services School-Based Training Presented by: Mr. Michael J. Mc Govern and Dr. Beth Dailey

2 NJDOE State Mandate

3 Overview Review of the I&RS Process Review of the I&RS Process Structure & Function of Building-Based I&RS Teams Structure & Function of Building-Based I&RS Teams Team Member Characteristics Team Member Characteristics Team Member Roles and Responsibilities Team Member Roles and Responsibilities Problem-Solving Guidelines Problem-Solving Guidelines Review of the I&RS Timeline Review of the I&RS Timeline Case Study Case Study

4 What does I&RS offer? A tool for teachers to use to gain additional insight into the area(s) of concern. A tool for teachers to use to gain additional insight into the area(s) of concern. A collaborative approach to problem solving for the teacher. A collaborative approach to problem solving for the teacher. A continuum of services available to students in need. A continuum of services available to students in need. A building level approach to address students’ needs. A building level approach to address students’ needs.

5 Who makes up the I&RS Team? Each building will consist of a “Core” team. This team will be supplemented by additional staff on an “as needed basis.” Core Team:  Educational Support Specialist (ESS) / Student Counselor - Chairperson  Master General Education Teacher  Master Special Education Teacher  Member of CST At Pre-Planning meetings additional participants include:  Referring Teacher  Support Staff (as needed) At Planning meetings additional participants include:  Referring Teacher  Parent  Support Staff (as needed)

6 What staff is available to provide assistance ? Core I&RS Team Core I&RS Team Principal Principal Nurse Nurse Reading Recovery Reading Recovery Gifted and Talented Gifted and Talented Basic Skills Basic Skills Behaviorist Behaviorist ELL ELL Special Education Teacher Special Education Teacher Reading Specialist Reading Specialist Related Services Specialist Related Services Specialist Specialists Specialists Educational Support Specialist Educational Support Specialist

7 Process 1. Student in need is identified (learning, behavior, and/or health problem encountered in the general education setting). 2. Individual referring the student obtains a referral packet from the Educational Support Specialist (ESS) / Student Counselor or from the Rockaway Township Intranet (District Forms). 3. ESS / Student Counselor logs in student and assigns Core Team member as Case Coordinator. (ESS / Student Counselor, Master General Education Teacher, Master Special Education Teacher, CST member). Students are assigned on a rotating basis.

8 Process… 4. ESS / Student Counselor forwards Health Summary Form to the School Nurse for completion. 5. ESS / Student Counselor mails Parent Interview to parents with self-addressed return envelope. Distributed to Core Team members upon receipt. 6. Referral packet is completed by teacher and Case Coordinator.

9 Process… 7. Packet is returned to ESS / Student Counselor for 7. Packet is returned to ESS / Student Counselor for review. review. 8. ESS / Student Counselor reviews packet and if completed case is forwarded to Core Team members and support staff (if applicable) for review prior to the Pre-Planning meeting. 8. ESS / Student Counselor reviews packet and if completed case is forwarded to Core Team members and support staff (if applicable) for review prior to the Pre-Planning meeting. If referral packet is not complete it is returned to referring individual with identified areas in need of completion. (For example: incomplete packet, inclusion of inappropriate information (e.g., subjective remarks, labels, diagnoses, judgments, generalizations, implied or non-observable behaviors). Supportive instructions for making the required changes will be provided in either verbal or written form.

10 The Process… 9. ESS / Student Counselor copies and distributes packet to Core Team members for review. 10. ESS / Student Counselor reminds staff of Pre- Planning (problem-solving) meeting (approximately one to two weeks from receipt of the request). 12. Core Team, parent, and Support Staff (if applicable) meet during Planning Meeting to review results of Action Plan(s).

11 The Process… 13. Pre-Planning meeting is held: Primary areas targeted for improvement are identified. Primary areas targeted for improvement are identified. An Action Plan is completed with the following: An Action Plan is completed with the following: Strategies/Interventions Strategies/Interventions Timeline Timeline Responsible person(s) Responsible person(s)

12 The Process… 14. Follow-up meetings occur six to eight weeks later as per the timeline. Core Team members and/or Support Staff (if applicable) / parents will assess and modify the identified Action Plan. 15. Changes/modifications to the plan will be implemented. Collaboratively, the team will identify further strategies to be implemented. Collaboratively, the team will identify further strategies to be implemented. If the identified modifications have resulted in a correction of initially targeted behavior(s) the referral to the I & RS Team will be closed and maintained for future review if child is re-referred. If the identified modifications have resulted in a correction of initially targeted behavior(s) the referral to the I & RS Team will be closed and maintained for future review if child is re-referred.

