Teacher Support Teams Student Intervention Teams

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Teacher Support TeamsStudent Intervention Teams

• Danita Munday, M.Ed.
• Mississippi Department of Education
• Office of Special Education
• Dmunday_at_mde.k12.ms.us
• [phone]
• www.mde.k12.ms.us/special_education

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No Child Left Behind (NCLB)

• NCLB sets a new standard for measuring
  achievement, one with real consequences for
  schools that fail to make progress over time.
• Because NCLB requires that each child and each
  sub-group of children have their progress
  measured and reported annually, the new law will
  ensure that schools are held accountable for the
  achievement of all students.
• It will not be enough to measure just average
  student performance.

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No Child Left Behind

• All public schools and districts will be held
  accountable for the achievement of individual
  subgroups, including
• economically disadvantaged students,
• students in major racial/ethnic groups,
• limited English proficient students, and
• students with disabilities.
• Accountability decisions will be based on the
  achievement of each subgroup, as well as on
  overall achievement.

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Mississippi Department of Education Board Policy

• Policy IIC-4
• Each school may have a Student Intervention Team
  (SIT), comprised of teachers of that school,
  which will continually evaluate students and make
  ongoing recommendations about instructional
  decisions beginning in kindergarten through 8th
  grade.

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Student Intervention Teams

• A SIT is a group of professionals at the local
  school level who are responsible for evaluating
  individual student performance relative to state
  performance standards.
• The SIT is responsible for the development and
  implementation of an instructional plan for
  students based upon this evaluation.
• A student is referred to the SIT when it is
  determined that a student is not meeting
  standards or is not likely to meet standards.

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Student Intervention Teams

• The SIT may consist of
• teachers,
• administrators,
• counselors, and
• other school personnel responsible for
  instruction.
• These teams should work closely with student
  support staff, counselors, and administrators in
  order to ensure that every possible intervention
  is made on behalf of students.

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Student Intervention Teams

• It is recommended that individual school
  districts develop intervention teams that build
  upon structures currently working within the
  district.

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What is a Teacher Support Team (TST)?

• problem-solving group
• teachers assisting teachers
• professionals who address learning needs
• academic
• behavioral
• social/emotional

TST Supports all children!!
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Teacher Support Teams

• TSTs provide the structure to solve problems
  systematically in school-based settings.

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Why TSTs?

• The 1997 reauthorization of IDEA emphasized that
  students with disabilities should receive the
  maximum time appropriate in the regular
  classroom. General education teachers often need
  support with specialized teaching methods.

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Why TSTs?

• Minority children have been over-identified for
  special education.
• The solution appears to be an emphasis on
  scientific-based interventions in general
  education.
• Special consideration must be given to cultural
  differences and learning-teaching-assessment
  style matches.

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Why TSTs?

• Special education has not been the panacea.
• Student success enhances teacher retention rates.
• A collection is better than the individual.
• A systematic approach is best, more efficient.
• Students deemed ineligible through the special
  education process still need services.

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SIT and TST

• How are they the same?
• Required by Policies and Procedures
• Team processes
• Problem-solving avenues
• Similar goals
• Based on the general curriculum
• Regular education responsibilities

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SIT and TST

• How are they different?
• SIT is required for kindergarten through 8th
  grades.
• TST is required for 1st through 12th grades.

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Team approach provides...

• Cohesiveness
• Coordination
• Continuity of services
• A Continuum of services
• Complements to existing curriculum and
  instructional programs

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Team approach provides...

• Shared responsibility for student success
• Pooled experience and expertise
• Right of staff to immediate assistance
• Routine problem solving
• Moving from least to most systematic

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Why Work in Collaborative Groups?

• Change takes place more readily in collaborative
  structures.
• Continuous assistance is a requirement for strong
  teacher learning.
• Teaching is a complex act that requires high
  levels of analysis, synthesis, and application.
• Teachers are more successful in performing at
  high levels of thinking when they are provided
  collegial support and engagement.

