PARENT WORKSHOP

Canon-McMillan Support Services

K-4

PARENT WORKSHOPPARENT WORKSHOP

I.I. Introduce Response to Introduce Response to Instruction and InterventionInstruction and Intervention

II.II. Review Special Review Special Education/Gifted/ Service Education/Gifted/ Service Agreement GuidelinesAgreement Guidelines

III.III. Learn strategies to assist your Learn strategies to assist your child with organization and child with organization and study skillsstudy skills

GOALS FOR TODAYGOALS FOR TODAY

• It is a general education effort for ALL It is a general education effort for ALL students! It is to assist in identifying and students! It is to assist in identifying and assisting all students at the elementary assisting all students at the elementary level who need academic or behavioral level who need academic or behavioral support BEFORE THEY FAIL, OR they may support BEFORE THEY FAIL, OR they may need academic enrichment.need academic enrichment.

• All staff assume an active role in All staff assume an active role in instruction and assessment for all students.instruction and assessment for all students.

• Continuous measuring and comparing of Continuous measuring and comparing of student learning to determine progress student learning to determine progress toward targeted skill.toward targeted skill.

What is Response to Instruction What is Response to Instruction and Intervention?and Intervention?

• Universal Screening- A periodic assessment Universal Screening- A periodic assessment of all students compared to age or grade of all students compared to age or grade level standards; and , the measurement of level standards; and , the measurement of how students have performed at the end of how students have performed at the end of planned instruction or at the end of the planned instruction or at the end of the school year.school year.

• Dibels Assessment for ReadingDibels Assessment for Reading

• Easy CBM for MathEasy CBM for Math

• Behavioral Checklists for BehaviorBehavioral Checklists for Behavior

Components of RTIIComponents of RTII

Tier 1: Core InstructionTier 1: Core Instruction

• For All StudentsFor All Students• Universal Screening and Universal Screening and

Benchmark AssessmentsBenchmark Assessments• 90 minutes uninterrupted 90 minutes uninterrupted

minutes of readingminutes of reading• Regular Ed. teacher in Regular Ed. teacher in

classroom settingclassroom setting• Strategies in Strategies in

accommodations in the accommodations in the regular classroom settingregular classroom setting

TIERED INTERVENTIONSTIERED INTERVENTIONS

Tier 2: Targeted InterventionTier 2: Targeted Intervention

• For students at academic riskFor students at academic risk• Small groups of students with Small groups of students with

similar abilities and needssimilar abilities and needs• 30 minutes a day, at least 3 30 minutes a day, at least 3

times a week of additional times a week of additional instructional time after core instructional time after core instruction of 90 minutesinstruction of 90 minutes

• Progress monitoring on Progress monitoring on targeted skills monthly or targeted skills monthly or twice a monthtwice a month

• Goal is to eliminate gap Goal is to eliminate gap between present achievement between present achievement and grade level expectationsand grade level expectations


• Grade levels will be divided into 3 groups.Grade levels will be divided into 3 groups.

Group 1: Students at risk, who are Group 1: Students at risk, who are considered at considered at the Tier 2 Intervention the Tier 2 Intervention level.level.

Group 2: Students who are at level and will Group 2: Students who are at level and will work work on grade level activities. on grade level activities.

Group 3: Students who are at the advanced Group 3: Students who are at the advanced level and need to be enriched.level and need to be enriched.

Flexed Group SchedulesFlexed Group Schedules

Tier 3: Intensive InterventionTier 3: Intensive Intervention

• For students significantly For students significantly below grade levelbelow grade level

• Students who did not respond Students who did not respond well to tier 1 and tier 2well to tier 1 and tier 2

• Individual or very small Individual or very small groups of students with groups of students with similar needssimilar needs

• Additional 30 minutes of Additional 30 minutes of instruction in addition to tier instruction in addition to tier 1 and tier 2 levels of 1 and tier 2 levels of interventionintervention

• Weekly progress monitoringWeekly progress monitoring• Instructors providing this Instructors providing this

level would be reading level would be reading specialists, special education specialists, special education teachers, or speech and teachers, or speech and language therapistslanguage therapists


• Ultimately, a student that needs intense Ultimately, a student that needs intense intervention should receive the 90 minutes of core intervention should receive the 90 minutes of core instruction, 30 minutes of additional instruction instruction, 30 minutes of additional instruction during the flex time, and 30 additional minutes of during the flex time, and 30 additional minutes of instruction with reading specialist or special instruction with reading specialist or special education teacher.education teacher.

• Chapter 504 students and special education Chapter 504 students and special education students could be at any tier level of intervention, students could be at any tier level of intervention, depending on their level of need. depending on their level of need.

