1. Assistance Team Procedures 2011-2012 Iredell-Statesville Schools

2. Goals Assistance Team Make-up, Goals and Responsibilities Assistance Team Make-up, Goals and Responsibilities Overview of SSP Form and How It Flows Into the Assistance Team Process Overview of SSP Form and How It Flows Into the Assistance Team Process Overview of the Assistance Team Forms Overview of the Assistance Team Forms Determining Skill Deficits, Choosing a Method of Assessment, Data Collection Methods, Progress Monitoring, and Data Interpretation Determining Skill Deficits, Choosing a Method of Assessment, Data Collection Methods, Progress Monitoring, and Data Interpretation Provide Research Based Intervention Resources Provide Research Based Intervention Resources Procedures for Parent Referrals Procedures for Parent Referrals

3. Assistance Team Website ISS Website: ISS Website: Departments Departments Curriculum and Instruction Curriculum and Instruction Assistance Team Assistance Team Assistance Team Forms Assistance Team Forms Assistance Team Tracking Form Assistance Team Tracking Form Intervention Resource Links Intervention Resource Links Frequently Asked Questions Frequently Asked Questions School Wide Assistance Team Training Powerpoint School Wide Assistance Team Training Powerpoint

4. Assistance or Pre-Referral Process Created in 1985 in response to eligibility criteria for Special Education Created in 1985 in response to eligibility criteria for Special Education The law requires that schools demonstrate the students’ difficulties are not due to issues such as sensory impairment, ESL issues, environmental issues, or a lack of instruction The law requires that schools demonstrate the students’ difficulties are not due to issues such as sensory impairment, ESL issues, environmental issues, or a lack of instruction The law requires that schools demonstrate valid attempts to solve the existing problem through regular education strategies and interventions The law requires that schools demonstrate valid attempts to solve the existing problem through regular education strategies and interventions

5. Percentage of Special Education Referrals Determined to Be Eligible Current rate determined by looking at both initial referrals from Assistance Team plus Out of State Transfers Current rate determined by looking at both initial referrals from Assistance Team plus Out of State Transfers Does NOT include S/L students served by Assistance Team in determining another area of eligibility Does NOT include S/L students served by Assistance Team in determining another area of eligibility 2009-2010: 61.6% 2009-2010: 61.6% 2010-2011: 68.7% Improvement of 7.1% 2010-2011: 68.7% Improvement of 7.1%

6. Percentage of Special Education Referrals Determined to Be Eligible Non EC Students Plus S/L Students Referred by Assistance Team for Evaluation in 2009- 2010: 51.8% Non EC Students Plus S/L Students Referred by Assistance Team for Evaluation in 2009- 2010: 51.8% 2010-2011: 61.2% Improvement of 9.4% 2010-2011: 61.2% Improvement of 9.4% Goal 90%

7. 2009-2010 / 2010-11 Comparison EC Eligibility Rate by Referral Source Teacher: 2009-2010: 62.5% 2010-2011: 74.7% Teacher: 2009-2010: 62.5% 2010-2011: 74.7% Parent (Student Enrolled in ISS): 2009-2010: 37.5% 2010-2011: 40% Parent (Student Enrolled in ISS): 2009-2010: 37.5% 2010-2011: 40% Parent (Private/Home School): 2009-2010: 11% 2010-2010: 0% Parent (Private/Home School): 2009-2010: 11% 2010-2010: 0%

8. Students Involved in Assistance Team Process 2009-2010 / 2010-2011 Began A Team Process 2009-2010: 343 2010-2011: 260 Began A Team Process 2009-2010: 343 2010-2011: 260 Decrease of 32% Referred for EC Evaluation 2009-2010: 301 (88%) 2010-2011: 188 (72%) Decrease of 16%

9. Students Involved in Assistance Team Process 2009-2010/2010-2011 Of those referred by the Assistance Team, number determined to be eligible for EC services: 2009-2010: 156 (52%) 2010-2011: 115 (61.2%) Of those referred by the Assistance Team, number determined to be eligible for EC services: 2009-2010: 156 (52%) 2010-2011: 115 (61.2%) Improvement of 9.4% Improvement of 9.4%

10. Student Support Plan Addressing student needs in Regular Education Addressing student needs in Regular Education Student Support Plan information provides part of the information that must be gathered by the Assistance Team. Student Support Plan information provides part of the information that must be gathered by the Assistance Team. A copy of the Student Support Plan becomes part of the Assistance Team information. A copy of the Student Support Plan becomes part of the Assistance Team information.