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Goals of TST

• Maximize individual student success in general
  education
• Screen students who may be in need of special
  education services
• Reduce the number of inappropriate referrals for
  special education
• Meet the needs of diverse learners
• Remove educational, behavioral, or affective
  stumbling blocks

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Benefits of Successful TSTs

• Higher graduation rates
• Better test scores
• Fewer students retained in grade
• Better attendance (for teachers and students)
• Lower teacher turnover rate
• Better discipline
• Knowledge of training needs
• More parent involvement
• Successful inclusion programs

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Focus of TSTs

• Individual student needs
• Learning styles
• Program effectiveness
• Home/school communication

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Learning Style Inventories

• Available on the internet
• www.ircc.cc.fl.us/classrooms/trainrescs/tls/lrnstu
  dystrat.html
• http//pss.uvm.edu/pss162/learning_styles.html
• www.howtolearn.com/personal.html
• www.ncsu.edu/felder-public/ILSdir/ilsweb.html
• www.ldrc.ca/projects/miinventory/miinventory.php
• http//emints.more.net/ethemes/resources/S00000718
  . html
• http//home.att.net/tmjordan/academic_support/
  survey.html

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What is necessary for a successful TST?

• An administration committed to the process
• A faculty committed to the process
• An organization that acknowledges the need to
  change
• A desire to learn

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What is necessary for a successful TST?

• A commitment to working together
• A team atmosphere
• A how can we make it happen attitude
• A team that seeks solutions rather than
  acknowledges impediments

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Impediments People problems

• Lack of administrative support
• Lack of support among faculty members
• Lack of commitment to the process
• Lack of commitment to helping all kids
• Yes, but . . . people
• People opposed to change
• Ive always done it this way.
• Frustration/resistance of referring teacher

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Impediments Process problems

• Insufficient data collection
• Desire to jump to intervention too quickly
• Quick referral to special education for
  evaluation

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Impediments Logistics

• Difficult persistent problems
• feelings of incompetence
• Lack of time
• one more thing to do
• Anger toward tasks/goals
• scheduled meetings
• apparent lack of support

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Team Members

• Diverse representation of campus personnel
• experience
• different grade levels
• auxiliary/support personnel
• variety of view points and solutions
• Ideal number 5 to 7

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Team Members

• Types
• Core
• 3-5 regular education teachers
• Consistent membership
• Auxiliary
• Diverse population
• School-based support personnel
• Parents
• Community-based personnel
• Building-level teaching staff
• As needed membership

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Team Members

• Referring Teacher experiences difficulty with a
  student, refers the case to TST
• Coordinator schedules the meeting and assigns
  the case manager
• Case Manager helps the teacher identify the
  most serious problem to be addressed by the TST
  performs classroom observations provides direct
  instructional services, training, and technical
  assistance and conducts teacher interviews
• Time Keeper follows the set time increments
• Recorder(s) summarizes key points, records
  brainstorming choices
• Auxiliary Members Contribute special expertise

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Roles of Team Members

• Principal
• sets the tone of commitment to the process
• coordinates duties of team members
• works with professional staff schedules to allow
  the process to happen
• ensures parents are notified as part of the
  process

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Roles of Team Members

• School Psychologist/Psychometrist
• conducts functional behavior assessments
• consults with teachers/parents/administrators
• conducts student observations
• conducts curriculum-based assessments
• designs/assists in designing interventions
• trains in various procedures

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Key Question Shifts

• From, Whats wrong with the student?
• To, What resources can we use to increase the
  students chances for success?

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Level 1 Problem Solving

• Teacher solves classroom problems.
• Isolated Ongoing Problem Solving
• Switches student seating
• Modifies assignments
• Works in small group or 11
• Provides extra practice
• Provides extra attention/praise
• Works with parent/guardians
• Few resources
• Less severe problems

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Moving to Level 2

• Teacher says, I need more.
• I need help.
• I need some new ideas.
• Others need to be aware of this problem.
• Ive tried everything.
• If you say this, you waited too long.
• This child really stands out.
• Teacher requests support.
• Documents prior intervention efforts.

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Level 2 Problem Solving

• Teacher Support Team addresses the problem.
• Purposes
• Assists the teacher in developing effective and
  efficient problem solutions
• Makes problem solving more systematic
• Provides administration a means to
• distribute resources equitably

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Level 2 Problem Solving

• Someone (teacher/staff/parent) expresses concern.
• An initial interview is conducted with the
  referring teacher and childs parents.
• Background data are reviewed (work samples,
  cumulative records, etc.).

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Level 2 Problem Solving

• Questions to address
• Before Intervention
• What? How? Who? When? Where?
• During Intervention
• Is it working?
• After Intervention
• Did it work?