• Tier 3 level of intervention is not just for special Tier 3 level of intervention is not just for special education students. Regular education students education students. Regular education students may be at tier 3 for a period of time. Once the may be at tier 3 for a period of time. Once the team feels that they are not progressing at that team feels that they are not progressing at that level, they may need to be referred for an level, they may need to be referred for an evaluation.evaluation.

RTII General InformationRTII General Information

• All buildings will have monthly Well-Check Meetings All buildings will have monthly Well-Check Meetings to discuss concerns and progress of students.to discuss concerns and progress of students.

• All Teachers will be provided forms and guidelines All Teachers will be provided forms and guidelines for referral process to well-check meetings.for referral process to well-check meetings.

• September’s well-check meeting will review September’s well-check meeting will review students from last year.students from last year.

• Principals will distribute Schedules of Well-Check Principals will distribute Schedules of Well-Check meetings at the beginning of the school year.meetings at the beginning of the school year.

• Required Team Participants: guidance counselor, Required Team Participants: guidance counselor, administrator, psychologist, reg. education teacher.administrator, psychologist, reg. education teacher.

• Possible Participants: speech therapist, reading Possible Participants: speech therapist, reading specialist, behavioral consultant, etc.specialist, behavioral consultant, etc.

Well-Check MeetingsWell-Check Meetings

THE Nuts and Bolts of Special THE Nuts and Bolts of Special Education……Education……

To be eligible for Sp. Ed. Services:To be eligible for Sp. Ed. Services:

• Diagnosis of a Disability:Diagnosis of a Disability:

AutismAutism

Deaf-blindnessDeaf-blindness

Emotional DisturbanceEmotional Disturbance

Hearing ImpairmentHearing Impairment

(including deafness)(including deafness)

Mental RetardationMental Retardation

Orthopedic ImpairmentOrthopedic Impairment

OHIOHI

Specific Learning DisabilitiesSpecific Learning Disabilities

Speech and Language Speech and Language ImpairmentImpairment

Traumatic Brain InjuryTraumatic Brain Injury

Visual Impairment (including Visual Impairment (including blindness)blindness)

• Be in Need of Be in Need of Specially Designed Specially Designed Instruction:Instruction:

Definition of S.D.I:Definition of S.D.I:

Refers to the teaching Refers to the teaching strategies and strategies and methods used by methods used by teachers to instruct teachers to instruct students with students with disabilities.disabilities.

Determination for Specific Determination for Specific Learning DisabilitiesLearning Disabilities

• Oral ExpressionOral Expression

• Listening ComprehensionListening Comprehension

• Written ExpressionWritten Expression

• Basic Reading SkillsBasic Reading Skills

• Reading Fluency SkillsReading Fluency Skills

• Reading ComprehensionReading Comprehension

• Mathematics CalculationMathematics Calculation

• Mathematics Problem SolvingMathematics Problem Solving

Special Education RegulationsSpecial Education Regulations

• The Individuals with The Individuals with Disabilities Act, 2004Disabilities Act, 2004

IDEA requires that IDEA requires that to the maximum extent to the maximum extent appropriate, children with appropriate, children with disabilities are educated with disabilities are educated with children who are nondisabled; children who are nondisabled; and that special classes, and that special classes, separate schooling or other separate schooling or other removal of children with removal of children with disabilities from the regular disabilities from the regular educational environment educational environment occurs only if the nature or occurs only if the nature or severity of the disability is such severity of the disability is such at education in regular classes at education in regular classes with the use of supplementary with the use of supplementary aids and services cannot be aids and services cannot be achieved satisfactorily.achieved satisfactorily.

• Supplementary Aids and Supplementary Aids and Services:Services:

Aids, services, and other Aids, services, and other supports that are provided in supports that are provided in general education classes, general education classes, extracurricular and extracurricular and nonacademic settings, to nonacademic settings, to enable children with enable children with disabilities to be educated with disabilities to be educated with nondisabled children to the nondisabled children to the maximum extent appropriate.maximum extent appropriate.

LRE: Least Restrictive LRE: Least Restrictive EnvironmentEnvironment

Chapter 15, Section 504, Service Chapter 15, Section 504, Service Agreements:Agreements:

• A child needs to have a diagnosed disability A child needs to have a diagnosed disability that affects his learning in a general education that affects his learning in a general education classroom and needs accommodations to have classroom and needs accommodations to have access to the general education curriculum. access to the general education curriculum. The disabilities can range from diabetes, The disabilities can range from diabetes, crohn’s disease, and a severe peanut allergy to crohn’s disease, and a severe peanut allergy to asberger’s , ADHD, depression, and a learning asberger’s , ADHD, depression, and a learning disability.disability.

• LEAST RESTRICTIVELEAST RESTRICTIVE

• This document is just as legal as an I.E.P.This document is just as legal as an I.E.P.