13 …Team Member Characteristics as per NJDOE… Team members should have their colleagues’ respect. Team members should have their colleagues’ respect. Team members should be able to apply effective group process skills (e.g. communicate with parents/guardians, resolve conflicts, trust one another, support one another, openly share information, and observe privacy rights). Team members should be able to apply effective group process skills (e.g. communicate with parents/guardians, resolve conflicts, trust one another, support one another, openly share information, and observe privacy rights). Team members should be knowledgeable about the school building’s program of I&RS and its procedures, as well as related school and community policies and resources. Team members should be knowledgeable about the school building’s program of I&RS and its procedures, as well as related school and community policies and resources.

14 …Team Member Characteristics as per NJDOE… Team members should possess the requisite skills for assessing and solving problems in a collaborative manner (e.g., data collection, data analysis, problem assessment, brainstorming, problem solving, consensus building, creative thinking, behavioral observation, program planning, and organizational development). Team members should possess the requisite skills for assessing and solving problems in a collaborative manner (e.g., data collection, data analysis, problem assessment, brainstorming, problem solving, consensus building, creative thinking, behavioral observation, program planning, and organizational development).

15 …Team Member Characteristics as per NJDOE… Team members should be familiar with the district’s instructional objectives and curriculum. Team members should be familiar with the district’s instructional objectives and curriculum. Team members should be familiar with traditional, innovative, and culturally, sensitive instructional practices and other education programs and methods of formulating strategies and techniques helpful to school staff and parents. Team members should be familiar with traditional, innovative, and culturally, sensitive instructional practices and other education programs and methods of formulating strategies and techniques helpful to school staff and parents.

16 …Team Member Characteristics as per NJDOE… Team members should stay current with the research literature on effective instructional practices and actively learn new strategies in order to expand their repertoire of ideas for helping staff and parents who request assistance for problems. Team members should stay current with the research literature on effective instructional practices and actively learn new strategies in order to expand their repertoire of ideas for helping staff and parents who request assistance for problems. Ideas for sharing research literature???? Ideas for sharing research literature????

17 Team Member Roles and Responsibilities NJDOE

18 Educational Support Specialist’s Guidance Specialist’s Role As Team Leader The team leader coordinates the general activities of the program, initiates, facilitates, shares responsibilities and leads, rather than “rules” or dictates to the team. The team leader performs specific tasks and functions such as: The team leader coordinates the general activities of the program, initiates, facilitates, shares responsibilities and leads, rather than “rules” or dictates to the team. The team leader performs specific tasks and functions such as:

19   Log in requests for assistance.   Mail Parent Interview form to parents with return self-addressed envelope.   Forward Health Summary form to the school’s nurse.   Determine the appropriateness of cases for review by the team with building administrators.   Schedule / convene meetings.   Prepare meeting agendas.

20   Serve either as the facilitator for the steps of the problem- solving model and the development of the I&RS action plans or facilitator for either problem-solving process and/or action planning to another team member.   Maintain an educational focus for resolving I&RS cases.   Mediate conflicts.   Serve as the liaison to school administrators and case coordinators.

21 Record Keeper Register and maintain accurate, written accounts of all meetings. Register and maintain accurate, written accounts of all meetings. Maintain all program files in a locking file cabinet. Maintain all program files in a locking file cabinet. Retain a supply of forms. Retain a supply of forms.

22 Record Keeper… Forms will be maintained on hard copy as well as on district Intranet (District Forms) sites. As school teams have the opportunity to work with current forms, the ESS / Student Counselor will provide feedback at follow-up District I&RS review meetings. Feedback will be shared prior to placing forms into final form on District Intranet site. Forms will be maintained on hard copy as well as on district Intranet (District Forms) sites. As school teams have the opportunity to work with current forms, the ESS / Student Counselor will provide feedback at follow-up District I&RS review meetings. Feedback will be shared prior to placing forms into final form on District Intranet site. Keep a current calendar for the I&RS team. Keep a current calendar for the I&RS team.