11. Student Support Plan (K-2) Page 1

12. Student Support Plan (3-12) Page 1

13. Student Support Plan - Page 2

14. Student Support Plan - Page 3

15. The Assistance Team Team of academic/behavioral advisors whose aim is to determine research based interventions to assist students Team of academic/behavioral advisors whose aim is to determine research based interventions to assist students K-5: Chairperson, K-2 Rep, 3-5 Rep K-5: Chairperson, K-2 Rep, 3-5 Rep Middle School: Chairperson, 6 th Rep, 7 th Rep, 8 th Rep Middle School: Chairperson, 6 th Rep, 7 th Rep, 8 th Rep High School: Chairperson, English Rep, Math Rep High School: Chairperson, English Rep, Math Rep

16. Assistance Team Chairperson Responsibilities Arrange School Wide Training on the Assistance Team Process Arrange School Wide Training on the Assistance Team Process Facilitate access to Assistance Team forms Facilitate access to Assistance Team forms Check SSP for required information Check SSP for required information Check Assistance Team forms for accuracy Check Assistance Team forms for accuracy Facilitate Parental Notification Facilitate Parental Notification Facilitate completion of observations, vision, hearing, and speech/language screenings Facilitate completion of observations, vision, hearing, and speech/language screenings Schedule and facilitate Assistance Team meetings in a timely manner Schedule and facilitate Assistance Team meetings in a timely manner Facilitate data collection and recording Facilitate data collection and recording

17. Assistance Team Chairperson Responsibilities Deliver completed forms to Program Specialist if referred to Special Education Deliver completed forms to Program Specialist if referred to Special Education File forms in Cumulative File if not referred to Special Education File forms in Cumulative File if not referred to Special Education

18. Assistance Team Tracking

19. Assistance Team Member Responsibilities Develop and maintain catalogue of school intervention resources (what, where, who) Develop and maintain catalogue of school intervention resources (what, where, who) Facilitate determination of specific area of concern Facilitate determination of specific area of concern Facilitate determination of data to be used for baseline and progress monitoring Facilitate determination of data to be used for baseline and progress monitoring Determine appropriate research based interventions Determine appropriate research based interventions Data interpretation and intervention adjustment Data interpretation and intervention adjustment Next Step decisions Next Step decisions

20. Assistance Team Process A teacher does not bring the student to the Assistance Team, the student’s data brings him/her to the Assistance Team A teacher does not bring the student to the Assistance Team, the student’s data brings him/her to the Assistance Team

21. Assistance Team Forms

25. Assistance Team Process: Prior to Meeting 1 Obtain copy of Student Support Plan and check for completeness Obtain copy of Student Support Plan and check for completeness Make sure there are two parent contact DATES Make sure there are two parent contact DATES Parental Notification of Screening is sent (keep copy and record date on A Team form) Parental Notification of Screening is sent (keep copy and record date on A Team form)

26. Parental Notification of Screening

27. Assistance Team Process: Prior to Meeting 1 Assistance Team Process: Prior to Meeting 1 If SSP vision screening is current within 6 months, record on A Team Form. If not, request new vision screening from school nurse using Vision Screening form If SSP vision screening is current within 6 months, record on A Team Form. If not, request new vision screening from school nurse using Vision Screening form Record results on A Team form Record results on A Team form

28. Vision Screening Form

29. Assistance Team Process: Prior to Meeting 1 Request school Speech Therapist to complete hearing and speech language screening using the A Team Speech Screening Information form Request school Speech Therapist to complete hearing and speech language screening using the A Team Speech Screening Information form Record on A Team form Record on A Team form

30. Hearing and Speech/Language Screening Form

31. Assistance Team Process: Prior to Meeting 1 Obtain third party Academic AND Functional Observations: Obtain third party Academic AND Functional Observations: Academic: Observation in the classroom during instruction in the academic/behavioral area of concern Academic: Observation in the classroom during instruction in the academic/behavioral area of concern Functional: Observation in a noninstructional setting focusing on the student’s ability to interact appropriately with others, conform to conventions, follow school procedures, etc. Functional: Observation in a noninstructional setting focusing on the student’s ability to interact appropriately with others, conform to conventions, follow school procedures, etc.

