1. Special Education Professional Development Training I. Confidentiality II. ADHD III. Response to Intervention IV. Problem Solving Teams (PST) V. Special Education Process

2. Confidentiality

3. Family Educational Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

4. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

5. Provision of Copy of Records Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

6. Amendment of Records at Parent’s Request Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

7. Release of Information Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

8. School officials with legitimate educational interest;School officials with legitimate educational interest; Other schools to which a student is transferring;Other schools to which a student is transferring; Specified officials for audit or evaluation purposes;Specified officials for audit or evaluation purposes; Appropriate parties in connection with financial aid to a student;Appropriate parties in connection with financial aid to a student; Organizations conducting certain studies for or on behalf of the school;Organizations conducting certain studies for or on behalf of the school; Accrediting organizations;Accrediting organizations; To comply with a judicial order or lawfully issued subpoena;To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; andAppropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific State law.State and local authorities, within a juvenile justice system, pursuant to specific State law.

9. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

10. For additional information or technical assistance, you may call (202) 260-3887 (voice). Individuals who use TDD may call the Federal Information Relay Service at 1-800-877-8339.For additional information or technical assistance, you may call (202) 260-3887 (voice). Individuals who use TDD may call the Federal Information Relay Service at 1-800-877-8339. U.S. Department of Education

11. Please print out the linked form. Sign the Confidentiality Agreement and turn in to your SPED Lead Teacher’s box. One MUST be signed by each employee each year.Please print out the linked form. Sign the Confidentiality Agreement and turn in to your SPED Lead Teacher’s box. One MUST be signed by each employee each year. Confidentiality Agreement Confidentiality Agreement Each Shelby County Board of Education Employee must sign a form each year (i.e., bus drivers, counselor, etc)Each Shelby County Board of Education Employee must sign a form each year (i.e., bus drivers, counselor, etc) Any visitors (college students, agency, etc) must sign this form as well prior to observing in a class.Any visitors (college students, agency, etc) must sign this form as well prior to observing in a class. Thanks!!Thanks!!

12. Destruction of Records All of the student’s special education records are to be maintained until the student exits the school system. Once the student exits, the records are to be maintained for five years. At all times, records are to be kept in a locked area and kept confidential. Once the records have been maintained for the five-year period, contact the Special Services Center for the procedure to destroy the records. Records may not be destroyed without parent notification and when destroyed, they myst be burned or shredded.All of the student’s special education records are to be maintained until the student exits the school system. Once the student exits, the records are to be maintained for five years. At all times, records are to be kept in a locked area and kept confidential. Once the records have been maintained for the five-year period, contact the Special Services Center for the procedure to destroy the records. Records may not be destroyed without parent notification and when destroyed, they myst be burned or shredded.

13. Attention Deficit / Hyperactivity DisorderAttention Deficit / Hyperactivity Disorder

14. Characteristics What is Attention Deficit / Hyperactivity Disorder (ADHD)? Attention Deficit / Hyperactivity Disorder is a neurological disorder. Students with ADHD demonstrate significant impairment related to inattention and/or hyperactivity and impulsivity compared to average children of the same age.

15. Diagnostic Criteria for ADHD The following symptoms are listed in the DSM-IV and a re used to diagnose ADHD. At least six of these symptoms must be displayed in a number of settings, persist over six months, and must have been observed prior to age seven in order for the diagnosis to be made.The following symptoms are listed in the DSM-IV and a re used to diagnose ADHD. At least six of these symptoms must be displayed in a number of settings, persist over six months, and must have been observed prior to age seven in order for the diagnosis to be made.