23 Rockaway Township Public School District I&RS Master Referral List 2007 to 2008 School Year TeacherStudentGradeReferral DatePacket Due Date Case Coordinator Assigned Pre-Planning Meeting Date Planning Meeting Date

24 Time Keeper The time keeper (CST member) helps maintain efficiency in team proceedings by being responsible for following tasks and functions such as: The time keeper (CST member) helps maintain efficiency in team proceedings by being responsible for following tasks and functions such as: Making sure the team adheres to all time limits. Making sure the team adheres to all time limits. Assisting the facilitator in keeping members on task during meetings to complete tasks in their allotted time periods. Assisting the facilitator in keeping members on task during meetings to complete tasks in their allotted time periods.

25 Case Coordinator All team members serve turns as Case Coordinators on a rotating basis. All team members serve turns as Case Coordinators on a rotating basis. Case Coordinators are perhaps in the most pivotal position for ensuring the success of the I&RS process on a case-by-case basis. Case Coordinators are perhaps in the most pivotal position for ensuring the success of the I&RS process on a case-by-case basis. When team members serve as case coordinators, they are the primary contact with the staff member requesting assistance. Their job is to lead the requesting staff member through the process, provide support, and help them with the implementation of the I&RS action plan for the identified educational problem. When team members serve as case coordinators, they are the primary contact with the staff member requesting assistance. Their job is to lead the requesting staff member through the process, provide support, and help them with the implementation of the I&RS action plan for the identified educational problem.

26 Case Coordinator… Will interview the teacher requesting assistance as well as the student. The focus on ALL interviews is to collect and record ONLY specific, descriptive, observable, and factual academic, behavior, and school health information. Will interview the teacher requesting assistance as well as the student. The focus on ALL interviews is to collect and record ONLY specific, descriptive, observable, and factual academic, behavior, and school health information. Should offer support, encouragement, alternatives and ideas. Should offer support, encouragement, alternatives and ideas. Suggest strategies, solutions, and options. Suggest strategies, solutions, and options. Share information, experience and knowledge. Share information, experience and knowledge. Have facts, figures, and well thought out ideas. Have facts, figures, and well thought out ideas. Leave responsibility for change with the consultees. Leave responsibility for change with the consultees.

27 Case Coordinator… The Case Coordinator will meet with the referring teacher during his or her prep period. The Case Coordinator will meet with the referring teacher during his or her prep period. The Case Coordinator needs to notify the school’s office secretary of the dates/times that he/she will be meeting with the referring teacher and/or student so coverage may be arranged (permanent substitute). The Case Coordinator needs to notify the school’s office secretary of the dates/times that he/she will be meeting with the referring teacher and/or student so coverage may be arranged (permanent substitute).

28 Case Coordinator… Formative Assessments: Attach copies and summary of trends / outcomes. Examples may include the following: Formative Assessments: Attach copies and summary of trends / outcomes. Examples may include the following: Pre-Post tests Pre-Post tests Chapter tests Chapter tests DRA DRA Running Record Running Record Daily Work Samples Daily Work Samples Computer based assessment Computer based assessment Portfolio review Portfolio review Cumulative File Review Cumulative File Review I&RS teams are asked to please keep a list of additional examples of formative assessments to add to the list that may be helpful to peers.  Review of Standardized test scores – NJ PASS / NJASK / COGAT, etc.

29 Case Coordinator… Additional tools for Case Coordinator to reference as part of teacher interview / case review: Additional tools for Case Coordinator to reference as part of teacher interview / case review: If student has a history of instruction from reading specialist / teacher, Case Coordinator and referring teacher may decide to review records used to obtain baseline / entry levels, running records used to obtain reading fluency / rate, and/or strategies implemented to assist with decoding words and comprehending text. If student has a history of instruction from reading specialist / teacher, Case Coordinator and referring teacher may decide to review records used to obtain baseline / entry levels, running records used to obtain reading fluency / rate, and/or strategies implemented to assist with decoding words and comprehending text.

30 Case Coordinator… Following the completion of the gathering and review of information, the Case Coordinator will notify the ESS / Student Specialist as to which (if any) support staff will need to be invited to the Pre-Planning and Planning meetings. Following the completion of the gathering and review of information, the Case Coordinator will notify the ESS / Student Specialist as to which (if any) support staff will need to be invited to the Pre-Planning and Planning meetings.

