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Special Ed. Two Year Plan - Island Trees Public Schools

Special Ed. Two Year Plan - Island Trees Public Schools

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epeated assessments of student achievement which should include<br />

curriculum measures to determine if interventions are resulting in student<br />

progress toward age or grade level standards;<br />

the application of information about the student's response to intervention<br />

to make educational decisions about changes in goals, instruction and/or<br />

services and the decision to make a referral for special education<br />

programs and/or services; and<br />

written notification to the parents when the student requires an<br />

intervention beyond that provided to all students in the general education<br />

classroom that provides information about:<br />

o the amount and nature of student performance data that will be<br />

collected and the general education services that will be provided<br />

pursuant to paragraph (2) of this subdivision;<br />

o strategies for increasing the student's rate of learning; and<br />

o the parents' right to request an evaluation for special education<br />

programs and/or services.<br />

<br />

<br />

A school district shall select and define the specific structure and<br />

components of the response to intervention program, including, but not<br />

limited to, the criteria for determining the levels of intervention to be<br />

provided to students, the types of interventions, the amount and nature of<br />

student performance data to be collected and the manner and frequency<br />

for progress monitoring.<br />

A school district shall take appropriate steps to ensure that staff have the<br />

knowledge and skills necessary to implement a response to intervention<br />

program and that such program is implemented consistent with paragraph<br />

(2) of this subdivision.<br />

Since September 2005, the two elementary principals, the Director of Reading,<br />

the Director of Curriculum and Instruction and the Assistant Superintendent for<br />

<strong>Special</strong> <strong>Ed</strong>ucation have been meeting regularly with the purpose of coordinating<br />

efforts to address the needs of a variety of students who were at-risk of not<br />

meeting standards. Using the frameworks of NCLB and IDEA 2004, a<br />

Comprehensive Professional Development <strong>Plan</strong> was developed for the 2006-07<br />

school year that included training reading, special education, first grade, then<br />

kindergarten staff in the administration, scoring and interpretation of the Dynamic<br />

Indicators of Basic Early Literacy Skills (DIBELS) as a benchmark measure to be<br />

administered in the fall, winter and spring. Targeted children were provided<br />

research-based interventions and were progressed monitored throughout the<br />

year. Second grade staff was trained in the 2007-08 school year and third and<br />

7

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