16. Inattentive Symptoms F ails to give close attention to details or makes careless mistakes in school work or other related activities.F ails to give close attention to details or makes careless mistakes in school work or other related activities. Has difficulty sustaining attention in tasks or play activities.Has difficulty sustaining attention in tasks or play activities. Does not seem to listen when spoken to directlyDoes not seem to listen when spoken to directly Does not follow through on instructions and fails to finish schoolwork, chores, or dutiesDoes not follow through on instructions and fails to finish schoolwork, chores, or duties Has difficulty organizing tasks and activitiesHas difficulty organizing tasks and activities

17. Avoids, dislikes, or reluctant to engage in tasks that require sustained mental effortAvoids, dislikes, or reluctant to engage in tasks that require sustained mental effort Loses things necessary for tasks and activitiesLoses things necessary for tasks and activities Is easily distracted by extraneous stimuli that are usually easily ignored by othersIs easily distracted by extraneous stimuli that are usually easily ignored by others Forgetful in daily activitiesForgetful in daily activities

18. Hyperactivity Symptoms Leaves seat in classroom or in other situations in which remaining seated is expected.Leaves seat in classroom or in other situations in which remaining seated is expected. Runs about or climbs excessively in situations in which it is inappropriateRuns about or climbs excessively in situations in which it is inappropriate Has difficulty playing or engaging in leisure activities quietlyHas difficulty playing or engaging in leisure activities quietly Is ‘on the go’ or acts as if ‘driven by a motor’Is ‘on the go’ or acts as if ‘driven by a motor’ Talks excessivelyTalks excessively

19. Impulsivity Symptoms Blurts out answers before questions have been completedBlurts out answers before questions have been completed Has difficulty awaiting turnHas difficulty awaiting turn Interrupts or intrudes on othersInterrupts or intrudes on others

20. Identification Rate in Shelby County Lee vs. Macon made systems review eligibility of minority students in the categories of Mental Retardation and Emotional Disturbance because of overrepresentation.Lee vs. Macon made systems review eligibility of minority students in the categories of Mental Retardation and Emotional Disturbance because of overrepresentation. Since that time, the number of students has increased in the area of Other Health Impairment (OHI), specifically of attention.Since that time, the number of students has increased in the area of Other Health Impairment (OHI), specifically of attention. The State Department is monitoring our numbers in the OHI category due to disporportionality and they will continue to monitor until the percentage decreases.The State Department is monitoring our numbers in the OHI category due to disporportionality and they will continue to monitor until the percentage decreases.

21. Percentages per Disability Categories in Shelby County (2009-10 school year) Category#% Autism26013.87% Developmental Delay 20811.09% Emotionally Disturbed 110 5.87% 5.87% Hearing Impaired 15 15 0.80% 0.80% Mental Retardation 116 6.19% 6.19% Multiple Disabilities 60 60 3.20% 3.20% Orthopedically Impaired 14 14 0.75% 0.75%Category#% Other Health Impaired 31616.85% Specific Learning Disability 48525.87% Speech Language Impaired 27314.56% Traumatic Brain Injury 9 0.48% 0.48% Visually Impaired 9 0.48% 0.48% Total1875100%

22. Accommodations Various accommodations can be utilized by all teachers for students with deficits in attending.Various accommodations can be utilized by all teachers for students with deficits in attending. Many of these accommodations can be used at all levels of Response to Intervention (RtI) {Tier 1, Tier 2, and Tier 3}.Many of these accommodations can be used at all levels of Response to Intervention (RtI) {Tier 1, Tier 2, and Tier 3}.

23. Getting Students’ Attention Use storytellingUse storytelling Clearly signal: “Everybody…Ready…”Clearly signal: “Everybody…Ready…” Model excitement and enthusiasm about the upcoming lessonModel excitement and enthusiasm about the upcoming lesson Use eye contact (students should be facing you, especially when direct instructions are given)Use eye contact (students should be facing you, especially when direct instructions are given) Color is very effective in getting attention. May use color to highlight key terms.Color is very effective in getting attention. May use color to highlight key terms. Use visual signalsUse visual signals Vary your tone of voice: loud, soft, whisperVary your tone of voice: loud, soft, whisper Signal students auditorily: ring a bell, use a timer, play musicSignal students auditorily: ring a bell, use a timer, play music Theatrics may spark an interestTheatrics may spark an interest