32. Assistance Team Process: Prior to Meeting 1 Review previous evaluations Review previous evaluations Record previous results on A Team form or attach copy of DEC 3 Record previous results on A Team form or attach copy of DEC 3 Record what evidence exists which suggests the student is or is not more likely to meet eligibility for EC services if assessed again Record what evidence exists which suggests the student is or is not more likely to meet eligibility for EC services if assessed again Indicate on A Team form that SSP copy is attached and complete Indicate on A Team form that SSP copy is attached and complete

33. Assistance Team Meeting 1 Review Existing Data Review Existing Data Attendance Attendance ESL ESL Previous Evaluations Previous Evaluations Relevant Social and Environmental Factors Relevant Social and Environmental Factors Sensory Issues Sensory Issues Medical Information Medical Information CORE STRATEGIES Utilized in SSP and Results CORE STRATEGIES Utilized in SSP and Results REMEDIATION Provided Through SSP and Results REMEDIATION Provided Through SSP and Results

34. Assistance Team Meeting 1 Record specific Academic/Behavioral Area(s) of Concern (skill deficits) Record specific Academic/Behavioral Area(s) of Concern (skill deficits) Determine and record what data will be used to supply baseline and measure progress, must be consistent Determine and record what data will be used to supply baseline and measure progress, must be consistent If baseline data exists, assist teacher in recording this on Progress Monitoring Chart for the student along with class average for each data point If baseline data exists, assist teacher in recording this on Progress Monitoring Chart for the student along with class average for each data point If baseline data needs to be collected, such as in a behavioral referral, assist teacher in determining how to collect this data and plan to reconvene to discuss interventions after data is collected If baseline data needs to be collected, such as in a behavioral referral, assist teacher in determining how to collect this data and plan to reconvene to discuss interventions after data is collected Record the current level of functioning in the area(s) of concern Record the current level of functioning in the area(s) of concern Intervention and Progress Monitoring Chart for each area of concern Intervention and Progress Monitoring Chart for each area of concern

35. Progress Monitoring Chart

36. Assistance Team Meeting 1 Determine appropriate Research Based Intervention(s) to be implemented for each area of concern Determine appropriate Research Based Intervention(s) to be implemented for each area of concern Student should have already been provided with Core Strategies and Remediation through his/her Student Support Plan Student should have already been provided with Core Strategies and Remediation through his/her Student Support Plan

37. Research Based Interventions “…have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions used prior to determining eligibility for special education and related services must be designed to address the skills deficiency of the particular individual student.” (Public Schools of North Carolina)

38. Research Based Interventions Are NOT: Are NOT: Preferential Seating Preferential Seating Praise and Attention Praise and Attention Parent Contacts Parent Contacts Doing MORE of the same Doing MORE of the same Shortened Assignments Shortened Assignments Stress Ball Stress Ball

39. Research Based Interventions Targeted assistance based on Progress Monitoring Administered by the classroom teacher, specialized teacher, or external interventionist Administered by the classroom teacher, specialized teacher, or external interventionist Provides additional instruction and can be individual, small group, and/or technology assisted Provides additional instruction and can be individual, small group, and/or technology assisted Consult with Program Specialist concerning appropriateness of intervention, fidelity and method of progress monitoring as needed. Consult with Program Specialist concerning appropriateness of intervention, fidelity and method of progress monitoring as needed.

40. Intervention Challenges When? Finding Time When? Finding Time Different implementation models at Elementary, Middle, and High School Different implementation models at Elementary, Middle, and High School Must involve creativity and flexibility Must involve creativity and flexibility Necessary to develop school intervention resource bank Necessary to develop school intervention resource bank Insure intervention fidelity Insure intervention fidelity Document the intervention is researched-based Document the intervention is researched-based

41. Assistance Team Meeting 1: Development of Interventions for Cycle 1 Record intervention to be used under “Intervention Cycle 1” on page 1 of A Team form Record intervention to be used under “Intervention Cycle 1” on page 1 of A Team form Team signs under “Initial Assistance Team Meeting and Development of Cycle 1 Interventions” on page 3 Team signs under “Initial Assistance Team Meeting and Development of Cycle 1 Interventions” on page 3 Record Date of Next Meeting to Review Progress on page 3 of A Team form. Must be a minimum of three weeks Record Date of Next Meeting to Review Progress on page 3 of A Team form. Must be a minimum of three weeks During the First Cycle of Intervention, the referring teacher records student data and class average data on Progress Monitoring Chart During the First Cycle of Intervention, the referring teacher records student data and class average data on Progress Monitoring Chart