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Level 2 Problem Solving

• An Instructional Intervention (II) is begun when
  a student is identified as
• likely to have difficulty meeting expected
  benchmarks, or
• having difficulty in meeting expected benchmarks.

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Meaningful Terms

• Problem Solving
• Attempt to reduce the difference/discrepancy
• Problem Analysis
• Investigate and solve a problem
• Intervention
• Activity used to reduce the difference/discrepancy
  
• Problem Solution
• Difference/discrepancy is reduced to acceptable
  levels
• Data
• Information used for decision making
• Words and/or numbers

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Steps to Problem Solving

• Define the Problem
• Problem definition
• Meaningful, measurable, monitorable
• Develop a Plan
• Problem analysis
• Intervention
• Progress monitoring
• Implement the Plan
• Intervention
• Progress monitoring
• Evaluate Effects
• Did it work?

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Define the Problem

• A data-based classroom observation has been
  conducted.
• Curriculum-based assessment has been conducted in
  the target area.

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Define the Problem

• Based on data collected, has the identified
  problem been precisely defined?
• Has a measurable goal been developed based on
  realistic expectations for success?
• Based on all existing data, which instructional
  variables (curricular, instructional, student,
  environment) can be hypothesized as potential
  areas for intervention?
• Has an intervention been designed based on the
  data collected and on the hypothesized
  instructional variables?
• Has a data monitoring system been devised to
  track the students rate of acquisition and rate
  of retention?
• Who will assist the classroom teacher to
  establish the intervention and monitor the
  students progress?

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Develop a Plan

• The team works with the classroom teacher to
  establish the intervention.
• The classroom teacher and team members
  incorporate the strategy into the classroom
  routine.
• Other support services are involved in the
  intervention.
• Data are collected on a regular and frequent
  basis during the intervention.

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Develop a Plan

• Changing the learner will require a temporary
  change to
• instructional conditions,
• curriculum conditions, and
• environmental conditions.

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Develop a Plan

• The Teacher Support Team will determine
  appropriate interventions based on information
  such as
• existing educational record,
• curriculum based assessment,
• parent information,
• screening instruments, and
• direct observations and functional assessments.

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Develop a Plan

• Consider the behavior most distressing to the
  teacher.
• Does the team, by virtue of their collective
  experience and expertise, have the capacity to
  address the priority behavior?

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Develop a Plan

• If Yes
• Continue through the intervention design steps,
  and if circumstances warrant, consider the
  additional behaviors.

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Develop a Plan

• If No
• Determine auxiliary personnel whose experience or
  expertise might assist in resolving the problem.
• Identify available resources/information the team
  might access.
• Schedule a follow-up meeting and secure teacher
  permission to invite selected auxiliary
  personnel.
• Consider the additional behaviors identified by
  the teacher.

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Develop a Plan

• When considering the additional behaviors
  identified by the teacher, look for the
  following
• behavior for which remediation would result in a
  domino effect
• behavior most easily/quickly ameliorated and
• behavior the team is most confident about
  solving.

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Develop a Plan

• How precisely has the concern been described?
• What are the salient features of the students
  described performance?
• What features of the instructional environment
  (curriculum, instruction) may be possible areas
  for intervention?
• What features of the instructional environment
  need further analysis?
• What types of assessments should be conducted
  with the student?
• Who will conduct the assessments?

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Implementation and Monitoring

• Is the intervention being implemented as planned?
• What do the data indicate?
• Is the student making the expected rate of
  progress?
• Do we need to revisit the intervention and fine
  tune it?

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Implementation and Monitoring

• Was the problem resolved?
• Reduced discrepancy between student and peers
• Should we continue the intervention?
• Do we need a more intense intervention?
• Is a referral for special education appropriate?

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Four Kinds of Assessments

• Outcome Assessments - provide a bottom-line
  evaluation of program effectiveness. These
  include standardized tests.
• Screening Assessments - determine which children
  might need additional intervention.
• Diagnostic Assessments - provide in-depth
  information about skills and needs.
• Progress Monitoring Assessments - determine if
  students are making adequate progress or need
  additional intervention.

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Problem Solving Teams Need

• Quick and simple measures
• that assess basic skill development
• based on general education curriculum goals and
  benchmarks.