24. Focus Students’ Attention Project your voice to be heard clearly by studentsProject your voice to be heard clearly by students Be aware of competing sounds in room (air conditioning, humming of fluorescent lights).Be aware of competing sounds in room (air conditioning, humming of fluorescent lights). Be aware that it is not that students are not focusing; they are focusing on EVERYTHING!!!Be aware that it is not that students are not focusing; they are focusing on EVERYTHING!!! Use hands-on presentations / demonstrationsUse hands-on presentations / demonstrations Use a laser pointer Use visuals (pictures, diagrams, manipulatives) Ask students to illustrate key points Use cloze method (class notes with key terms missing)cloze method Explain the purpose and relevance of your lesson

25. Accommodations for Seat Work Seat student near a “study buddy” or a good role modelSeat student near a “study buddy” or a good role model Increase distance between desksIncrease distance between desks Allow extra time to complete workAllow extra time to complete work Assist student in setting short-term goalsAssist student in setting short-term goals Give clear, concise instructions Cue student to stay on task (private cue / signal) Pair written instructions with oral instructions Use contracts, charts, and BIPs for on-task behavior

26. Accommodations for Seat Work Give assignments one at a time to avoid work overloadGive assignments one at a time to avoid work overload Chunking – give assignments in smaller chunksChunking – give assignments in smaller chunks Reduce amount of homeworkReduce amount of homework Use buff colored paper instead of whiteUse buff colored paper instead of white Take tests in a quiet environment Be aware of lighting – can cause a glare on white paper

27. Maintaining Students’ Attention Move around the classroom to maintain your visibilityMove around the classroom to maintain your visibility Be PREPARED and avoid lag-time in instructionBe PREPARED and avoid lag-time in instruction Use direct instruction techniquesUse direct instruction techniques Use motivating games and computer programs for skill building and practiceUse motivating games and computer programs for skill building and practice Use cooperative learning groupsUse cooperative learning groups

28. Planning and Organization Provide organization rulesProvide organization rules Provide student with homework assignment bookProvide student with homework assignment book Supervise writing down of homework assignmentsSupervise writing down of homework assignments MODEL planning and organization by your classroom and actionsMODEL planning and organization by your classroom and actions Send daily / weekly reports home (you can also set up a blog for the students and students’ parents to view daily)Send daily / weekly reports home (you can also set up a blog for the students and students’ parents to view daily) Allow students to have an extra set of books at homeAllow students to have an extra set of books at home Encourage learning of keyboarding skillsEncourage learning of keyboarding skills Do not penalize for poor handwriting if that is an area of concernDo not penalize for poor handwriting if that is an area of concern Regularly check desk and notebook for neatnessRegularly check desk and notebook for neatness

29. Behavior Allow students to stand at times while workingAllow students to stand at times while working Supervise closely during transition timesSupervise closely during transition times Praise appropriate behaviorPraise appropriate behavior Prompt appropriate social behavior either verbally or with a private signalPrompt appropriate social behavior either verbally or with a private signal Praise compliant behavior (we know that students should be compliant at all times, but we know there are those who need encouraging!)Praise compliant behavior (we know that students should be compliant at all times, but we know there are those who need encouraging!) Provide immediate feedback Ignore minor, inappropriate behavior (when acceptable) Acknowledge positive, appropriate behavior of nearby students Monitor social interactions Encourage cooperative learning tasks with other students Provide lessons on social skills

30. Any person who does not recognize talents as well as weaknesses that make children with ADHD / ADD different, will find it difficult to be supportive. Alice Mae Smith

31. Response to Intervention

32. Best Practices Individuals with Disabilities Education Act (IDEA) requires a research based program to be used in reading before identification. The goal of the Response to Intervention (RtI) model is to address deficits as soon as the interferences of learning are noticed instead of waiting for the students to fail. It is important to utilize the interventions in Tier Two to be able to correctly identify what program a student needs and / or to totally remediate the deficit.Individuals with Disabilities Education Act (IDEA) requires a research based program to be used in reading before identification. The goal of the Response to Intervention (RtI) model is to address deficits as soon as the interferences of learning are noticed instead of waiting for the students to fail. It is important to utilize the interventions in Tier Two to be able to correctly identify what program a student needs and / or to totally remediate the deficit.