31 I&RS Pre-Planning Meeting Problem-Solving Guidelines NJDOE Once all information has been obtained for a case, the team should be very businesslike in completing the steps of the problem-solving process within 30 minutes. The problem-solving model to analyze and strategize requests for assistance should incorporate the following basic steps: Once all information has been obtained for a case, the team should be very businesslike in completing the steps of the problem-solving process within 30 minutes. The problem-solving model to analyze and strategize requests for assistance should incorporate the following basic steps:

32 Step 1: Describe the Problem Case Coordinator presents the case information. Do NOT read each single piece of information. Present trends and a summary of the data. Case Coordinator presents the case information. Do NOT read each single piece of information. Present trends and a summary of the data.

33 Step 2: Select and State the Priority Problem Based on the analysis of the information, the team agrees upon a clear statement of the basic issues or categories of problems (i.e. learning, behavior, or health). Based on the analysis of the information, the team agrees upon a clear statement of the basic issues or categories of problems (i.e. learning, behavior, or health).

34 Step 3: Develop a Behavioral Objective The objective is a short-term, achievable, observable, and measurable description of the targeted behavioral outcome. The objective is a short-term, achievable, observable, and measurable description of the targeted behavioral outcome. The objective is stated in the positive and clearly individuates the desired behavior that everyone can see and document. The objective is stated in the positive and clearly individuates the desired behavior that everyone can see and document.

35 Step 4: Review Prior Interventions Consider the effects of past efforts, reasons for successes and failures and benefits to the student and others involved. A historical review informs the problem-solving process by helping the team to avoid past mistakes and/or identify potentially helpful information or resources. Consider the effects of past efforts, reasons for successes and failures and benefits to the student and others involved. A historical review informs the problem-solving process by helping the team to avoid past mistakes and/or identify potentially helpful information or resources.

36 Step 5: Brainstorm Solutions The facilitator (ESS / Student Counselor) moderates the brainstorming session, with the timekeeper (CST member) providing assistance. The rules of brainstorming are as follows: The facilitator (ESS / Student Counselor) moderates the brainstorming session, with the timekeeper (CST member) providing assistance. The rules of brainstorming are as follows: 1. Set and adhere to a time limit. 2. Identify as many ideas as possible. 3. Post each ideas for all to see. 4. No discussion, evaluation or judgment of ideas. 5. Creative and unique ideas are encouraged, in addition to the traditional. 6. Build upon and/or modify posted ideas.

37 Step 6: Analyze and Evaluate Brainstormed Solutions This is the stage in which brainstormed items are evaluated. Consider the general feasibility of brainstormed ideas: positive and negative consequences, strengths and concerns, benefits to the student and family, benefits to the person requesting assistance, success orientation and available resources. This is the stage in which brainstormed items are evaluated. Consider the general feasibility of brainstormed ideas: positive and negative consequences, strengths and concerns, benefits to the student and family, benefits to the person requesting assistance, success orientation and available resources.

38 Step 7: Mutually Agree Upon a Solution The team’s goal should be to reach decisions that best reflect the thinking of all group members. Consensus decision making is finding a solution that is acceptable enough that all members can support it; no member opposes it. The team’s goal should be to reach decisions that best reflect the thinking of all group members. Consensus decision making is finding a solution that is acceptable enough that all members can support it; no member opposes it.

39 Parents will not be included in the Pre- Planning meeting. Parents will not be included in the Pre- Planning meeting. However, parents should be included as implementers of selected strategies contained in the Planning meeting. However, parents should be included as implementers of selected strategies contained in the Planning meeting.

40 Stony BrookDwyerBirchwoodD. O'BrienMalone Round 1 Packets DueJanuary 4th Pre-Planning Mtg.January 9th January 10th January 11th Team MeetingJanuary 14thJanuary 15thJanuary 16thJanuary 17thJanuary 18th District Team Mtg.January 23rdat CAD Round 2 Packets DueMarch 10th Pre-Planning Mtg.March 17thMarch 18thMarch 19thMarch 20th Team MeetingMarch 24thMarch 25thMarch 26thMarch 27thMarch 28th District Team Mtg.March 31stat CAD Round 3 Packets DueMay 5th Pre-Planning Mtg.May 12thMay 13thMay 14thMay 15thMay 16th Team MeetingMay 19thMay 20thMay 21stMay 22ndMay 23rd Meeting Dates