42. Progress Monitoring Scientifically based practice used to assess student performance and evaluate effectiveness of instruction over time Scientifically based practice used to assess student performance and evaluate effectiveness of instruction over time Current level of performance is determined (baseline) Current level of performance is determined (baseline) Academic performance is measured on a regular basis (weekly) and is compared to expected rates of learning (class average) Academic performance is measured on a regular basis (weekly) and is compared to expected rates of learning (class average) Interventions are adjusted to meet individual learning needs Interventions are adjusted to meet individual learning needs

43. Progress Monitoring Chart

44. Assistance Team Meeting 2: Review of Intervention Cycle 1 and Development of Interventions for Cycle 2 Review effectiveness of Cycle 1 Intervention and record results on Assistance Team form under “Results of Intervention Cycle 1” Review effectiveness of Cycle 1 Intervention and record results on Assistance Team form under “Results of Intervention Cycle 1” Next Step Decisions: Next Step Decisions: Continue current intervention if succeeding Continue current intervention if succeeding Stop Assistance Team Process (document reason for decision and file in cum file) Stop Assistance Team Process (document reason for decision and file in cum file) Develop new intervention for Cycle 2 and record on Assistance Team form under “Intervention Cycle 2” Develop new intervention for Cycle 2 and record on Assistance Team form under “Intervention Cycle 2”

45. Assistance Team Meeting 2: Review of Intervention Cycle 1 and Development of Interventions for Cycle 2 Team signs under “Review of Cycle 1 Interventions and Development of Cycle 2 Interventions” on page 3 Team signs under “Review of Cycle 1 Interventions and Development of Cycle 2 Interventions” on page 3 Set date for next review meeting (a minimum of 3 weeks) Set date for next review meeting (a minimum of 3 weeks) During the second cycle of intervention, the referring teacher records student data and class average data on Progress Monitoring Chart During the second cycle of intervention, the referring teacher records student data and class average data on Progress Monitoring Chart

46. Assistance Team Meeting 3: Review of Intervention Cycle 2 and Determination of Need for Additional Action Review effectiveness of Cycle 2 intervention and record results on Assistance Team form under “Results of Intervention Cycle 2” Review effectiveness of Cycle 2 intervention and record results on Assistance Team form under “Results of Intervention Cycle 2”

47. Assistance Team Meeting 3: Review of Intervention Cycle 2 and Determination of Need for Additional Action Record overall outcomes under “Summary of Interventions Outcomes and Basis for Decision” on page 4. Record overall outcomes under “Summary of Interventions Outcomes and Basis for Decision” on page 4.

48. Assistance Team Meeting 3: Review of Intervention Cycle 2 and Determination of Need for Additional Action Team Decision Team Decision Continue current interventions Continue current interventions Modify interventions and continue Assistance Team process Modify interventions and continue Assistance Team process Recommend for evaluation to IEP Committee OR reevaluation if current EC student Recommend for evaluation to IEP Committee OR reevaluation if current EC student Stop Assistance Team process Stop Assistance Team process Other Other Signatures Signatures

49. Following the Final Assistance Team Meeting Assistance Team chairperson delivers all paperwork to EC Program Specialist signing off on date of delivery Assistance Team chairperson delivers all paperwork to EC Program Specialist signing off on date of delivery EC Program Specialist reviews process for completeness of forms and appropriateness of interventions EC Program Specialist reviews process for completeness of forms and appropriateness of interventions

50. Following the Final Assistance Team Meeting If incomplete, EC Program Specialist returns forms to the Assistance Team Chairperson signed and dated with reasons for corrective action needed If incomplete, EC Program Specialist returns forms to the Assistance Team Chairperson signed and dated with reasons for corrective action needed Assistance Team Chairperson returns forms to EC Program Specialist following corrective action Assistance Team Chairperson returns forms to EC Program Specialist following corrective action EC Program Specialist reviews process for completeness of forms and appropriateness of interventions EC Program Specialist reviews process for completeness of forms and appropriateness of interventions

51. Following the Final Assistance Team Meeting EC Program Specialist signs and records date Assistance Team forms are accepted as complete EC Program Specialist signs and records date Assistance Team forms are accepted as complete EC Program Specialist signs and records date delivered to the IEP team facilitator EC Program Specialist signs and records date delivered to the IEP team facilitator Date of delivery is Referral to EC date and begins the 90 day timeline Date of delivery is Referral to EC date and begins the 90 day timeline

52. Examples

53. Scenarios

54. Speech Language Referrals Issues involving articulation, voice, and fluency, as well as a combination of language plus one of the above issues, are referred directly to the Speech/Language Pathologist. Issues involving articulation, voice, and fluency, as well as a combination of language plus one of the above issues, are referred directly to the Speech/Language Pathologist. Students with language issues ONLY must go through the Assistance Team process. Students with language issues ONLY must go through the Assistance Team process. Contact your school speech/language therapist who with assist with intervention and data collection suggestions. Contact your school speech/language therapist who with assist with intervention and data collection suggestions.