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Terminology

• Curriculum Based Assessment (CBA)
• umbrella term for assessment tools developed
  directly from the curriculum
• common across content areas
• History, Science
• Curriculum Based Measurement (CBM)
• specific standardized case of CBA
• focus on four basic skill areas
• reading, mathematics, spelling, written
  expression

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Curriculum Based Measurement

• CBA measures individual student progress.
• CBA compares individuals to their peers.
• CBA places students into instructionally
  appropriate curriculum.
• CBA is useful throughout the process
• from the general education classroom through
  eligibility and into special education.

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Outcome Assessments

• Should be focused on 2 questions
• Are students on-track to meet accountability
  standards in the future?
• Are students meeting accountability standards
  now?
• Should be utilized in decision making regarding
  curriculum and instruction,
• Should be utilized to begin making instructional
  interventions.

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Screening Assessments

• The primary purpose of a screening assessment is
  the early identification of children who need
  additional instructional intervention.
• It is crucial for the screening assessment to
  have predictive validity.
• Identification is not enough!

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Screening Assessments

• Screening Assessments can include materials such
  as
• checklists for knowledge of alphabetic
  principles
• textbook or teacher-made pre-tests for particular
  units of instruction
• measures of fluency rates and
• checklists for identifying number values and
  relationships of five-digit numbers.

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Diagnostic Assessments

• May include a variety of assessments but should
  be closely aligned with accountability outcomes.
• Assist the team in forming the intervention.
• Can utilize specialized computer software
  diagnostic instruments.

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Diagnostic Assessments

• Help teachers plan instruction by providing
  in-depth information on a students skills and
  instructional needs.
• Reading
• reading miscue inventories
• Mathematics
• mathematics skills analysis
• observing the strategies that the student uses
  when solving word problems

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Diagnostic assessments answer the following
questions.

• Which specific skills have been mastered?
• Which specific skills have not been mastered?
• In which areas will the student need
  instructional interventions?
• What type of instructional intervention will most
  likely be effective with this student?
• Which students have similar instructional needs?
• How could these students be grouped together for
  instruction?

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Progress Monitoring Assessments

• Formal and informal assessments determine if
  students are making adequate progress or need
  more intervention to achieve grade level
  outcomes.
• Progress monitoring assessments provide
  continuous, on-going formative information that
  is used to evaluate and modify the instructional
  plan.

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Progress Monitoring Assessments

• If necessary, use other formal or informal
  assessments to get additional data.
• Student has an A in math but failed to meet the
  Mathematics benchmark. After informal
  assessment, it is concluded that the student
  knows the material but was distracted by a death
  in the family in the week before testing.
• The Instructional Intervention Supplements have
  sample informal or observational assessments for
  each skill area, as well as suggested teaching
  strategies for that area.

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Timelines

• Referral to TST
• 2 weeks to develop and begin intervention
• Teachers are required to be part of the process.
• Review of intervention 8 weeks (max)
• Documented review of effects required.
• Modify or continue?
• Final evaluation 16 weeks (maximum)
• Documented review leads to decision.
• Continue or discontinue intervention?

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Preparing for an SIT/TST Meeting

• Verify meeting date/time with the team members.
• Inform the referring teacher of information
  needed for the meeting.
• Invite auxiliary members, if applicable.

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During the SIT/TST Meeting

• Request specification of the problem.
• Paraphrase explanations seek verification of the
  four to five most problematic behaviors.
• Prioritize problem behaviors seek verification.
• Consider team capacity for resolution.
• Brainstorm possible interventions.

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During the SIT/TST Meeting

• Choose the three to four most workable solutions
  for further analysis.
• Apply the feasibility considerations.
• Design a written intervention plan.
• Verbally summarize the session.
• Retain a meeting record and a copy of the
  intervention plan.

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Following the SIT/TST Meeting

• Conduct predetermined follow-up activities (both
  formal and informal).
• Ensure appropriate levels of referring teacher
  support.
• Schedule additional meetings as necessary.

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Initial Meeting Format

• Summary 2 minutes
• The case manager summarizes the events leading to
  the referral, strategies tried, and desired
  outcomes.
• Clarification 2 minutes
• The referring teacher adds details or corrects
  the summary.