Gifted Evaluation CriteriaGifted Evaluation Criteria

Why the change in criteria?Why the change in criteria?

• Chapter 16 Regulations stateChapter 16 Regulations state::

– Determination of gifted ability will not be based Determination of gifted ability will not be based on IQ score aloneon IQ score alone

Why the change in criteria?Why the change in criteria?

– Multiple criteria MUST be considered to Multiple criteria MUST be considered to determine giftedness. These criteria may determine giftedness. These criteria may include:include:

• A year or more above grade achievementA year or more above grade achievement• High rates of acquisition/retentionHigh rates of acquisition/retention• Demonstrated achievement, performance, or Demonstrated achievement, performance, or

expertise in one or more academic areasexpertise in one or more academic areas• High level thinking skills, academic creativity, High level thinking skills, academic creativity,

leadership skills, intense academic interest areas, leadership skills, intense academic interest areas, communication skills, foreign language aptitude, or communication skills, foreign language aptitude, or technology expertisetechnology expertise

• Intervening factors that may mask gifted abilities Intervening factors that may mask gifted abilities (e.g., ESL, disabilities, gender, race, etc.)(e.g., ESL, disabilities, gender, race, etc.)

The new CM criteriaThe new CM criteria

• A leveled matrix of various factors, A leveled matrix of various factors, including existing information, screening including existing information, screening data, and formal evaluationsdata, and formal evaluations

• Students must meet multiple criteria at Students must meet multiple criteria at three different levels to qualify for gifted three different levels to qualify for gifted supportsupport

• These leveled criteria eliminate the These leveled criteria eliminate the reliance on IQ alone to determine eligibilityreliance on IQ alone to determine eligibility

LEVEL ILEVEL I

2(96% & above)

1(90% - 95%)

0(89% & below)

Reading

Math

Other academic area of exceptional performance

A. Classroom Achievement - Average of current year’s grades to date

B. Group-Administered Cognitive Ability Measure (e.g., InView, CogAT, etc.)6

(130 & above)3

(120 – 129)0

(119 & below)

Ability Test

LEVEL I, continuedLEVEL I, continued

C.C. Universal Screening DataUniversal Screening Data

D.D. Teacher Checklist (9 item rating scale on student Teacher Checklist (9 item rating scale on student performance)performance)

6(see conversion chart)



DIBELS Fluency

6(90th percentile)

3(75th percentile)

0(50th percentile & below)

Easy CBM (Numbers & Operations)

6(32 points & above)

3(27 to 31 points)

0(27 points & below)

Checklist Total

LEVEL I, continuedLEVEL I, continued

• Student points will be added togetherStudent points will be added together

• The total number of points will determine whether The total number of points will determine whether the student moves on to Level IIthe student moves on to Level II

LEVEL I Point Total: *Students receiving 24 points may continue to Level II

NOTE: *If no group-administered cognitive ability measure is available, students receiving 19 points may continue to Level II

LEVEL IILEVEL IIA. Screening DataA. Screening Data1.1. Achievement Data/CBA (Achievement Data/CBA (oneone grade level above) grade level above)

2.2. Achievement Data/CBA (Achievement Data/CBA (twotwo grade levels above) grade levels above)

2Advanced(see chart)

1At level

(see chart)

0Below level

(see chart)

Reading Fluency (DIBELS)

Reading Comprehension (EasyCBM)

Math – Numbers & Operations (Easy CBM)

2Advanced(see chart)

1At level

(see chart)

0Below level

(see chart)

Reading Fluency (DIBELS)

Reading Comprehension (EasyCBM)

Math – Numbers & Operations (Easy CBM)

LEVEL II, continuedLEVEL II, continued

B. Gifted Rating ScaleB. Gifted Rating Scale

6(4 or more domains

with scores 60)

3(2 or 3 domains with

scores 60)

0(1 or less domains with

scores 60)

GRS

LEVEL II Point Total: *Students receiving 9 points may continue to Level III

LEVEL IIILEVEL III• Referral for a formal evaluationReferral for a formal evaluation

A.A. Full Scale IQ Score: ______Full Scale IQ Score: ______

B.B. Standardized Achievement (KTEA-Standardized Achievement (KTEA-Brief)Brief)

12(130 & above)

6(125 to 129)

0(124 & below)

IQ Score

4(96th percentile & above)

2(90th to 96th percentile)

0(below 90th percentile)

Reading

Math

Writing

LEVEL III, continuedLEVEL III, continuedQualification for gifted support services:

POINT SUMMARY: Level I: Level II: Level III:

TOTAL*:

*Students receiving 50 total points or more qualify for gifted support services

NOTE: * If no group-administered cognitive ability measure is available, students receiving 46 total points or more qualify for gifted support services

If you have any questions, If you have any questions, please ask at this time.please ask at this time.

Thank You For Listening!

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