55. What Do I Do When Someone Hands Me a Parent Referral?

56. Parent Referral Discuss the process with the parent. Make sure the parent understands what they are asking for. Discuss the process with the parent. Make sure the parent understands what they are asking for. Ask the parent what handicapping conditions he/she feels their student has. Ask the parent what handicapping conditions he/she feels their student has. The referral must be in writing. If the parent is unable to put the request in writing, we are obligated to assist him/her. The referral must be in writing. If the parent is unable to put the request in writing, we are obligated to assist him/her. However, do not ignore verbal requests!*** However, do not ignore verbal requests!***

57. Parent Referral Teacher Referral: 90 day timeline begins the day the Assistance Team paperwork is delivered to the IEP Team Teacher Referral: 90 day timeline begins the day the Assistance Team paperwork is delivered to the IEP Team Parent Referral: 90 day timeline begins the day the parent makes a written request for an evaluation to determine eligibility for EC services Parent Referral: 90 day timeline begins the day the parent makes a written request for an evaluation to determine eligibility for EC services

58. Parent Referral Of the 27 ninety day timeline overages in 2009- 2010, 16 (59%) were parent referrals Utilizing the procedures implemented for the 2010-11 school year, there were 6 ninety day timeline overages for a decline of 78%. Of these, only 1 was a parent referral.

59. Parent Referral Contrary to Popular Belief: Contrary to Popular Belief: A parent referral does NOT make the process easier, in fact, it becomes more complicated A parent referral does NOT make the process easier, in fact, it becomes more complicated A parent referral does NOT remove ANY of the required components necessary to determine eligibility for Exceptional Children’s services A parent referral does NOT remove ANY of the required components necessary to determine eligibility for Exceptional Children’s services

60. Parent Referral A parent referral DOES create a necessity to perform various processes (SSP, A Team interventions, evaluation) simultaneously in order to meet the 90 day timeline A parent referral DOES create a necessity to perform various processes (SSP, A Team interventions, evaluation) simultaneously in order to meet the 90 day timeline

61. Parent Referral **MAKE SURE ALL TEACHERS KNOW TO GIVE PARENT REQUESTS TO THE ASSISTANCE TEAM CHAIRPERSON IMMEDIATELY** When you receive a parent referral, immediately send the “Parental Notification of Screening” When you receive a parent referral, immediately send the “Parental Notification of Screening” Notify EVERYONE: Notify EVERYONE: School Administrator School Administrator EC Program Specialist EC Program Specialist EC IEP Team Facilitator EC IEP Team Facilitator School Psychologist School Psychologist Current Teacher Current Teacher

62. Parent Referral Determine what information exists and what needs to be collected Determine what information exists and what needs to be collected Is there an existing SSP and what does it contain? If none, regular teacher will need to begin this process immediately Is there an existing SSP and what does it contain? If none, regular teacher will need to begin this process immediately What screenings are needed (vision, hearing, etc?) What screenings are needed (vision, hearing, etc?) Arrange for screenings and observations to be completed Arrange for screenings and observations to be completed

63. ParentReferral Schedule first Assistance Team meeting in conjunction with the IEP Team Facilitator. The first A Team meeting will also be the EC referral meeting (IEP Team Facilitator will invite parent using EC invitation form) Schedule first Assistance Team meeting in conjunction with the IEP Team Facilitator. The first A Team meeting will also be the EC referral meeting (IEP Team Facilitator will invite parent using EC invitation form) Parent is formally invited and encouraged to attend Parent is formally invited and encouraged to attend Meeting should be held within 2 weeks of request receipt Meeting should be held within 2 weeks of request receipt

64. Parent Referral At this point the process runs the same as a teacher referral. At this point the process runs the same as a teacher referral. Consult with Program Specialist to insure that interventions and progress monitoring processes are appropriate. Consult with Program Specialist to insure that interventions and progress monitoring processes are appropriate. At the completion of the Assistance Team Process, the final meeting will also occur concurrently with the EC eligibility determination meeting. At the completion of the Assistance Team Process, the final meeting will also occur concurrently with the EC eligibility determination meeting.

65. Parent Referral Scenarios