41 ROCKAWAY TOWNSHIP PUBLIC SCHOOLS INTERVENTION AND REFERRAL SERVICES Student’s Name:____________________________DOB:______________ Age:______ Date of Referral:__________ Name of Referring Individual(s):___________________________ School:________________________ Date of Entry:_________ Grade of Entry:_________ Grade:________ Homeroom Teacher:_________________________________________ Parents’/Guardians’ Names:_______________________________________________________ Address:_______________________________________________________________________ Phone: (Home) __________________________________ (Work)______________________ Directions: Please provide the information requested in the appropriate spaces below. Please also attach a copy of student’s report cards and standardized test scores. Current Academic Performance Levels/Grades Student Strengths Student Areas for Improvement Reading/ Language Arts Math Social Studies Science Other: ___________ Other: ___________

42 Note: If you have checked any item under the Social Skills or Disruptive Behavior sections, please attach another piece of paper and provide a detailed explanation. Physical Symptoms UnderweightFrequent physical injuries OverweightDeteriorating hygiene Smells of tobacco, alcohol, or marijuanaDramatic change in style of clothes Wears clothes that challenges the dress code or are inappropriate Sleeping in class Appears tense, on edgeGlassy, bloodshot eyes Slurred or impaired speechFrequent requests to see nurse Appears sleepy, lethargicUnsteady on feet Impaired visionProblems with muscle or hand-eye coordination Impaired hearingOther:

43 Background Information (If known, please do not ask child or family.) Attendance problemsLives with someone other than parent Latchkey childKnown medical problem Involvement with community agenciesTakes medication Death in the immediate familyPreviously involved with counseling Chronic illness in immediate familyCurrently involved with counseling Divorce or separationPreviously identified for assistance UnemploymentDiscusses concerns regarding drug / alcohol use in the home Single parent householdFamily member incarcerated or adjudicated Previously identified for drug / alcohol useAdjudicated for a juvenile offense

44 Related Services or Programs School-BasedCommunity-Based Basic SkillsList if known Reading Specialist Reading Recovery Developmental After School Project Read Speech and Language Specialist Substance Awareness Counselor Guidance Counselor Child Study Team Other:

45 Positive Qualities List 1-3 (or more) skills or other positive characteristics and strengths, both personal (e.g., talents, traits, interests, hobbies) and environmental supports (e.g., friends, family members, faith community, etc.) that you have observed or apply for this student: Skills:_______________________________________________________ ____________________________________________________________ Positive Characteristics and Strengths: ____________________________ ___________________________________________________________ Environmental Supports______________________________________________________________________________________________________________________ Parental Input:________________________________________________________________________________________________________________

46 An I&RS Student Action Plan must be completed for each identified behavior.

47 Rockaway Township School District I&RS Student Action Plan Presenting Concern: PRIM #______ : _______________________________________________________________________________________ _____________________________________________________________________________________________________ Intervention/ModificationDocumentation of Intervention/Modification Person ResponsibleTimeline I&RS Action Plan – One Concern per page

48 What (if any) special instructional or behaviors program materials / resources or training is needed for this intervention? __________________________________________________________________ __________________________________________________________________ Intervention Integrity: How will the implementation of the intervention(s) be monitored? (e.g., Was the intervention implemented as designed?) ________________________________________________________________ _____________________________________________________________ Date:___________________________

49 PRIM Pre-Referral Intervention Manual (PRIM)-Third Edition Stephen B. McCarney,Ed.D., Kathy Cummins Wunderlich, M.Ed., Edited by Samm N. House The PRIM answers the mandate for pre-referral intervention in regular education classrooms. The PRIM contains over 4,000 intervention strategies for the 219 most common learning and behavior problems. The intervention strategies are easily implemented in classrooms by regular education teachers. The PRIM includes an appendix of materials for the implementation of the behavioral interventions. The PRIM improves the teacher’s ability to individualize instruction for students in the classroom. The PRIM was developed by regular and special education teachers. The PRIM is one of the most comprehensive learning and behavior intervention manuals available. The PRIM is also marketed nationally under the title Teacher's Resource Guide. The PRIM answers the mandate for pre-referral intervention in regular education classrooms. The PRIM contains over 4,000 intervention strategies for the 219 most common learning and behavior problems. The intervention strategies are easily implemented in classrooms by regular education teachers. The PRIM includes an appendix of materials for the implementation of the behavioral interventions. The PRIM improves the teacher’s ability to individualize instruction for students in the classroom. The PRIM was developed by regular and special education teachers. The PRIM is one of the most comprehensive learning and behavior intervention manuals available. The PRIM is also marketed nationally under the title Teacher's Resource Guide.

