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Transcript of Flow Chart
Education Tier II of
RTI Tier III Student continues to do poorly
despite all efforts to the contrary.
A full evaluation for special education services is initiated. Parent is invited and must participate in the meeting. (Parental permission is necessary before evaluation begins) Meeting is held to determine the components of the evaluation. Most students receive a series of formal evaluations that determine: intelligence, achievement, behavior, disability-specific issues, and medical including vision and hearing screenings. Eligibility (FAPE)
If the eligibility team comes to the decision that the student is eligible for special education services, then a formal Individualized Education Program (IEP) team will be formed to develop a plan of special education services for the student. If a student in general education
displays significant academic delays
and below grade level scores on beginning of the year assessments/screenings then the teacher begins pre-referral process with the data. Goals are assigned and implementation of those goals with small group instruction with evidence based programs are put into place. Consultations with school reading specialists and
other staff deemed appropriate for
apparent deficits may occur. Meetings convened to discuss progress, according to data. Parents
may be invited but do not have to be
present at meetings. If student continues to make no progress, more intense interventions are necessary. Consultation with appropriate staff such as special education teachers, school psychologist, school social worker, speech and language therapists. Individualized support in areas of need, "pull out" and in-classroom resources. All programs considered and implemented are appropriate to the students' needs and must be evidence-based. Continuation of data collection through assessments and regular review of data
is made so adjustments
can be made accordingly. The process for
placing a student with
a learning disability into
special education, according to the RTI,
generally includes the following elements: http://nichcy.org/schools-administrators/rti#elements 1. Screening children within the general curriculum.
2. Tiered instruction of increasing intensity.
3. Evidence-based instruction
4. Close monitoring of student progress.
5. Informed decision making regarding next steps for individual students. • Highly qualified teachers
• Instructional coaching model
• Professional development
• Research based curriculum design
• Systemic assessment program
• High interest, real life application of skills embedded in curriculum
• Preschool initiatives
• Increased time for instruction
• Strategic reading focus
• Integrated curricula
• Dropout recovery program
• Transition programs for middle to high school
• Credit recovery NNPS Pre-Child study and Child Study Process Handbook • Early Intervention in Reading (EIR)
• Reading Recovery
• Stepping Stones to Literacy
• Building Blocks for Math (SRA Real Math)
• Everyday Mathematics
• Accelerated Math
•Wilson Reading System
• Earobics http://ies.ed.gov/ncee/wwc/findwhatworks.aspx#Alphabetics Tier I of RTI Tier 1: Examples of Prevention and Intervention Tier II: Examples of Actual Interventions that
are Evidence-based: http://www.projectidealonline.org/special-education-referral-process.php http://www.projectidealonline.org/special-education-referral-process.php http://www.projectidealonline.org/special-education-referral-process.php http://www.projectidealonline.org/special-education-referral-process.php Resources:
* http://sbo.nn.k12.va.us/sped/documents/child-study-process.pdf Once the referral process is presented to the school and they receive consent from the parent or legal guardian the school can begin the official referral process. The Special Education Evaluation The evaluation of the student has to take place within 60 days of the initial formal referral in Tier III. Testing consists of the components chosen for the evaluation. http://www.projectidealonline.org/special-education-referral-process.php Individualized Educational Program
(IEP) http://www.projectidealonline.org/special-education-referral-process.php An IEP team is developed to plan for the services and implementation of those services a student is eligible for through special education. The student is placed in their least restricted environment and services are implemented according to their IEP. by Melissa Texidor SPE529N Full Evaluation Not eligible for services through special education Not every student that goes under full evaluation is found eligible for
special education services. If there is no disability that negatively impacts their education they will not receive services.
In these situations, the school is responsible for making plans to provide other services for that student. http://www.projectidealonline.org/special-education-referral-process.php