33. Alabama’ s RtI Framework Two documents for download at alsde.edu (special links)Two documents for download at alsde.edu (special links) –Response to Instruction: Alabama Core Support For All Students –A Problem Solving Team Process

34. Problem Solving Teams (PST) An OverviewAn Overview

35. Questions ??? Screening questionsScreening questions 1.What are some examples of universal screeners? 2.What areas must be screened? 3.When do you screen?

36. Screening: What and When Screen basic math and reading skillsScreen basic math and reading skills For K-3 students, ALL students should be screened 3 times per year.For K-3 students, ALL students should be screened 3 times per year. For grade 4-12 students, schools could:For grade 4-12 students, schools could: –Screen all students (as in K-3) –screen all entering students –complete a records review and then “screen” students below a designated level

37. System-wide intervention criteria School systems will need to determine the screening outcomes which will result in intervention consideration and referral to one of the problem solving teams.School systems will need to determine the screening outcomes which will result in intervention consideration and referral to one of the problem solving teams. –If score is below ___ then student will be reviewed by the appropriate problem solving team Could choose “arbitrary percentile score”Could choose “arbitrary percentile score” Could choose score which predicts success on high stakes test like ARMT or ASGHECould choose score which predicts success on high stakes test like ARMT or ASGHE

38. Screening and Progress Monitoring Need to select a screening tool which also has some useful progress monitoring tools “built into their package”Need to select a screening tool which also has some useful progress monitoring tools “built into their package” Progress should be monitored weeklyProgress should be monitored weekly Incorrect progress monitoring tool use is a “deal breaker”Incorrect progress monitoring tool use is a “deal breaker” Shelby County’s process: http://www.shelbyed.k12.al.us/intranet/forms/internal_use.htmShelby County’s process: http://www.shelbyed.k12.al.us/intranet/forms/internal_use.htm http://www.shelbyed.k12.al.us/intranet/forms/internal_use.htm

39. Questions ??? Tier questionsTier questions 1.Define Tier II and Tier III. 2.Who would be in Tier II? 3.Examples of class set-up for Tier II 4.Amount of intervention times for Tier II 5.Intervention strategies for Tier II 6.How long in Tier II before you move to Tier III? 7.What does Tier II look like? 8.How is Tier III different from activities in Tier II?

40. Elementary Tier Model (K-3) Intensive Intervention 60 minutes Intervention 30 minutes per day in the classroom Comprehensive Core 90 minutes per day reading 60 minutes per day math Plus Special Education 80% 5% 15% ? % Tier 1 Tier 2 Tier 3

41. Academically, what should Tier 1 include for elementary students? MINIMUM of 90 minutes in reading and 60 minutes in math of uninterrupted core instructionMINIMUM of 90 minutes in reading and 60 minutes in math of uninterrupted core instruction NRP and NMAP suggest a combination of whole and small group differentiated instructionNRP and NMAP suggest a combination of whole and small group differentiated instruction The five big ideas from the NRP and critical benchmarks from NMAP!The five big ideas from the NRP and critical benchmarks from NMAP!

42. Tier 2 for elementary students…. Additional small group instructionAdditional small group instruction Best when provided by classroom teacherBest when provided by classroom teacher At least 10-12 weeks in duration**At least 10-12 weeks in duration** Frequent progress monitoringFrequent progress monitoring May need additional rounds of Tier 2 if “adequate progress” is being madeMay need additional rounds of Tier 2 if “adequate progress” is being made May need to move to Tier 3 if “inadequate progress” is being madeMay need to move to Tier 3 if “inadequate progress” is being made

43. Tier 3 for K-3 students Intensive interventionIntensive intervention Does not replace or supplant (Tier 1) but may replace Tier 2Does not replace or supplant (Tier 1) but may replace Tier 2 Designed to meet identified student needs in math, reading, and behaviorDesigned to meet identified student needs in math, reading, and behavior Student will miss somethingStudent will miss something –Decide what will be missed –Schedule for success! Who might provide this intervention?Who might provide this intervention? –Title I; reading, math, or behavior interventionists; SPED; Para; Classroom teacher, etc

