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Special Education Flow Chart
Transcript of Special Education Flow Chart
I Have A Few Students Who Are Showing Difficulty In The Areas Of...
1) CLOZE Reading
2) Choral Reading
3) Duet Reading
4) Echo Reading
5) Listening Passage (fluency)
6) Repeated Reading
7) Wilson Reading Program (fluency, decoding, spelling, and site word development)
8) Curriculum Based Measurement (decoding and fluency)
*Math Fluency Drills
*Curriculum Based Measurements
*Drill and Practice
Byrnes, M. (2010). Taking sides: Clashing views in
special education (5th ed). Retrieved from http://gcumedia.com/digital-resources/mcgraw-
Dickman, G.E. (2006). RTI Intervention: Response to
Intervention in a Nutshell. Retrieved from www.readingrockets.org
GCU. (2011). SPE529Lecture4. Retrieved from www.gcu.com
Wright, Jim. (2012). Response to Intervention: RTI Resources.
Retrieved from www..interventioncentral.org
September 11, 2013
*remembering mathematical processes
*long/short term memory
*recall for previously learned material
*remembering mathematical processes
*reading word problems
*long/short term memory
*recall for previously learned facts
*image from google images
*Images from google images
1) Meet with Referral Team (Greenville, SC A-Team)
Response To Intervention (RTI)
2) Discuss (RTI) prior to referal for special education
Steps to RTI-
Universal Screening (K-2)
Implement 3 Tiers of RTI
Effective RTI Requires:
1) Progress Monitoring
2) Collaboration With General Ed.
and Special Ed
*image from Google
Tier 1---Core Instruction
Tier 2--Group Interventions
Tier 3--Intensive Interventions
What if students are not showing progress?
1) A Team Referral
2) Consent for Testing
3) Psycho Educational Assessment
4) Multi-Disciplinary Meeting
5) Testing is reviewed
6) Special Education Options Reviewed
Response to intervention is the newest model of intervention prior to referring a student to special education services. RTI was the direct result of the Individuals with Disability Education act, in order to remedy the deficits of struggling students in the general education environment (Byrnes, 2011). Elementary school teachers who are questioning if a student has a learning disability may see holes in the students learning in either the area of reading or math. While writing is also a concern, most students are initially referred to special education services due to difficulty with reading and math. If general education teachers have concerns about any of the included areas, they need to then proceed to the following step in the flow chart provided.
RTI is a pre-referral progression that focuses on implementing interventions prior to referring a struggling student to special education services. RTI is a three tiered model of interventions. At the first tier, the teacher will provide instruction and interventions school wide. Instructional strategies are not focused on individual students, but on determining initial levels for a large number of students. The second tier takes the weakest students from tier one and implements small group strategies. These students require additional assistance when given large group instruction and through a more individualized approach are to be brought to grade level by utilizing small group instruction. Tier three requires the most individualized instruction with a maximum of three students (Lecture 4 Notes, 2011).
General education teachers are encouraged to meet with the special education coordinator and the guidance counselor (A-Team is what this is called in South Carolina) to discuss the referral process. The team meets in order to develop a plan for utilizing RTI and progress monitoring. Teachers are not only responsible to implement RTI, but to provide supporting data if a referral to special education is made.
Applying group and individual strategies are crucial to properly implementing RTI. These are not all the RTI strategies that are available for reading, but can be utilized in order to collect data for struggling readers.
These are not all the RTI strategies that are available for Math, but can be utilized in order to collect data for struggling readers. Curriculum Based Measurements and Aimsweb can be utilized online and supply the teacher immediate data in the form of graphs, while fluency drills and frequent drill and practice support the RTI model.
School districts do not need to prove that their is a discrepancy between achievement and performance. The general education teacher has the primary role of proving that students are not responding to researched based interventions. RTI is most effective when progress is monitored through data collection and the general education teacher and special education teacher collaborate through all steps of the process.
If students do not showing growth after Tier 3 of RTI then they are referred to special education. At this point a multidisciplinary team meets, along with the parents to receive parent consent for a psycho-educational assessment. This assessment will determine if the student has a high incidence disability, such as a learning disability. After testing is completed the parents are given the test results and special education placement options are reviewed.