50 Resources PRIM PRIM www.interventioncentral.org www.interventioncentral.org www.interventioncentral.org http://www.myrewardboard.com/lnd_main.html?gclid=CPTYsbiQ4o8CFRusGgod72cb DQ http://www.myrewardboard.com/lnd_main.html?gclid=CPTYsbiQ4o8CFRusGgod72cb DQ

51 Innovative Resources I&RS Team As A Creative Resource http://www.state.nj.us/education/ students/irs/innovative.pdf http://www.state.nj.us/education/ students/irs/innovative.pdf

52 Transitional / Logistical Issues ISC to I&RS New I&RS forms (Referral form for teacher and Teacher Interview form for Case Coordinator) should be used as of January 2, 2008. New I&RS forms (Referral form for teacher and Teacher Interview form for Case Coordinator) should be used as of January 2, 2008. Each in-district school will hold its Pre-Planning meeting on a separate day of the week as to not overload the substitute pool one week prior to the Planning meeting. Each in-district school will hold its Pre-Planning meeting on a separate day of the week as to not overload the substitute pool one week prior to the Planning meeting. Student referrals completed on the current (ISC) forms will be either reviewed at meetings that have already been scheduled prior to school’s training date or at first Pre-Planning / Planning scheduled meeting date. Student referrals completed on the current (ISC) forms will be either reviewed at meetings that have already been scheduled prior to school’s training date or at first Pre-Planning / Planning scheduled meeting date.

53 …Transitional / Logistical Issues ISC to I&RS Following individual school-based training sessions, each student will be logged in by ESS / Student Counselor and assigned a Case Coordinator. Case Coordinator will review forms / interventions / and information to be presented at January 2008 Pre-Planning and Planning meetings. Following individual school-based training sessions, each student will be logged in by ESS / Student Counselor and assigned a Case Coordinator. Case Coordinator will review forms / interventions / and information to be presented at January 2008 Pre-Planning and Planning meetings. Remember – try to not get hung up on the dates – remember as the referring teacher you and your assigned Case Coordinator are gathering information and data about the interventions you have attempted and/or are currently in place which will be presented at the Pre- Planning and Planning meetings. Remember – try to not get hung up on the dates – remember as the referring teacher you and your assigned Case Coordinator are gathering information and data about the interventions you have attempted and/or are currently in place which will be presented at the Pre- Planning and Planning meetings.

54

55 Follow-Up Supports Mike McGovern and/or Beth Dailey are available by email to assist with questions regarding the process. Mike McGovern and/or Beth Dailey are available by email to assist with questions regarding the process. ESS / Student Counselors will share Core Team members feedback at follow-up I&RS District meetings. Process / forms will be modified as needed. ESS / Student Counselors will share Core Team members feedback at follow-up I&RS District meetings. Process / forms will be modified as needed.

56 Case Study Sam Sam is fifth grader. Identified areas of concern include the following: poor word reading and fluency as well as delays within the areas of oral and silent reading comprehension. He often displays academic difficulties within all content areas most often when presented with written material. At times, he will shut down (e.g., put his head on his desk and refuse to continue to complete assignment(s). Sam is fifth grader. Identified areas of concern include the following: poor word reading and fluency as well as delays within the areas of oral and silent reading comprehension. He often displays academic difficulties within all content areas most often when presented with written material. At times, he will shut down (e.g., put his head on his desk and refuse to continue to complete assignment(s). A record review revealed he received supplemental reading instruction during first and second grade. During his second grade year, he did well as indicated by his Progress Report and he also met the state benchmarks within the areas of Language Arts and Mathematics (NJPASS). A record review revealed he received supplemental reading instruction during first and second grade. During his second grade year, he did well as indicated by his Progress Report and he also met the state benchmarks within the areas of Language Arts and Mathematics (NJPASS). Last year, his score on the NJASK was 175 in Language Arts and 201 in Mathematics. Teachers report Sam’s parents have been encouraged to enroll him in the after-school and summer (in- district) programs; however, they do not feel this is appropriate for Sam as he needs his own personal / play time away from school. Last year, his score on the NJASK was 175 in Language Arts and 201 in Mathematics. Teachers report Sam’s parents have been encouraged to enroll him in the after-school and summer (in- district) programs; however, they do not feel this is appropriate for Sam as he needs his own personal / play time away from school.


Download ppt "Intervention and Referral Services School-Based Training Presented by: Mr. Michael J. Mc Govern and Dr. Beth Dailey."

Similar presentations


Ads by Google