44. Grade 4-12 Tier Model Intensive Intervention classes Differentiated strategy instruction in content classes small group-intentional groupings Core instruction=Strategy instruction in content classes whole and small group Plus Special Education 80% 5% 15% ? % Tier 1 Tier 3 Tier 2

45. About Grades 4-12 Tier 1 Students learn how to learn Strategic teaching in ALL classes Some time for students to work with peers daily in ALL classes Encourages student engagement Students become active participants in the learning process Students “make their own meaning”

46. About Grades 4-12 Tier 2 Differentiated strategic teaching Teacher explicitly models strategies with students and scaffolds as needed Opportunities for peer-tutors and heterogeneous grouping (weaker with stronger and teacher rotates among groups) Opportunities for homogeneous grouping (weak come together and teacher works with that group)

47. About Grades 4-12 Tier 3 Intensive intervention classes for students who need them (math, reading, and behavior) Reading – Word-level interventions and comprehension interventions Math – Computation and problem solving interventions Behavior- small group sessions/classes Scheduling options Grade specific intervention times Acceleration block

48. Questions ??? Intervention questionsIntervention questions 1.Intervention strategies for Tier II 2.Examples of Tier III interventions

49. Some ideas from K-3 Intervention Research All of the effective Tier 2 interventions included training in :All of the effective Tier 2 interventions included training in : –phonological awareness –decoding, and word study –guided and independent reading of progressively more difficult texts –writing exercises –engaging students in practicing comprehension strategies while reading text. Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007).

50. An intervention study illustrating effective Tier 2 options….

51. Early Interventions in Reading (Torgesen and Mathes, 2005) 120 lessons, 40 minutes, 3-5 students120 lessons, 40 minutes, 3-5 students Mathes, et al 2005 study ….Mathes, et al 2005 study …. –Excellent gains after 91 hours of instruction –Only 1% of the students were reading below the average range (30 th percentile)! –Intervention students had steeper rates of improvement than typical readers on word reading, passage fluency, and phonological awareness. Published by SRAPublished by SRA

52. Responsive Reading Instruction (Denton and Hocker, 2006) 40 minute lessons; 3 students40 minute lessons; 3 students Mathes, et al 2005 study ….Mathes, et al 2005 study …. –Excellent gains after 91 hours of instruction –Only 7% of the students were reading below the average range (30 th percentile)! –Intervention students had steeper rates of improvement than typical readers on word reading, passage fluency, and phonological awareness. Published by Cambrium LearningPublished by Cambrium Learning

53. Tier 3 Literacy Interventions No standard treatment protocols at this level….one size will not fit all!No standard treatment protocols at this level….one size will not fit all! –Word-level interventions –Comprehension/Vocabulary interventions

54. Word-level Interventions Emphasize (Simmons & Kame'enui, 2004) Phonemic awareness (prerequisite skills)Phonemic awareness (prerequisite skills) Letter sound correspondenceLetter sound correspondence Regular word reading (using decoding skills)Regular word reading (using decoding skills) Regular word reading in text (lots of text!)Regular word reading in text (lots of text!) Irregular word readingIrregular word reading Advanced word analysisAdvanced word analysis –All six syllable types –Prefixes and suffixes

55. Comprehension/Vocabulary Interventions Emphasize Magnificent seven (Pearson, et al., 1992) 1.Making connections to prior knowledge 2.Inferring and predicting 3.Asking questions 4.Determining important ideas and summarizing 5.Visualizing 6.Synthesizing and retelling 7.Monitoring and clarifying understanding of text and vocabulary

56. Examples of Tier 3 Word-Level Interventions LANGUAGE!LANGUAGE! Read 180Read 180 Failure Free ReadingFailure Free Reading SRA ReadingSRA Reading Wilson Reading SystemWilson Reading System Fast ForWordFast ForWord EdMarkEdMark Power Up – Building Reading StrengthPower Up – Building Reading Strength

57. Voyager MathVoyager Math SRA MathSRA Math Fast MathFast Math Examples of Tier 3 Math Interventions

58. Questions ??? RTI and SPED eligibility questionsRTI and SPED eligibility questions 1.When should referral be to SPED? 2.What must SPED look for in RTI information before accepting a referral?

