I. Confidentiality II. ADHD III. Response to Intervention IV.
Problem Solving Teams (PST) V. Special Education Process
Slide 2
Percentages per Disability Categories in Shelby County
Category2009-20102010-2011 Autism260290 Developmental Delay 208160
Emotional Disabilities 110 118 118 Hearing Impaired 15 15 22 22
Intellectual Disabilities 116 137 137 Multiple Disabilities 60 60
66 66 Orthopedically Impaired 14 14 25 25 Specific Learning
Disability 348472 Other Health Impairments 316249 Speech or
Language Impairments 273382 Traumatic Brain Injury 95 Visual
Impairments 914 Total18751940
Slide 3
Confidentiality
Slide 4
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.
Slide 5
FERPA 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."
Slide 6
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 remove the records.
Schools may charge a fee for copies.
Slide 7
Amendment of Records at Parents 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.
Slide 8
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):
Slide 9
Authorized Release School officials with legitimate educational
interest; Other schools to which a student is transferring;
Specified officials for audit or evaluation purposes; Appropriate
parties in connection with financial aid to a student;
Organizations conducting certain studies for or on behalf of the
school; Accrediting organizations; To comply with a judicial order
or lawfully issued subpoena; Appropriate officials in cases of
health and safety emergencies; and State and local authorities,
within a juvenile justice system, pursuant to specific State
law.
Slide 10
Confidentiality Agreement After viewing the powerpoint. You
will be asked to print out and sign the Confidentiality Agreement.
Please turn in to your SPED Lead Teacher (Mrs. Adams)!!. One MUST
be signed by each employee each year. Make sure you initial in the
main office (Mrs. Lambs desk) when it is completed. 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. Thanks!!
Slide 11
Attention Deficit / Hyperactivity Disorder
Slide 12
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.
Slide 13
Diagnostic Criteria for ADHD The following symptoms are listed
in the DSM-IV and are 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.
Slide 14
Hyperactivity Symptoms 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 inappropriate Has
difficulty playing or engaging in leisure activities quietly Is on
the go or acts as if driven by a motor Talks excessively
Slide 15
Impulsivity Symptoms Blurts out answers before questions have
been completed Has difficulty awaiting turn Interrupts or intrudes
on others
Slide 16
Inattentive Symptoms 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. Does not seem to listen when spoken to directly Does
not follow through on instructions and fails to finish schoolwork,
chores, or duties Has difficulty organizing tasks and
activities
Slide 17
Inattentive (cont) Avoids, dislikes, or reluctant to engage in
tasks that require sustained mental effort Loses things necessary
for tasks and activities Is easily distracted by extraneous stimuli
that are usually easily ignored by others Forgetful in daily
activities
Slide 18
Identification Rate in Shelby County Lee vs. Macon made systems
review eligibility of minority students in the categories of
Intellectual Disability (formerly Mental Retardation) and Emotional
Disability (formerly Emotional Disturbance) because of
overrepresentation. Since that time, the number of students has
increased in the area of Other Health Impairment (OHI),
specifically for 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.