59. When should referral be to SPED? When the process has been followed with consistency and documentation shows the need for more intensive interventions.When the process has been followed with consistency and documentation shows the need for more intensive interventions. –Some valuable documentation forms Forms used by Shelby County Board of Education:Forms used by Shelby County Board of Education: http://www.shelbyed.k12.al.us/intranet/forms/internal_use.ht mhttp://www.shelbyed.k12.al.us/intranet/forms/internal_use.ht mhttp://www.shelbyed.k12.al.us/intranet/forms/internal_use.ht mhttp://www.shelbyed.k12.al.us/intranet/forms/internal_use.ht m

60. One more thing …SPED after RTI? LRE will be impacted!LRE will be impacted! How will we use inclusion?How will we use inclusion? Need for DIRECT servicesNeed for DIRECT services Intensive, intensive intervention if Tiers did not result in success !Intensive, intensive intervention if Tiers did not result in success ! –Probably some 1:1 –Must have homogeneous grouping if not 1:1 Ongoing progress monitoringOngoing progress monitoring

61. BASC 2-SOS should be administered prior to referral to Special Education.BASC 2-SOS should be administered prior to referral to Special Education. If attention or behavior is the area of concern, the SCBOE Behavior Intervention Plan (BIP) must be developed and implemented.If attention or behavior is the area of concern, the SCBOE Behavior Intervention Plan (BIP) must be developed and implemented. http://www.shelbyed.k12.al.us/instruction/spec ialeducation/forms.htm (BIP forms are located at the bottom of the page on this link)http://www.shelbyed.k12.al.us/instruction/spec ialeducation/forms.htm (BIP forms are located at the bottom of the page on this link)http://www.shelbyed.k12.al.us/instruction/spec ialeducation/forms.htmhttp://www.shelbyed.k12.al.us/instruction/spec ialeducation/forms.htm

62. Make sure that there are appropriate interventions listed for each area of concernMake sure that there are appropriate interventions listed for each area of concern Have the administrator review the plan prior to referral for Special EducationHave the administrator review the plan prior to referral for Special Education

63. Special Education Process Special Education Process

64. Completion of the Referral Process If PST interventions have been ineffective, a referral to SPED may be the appropriate next step. Contact your school’s REM chairIf PST interventions have been ineffective, a referral to SPED may be the appropriate next step. Contact your school’s REM chair A Referral process will be completed in full in SETS by the REM chairpersonA Referral process will be completed in full in SETS by the REM chairperson BASC 2-SOS will be completed within a week prior to referral to SPED (for comparison purposes re: initial BASC 2- SOS)BASC 2-SOS will be completed within a week prior to referral to SPED (for comparison purposes re: initial BASC 2- SOS)

65. Timelines for Completing SPED Process Eligibility Process – 60 days to complete testing.Eligibility Process – 60 days to complete testing. 30 days to have REM meeting30 days to have REM meeting 30 days to hold IEP meeting if student is eligible for Special Education services30 days to hold IEP meeting if student is eligible for Special Education services If the student is not eligible, refer the student back to BBSST for accommodations.If the student is not eligible, refer the student back to BBSST for accommodations.

66. Please refer to the REM powerpoint for additional information.Please refer to the REM powerpoint for additional information.REM powerpoint REM powerpoint This will prepare YOU for any type of participation in the Referral process.This will prepare YOU for any type of participation in the Referral process. This powerpoints also states what is mandatory for a referral to be accepted and what will prevent the team from accepting a referral.This powerpoints also states what is mandatory for a referral to be accepted and what will prevent the team from accepting a referral.

67. Reminder:Reminder: –Print out the Confidentiality agreement, sign & date it –Refer to the REM powerpoint –Print out evaluation and turn in with the Confidentiality agreement evaluation