Slide 19
Accommodating Students with Disabilities
Slide 20
Getting Students Attention Using Clear signals: EverybodyReady
Model excitement and enthusiasm about the upcoming lesson 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. Use visual signals
Vary your tone of voice: loud, soft, whisper Signal students
auditorily: ring a bell, use a timer, play music Theatrics may
spark an interest
Slide 21
Focus Students Attention Project your voice to be heard clearly
by students 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!!! Use
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) Explain the purpose and relevance of your lesson
Slide 22
Accommodations for Seat Work Seat student near a study buddy or
a good role model Increase distance between desks Allow extra time
to complete work Assist 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
Slide 23
Accommodations for Seat Work Give assignments one at a time to
avoid work overload Chunking give assignments in smaller chunks
Reduce amount of homework Use buff colored paper instead of white
Take tests in a quiet environment Be aware of lighting can cause a
glare on white paper
Slide 24
Maintaining Students Attention Move around the classroom to
maintain your visibility Be PREPARED and avoid lag-time in
instruction Use direct instruction techniques Use motivating games
and computer programs for skill building and practice Use
cooperative learning groups
Slide 25
Planning and Organization Provide organization rules Provide
student with homework assignment book Supervise writing down of
homework assignments MODEL 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) Allow students to have an extra set of books at home
Encourage learning of keyboarding skills Do not penalize for poor
handwriting if that is an area of concern Regularly check desk and
notebook for neatness
Slide 26
Behavior Allow students to stand at times while working
Supervise closely during transition times Praise appropriate
behavior Prompt 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!) 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
Slide 27
Response to Intervention
Slide 28
Best Practices Individuals with Disabilities Education Act
(IDEA) aligned with No Child Left Behind emphasizes accountability,
high standards and proven scientifically, research based
instruction to provide effective interventions for struggling
learners. RTI is the practice of providing high-quality
research-based instruction and interventions matched to student
needs and using learning rate over time with level of performance
to inform educational decisions.
Slide 29
Alabama s RtI Framework Tier I Instruction Core Instruction *
Research-based curricula and instructional strategies * Strategic
teaching in ALL classes * Peer-driven/Cooperative Learning *
Increased Student engagement Tier II Instruction General Ed.
Classroom * Differentiated strategic teaching * Teacher models
strategies & scaffolding techniques * Implementation of direct
interventions related to student needs Tier III Intervention Small
Group Setting * Research-based and target-level intervention
strategies implemented * Intensive instruction on a daily
basis
Slide 30
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
Slide 31
Problem Solving Team (PST) PST is an intervention program
designed to provide help to general education students who have
been identified as at-risk in the area of academics or behavior.
Team is made up of an administrator, PST coordinator, counselor,
and general ed. teachers Student is screened for Vision/Hearing and
Reading/Math deficits Team will collaborate about specific needs
and provide strategies to target specific skill areas.
Slide 32
How students are referred to PST If anyone has a D or an F, you
MUST begin using Tier 2 strategies with those students and keep
documentation by using the Tier 2 Checklist (a copy can be found in
the PST folder on the Faculty Share drive). At the end of the nine
weeks if the same student is failing, you MUST give PST coordinator
(Mrs. Rath) a copy of the Tier 2 checklist. From that point, we
will complete a PST referral and begin the PST process (vision and
hearing screening, Scholastic Reading Inventory, and Scholastic
Math Inventory, etc.).
Slide 33
If PST interventions have been ineffective, a referral to SPED
may be the appropriate next step. There have been incidents when
students are referred to special education and placed on PST
intervention during the referral process.
Slide 34
Quiz Name: _____________________________ Date: _____________
True / False A parent does not have the right to correct their
childs records if they believe that they are misleading or
inaccurate. True / False Each Shelby County Board of Education
employee and all visitors who are observing in a classroom must
sign a Confidentiality Agreement form. List the two (2) categories
in Special Education that have the highest percentage of students
being served in Shelby Countty 1) 2) True / False Individuals with
Disabilities Education Act (IDEA) does not require a research-based
reading program prior to referring a student to Special Education.
True / False A student can have a PST plan and an IEP
simultaneously. Tier I / Tier II / Tier III (choose ONE) focuses on
improving the core classroom instruction that ALL students receive.
Yes / No Have I printed out the Confidentiality agreement &
turned it in to my SPED Lead teacher? Any comments /
questions:_________________________________________________
_________________________________________________________
Slide 35
Reminders: Sign and date the CONFIDENTIALITY AGREEMENT (If you
did not complete the Confidentiality Agreement at the faculty
meeting, please notify Mrs. Adams for another copy.) Print and
complete the QUIZ Turn in both to Mrs. Adams and initial the form
in the main office when completed!!