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Initial Meeting Format

• Question/Answer 7 minutes
• Team members ask questions for clarification,
  focusing on the student and the specific problem.
  They discover the students interests,
  strengths, and learning style.
• Brainstorming 10 minutes
• Brainstorm solutions. Note options. Emphasize
  quantity, not quality. Focus on creativity and
  spontaneity. Refrain from evaluation of
  suggestions.

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Initial Meeting Format

• Solutions 2 minutes
• Referring teacher selects strategies from
  suggestions.
• Action Plan 6 minutes
• Recorder develops and refines action plan based
  on selected solutions. Team members volunteer to
  assist with implementation. They may provide
  materials, training, or contact additional
  services.

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Initial Meeting Format

• Follow Up 1 minute
• The case manager designates a follow-up date to
  meet with the referring teacher.
• Total Time 30 minutes

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The Curriculum Framework

• Lists the benchmarks and competencies for each
  subject area.
• Provides suggested teaching strategies.
• Provides an Instructional Intervention Supplement
  for assessing areas of strength and weakness.
• Instruction is customized or differentiated based
  upon information gathered from the assessment.

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Intervention Resource File

• Classroom Management Strategies
• Critical Teaching Strategies
• Curricular Adaptation Strategies
• Environmental Strategies
• Generalization and Maintenance Strategies

• Instructional Presentation Strategies
• Monitoring Strategies
• Motivational Strategies
• Organizational and Study Strategies
• Parent/Home Strategies
• Specific Behavioral Strategies

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Funding Sources

• Title I
• Title V
• IDEA funds
• 15 of total costs for TST can be charged to the
  IDEA budget.
• New course code for TST
• Course code number 801035
• All grades served
• All sites served
• Any valid endorsement
• Special Program Funding 9

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Peer Coaching

• Peer coaching has been utilized in a variety of
  settings, but the goal is always the same to
  improve instruction for all students.

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Level 3 Problem Solving

• Intensive resources for resistant problems
• Special Education Services
• Low ratio instruction
• Individualized Goals
• Evaluated annually
• Weekly monitoring
• Emphasis on remediation

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Child Find Procedures

• Local school districts are responsible for
  locating, identifying, and evaluating all
  children who reside within their jurisdiction who
  are suspected of having a disability and who may
  be in need of special education and related
  services under the Individuals with Disabilities
  Education Act (IDEA).

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Child Find Procedures

• A students instructional program will be
  reviewed by school personnel appointed by the
  district superintendent and the student will be
  referred to the Teacher Support Team for
  interventions under the following circumstances.

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Child Find Procedures

• Grades 1-3 A student has failed one grade
• Grades 4-12 A student has failed two grades
  OR
• A student failed either of the preceding two
  grades and has been suspended or expelled for
  more than twenty days in the current school year.
• If the child failed the preceding year, then
  referrals to the TST must be made within the
  first twenty school days of a school year.

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• Child Find, Teacher Support Teams, Student
  Intervention Teams, and Instructional
  Interventions are
• general education responsibilities.

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Hearing and Vision Screening

• If the school district has a board policy which
  allows hearing and vision screening for children
  with learning problems, then hearing and vision
  must be screened prior to implementing an II.
• If problems are found with hearing and/or vision,
  parents are notified for follow-up.

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Instructional Intervention

• An Instructional Intervention (II)
• is a current action that differs from the
  activities normally occurring in the childs
  regular education program, and
• targets at least one specific measurable
  objective.
• For special education referrals, you must
  document how it is different.

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Instructional Intervention

• An Instructional Intervention
• should be planned and monitored by the Teacher
  Support Team, which should be the Student
  Intervention Team for grades 3 and 7.

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Instructional Intervention

• An Instructional Intervention should be
• conducted in all problem areas concurrently,
• evaluated on a continuing basis, and
• modified to promote success.

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Instructional Intervention

• Use a different teaching strategy.
• Present material in a new way.
• Use different reinforcers.
• Require a different number of practice sets.
• Allow a different response mechanism.

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Instructional Intervention

• Be creative.
• Use an aide.
• Use a peer tutor.
• Incorporate a buddy system.
• Use other teachers during their planning periods.
  
• Use administration and/or support personnel.
• Use technology.

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Instructional Intervention

• Determine interventions that allow success in
  general education.
• Conduct instructional interventions in all
  problem areas.
• Design interventions appropriate to the students
  age.
• Design interventions appropriate to the students
  functioning level.
• Design interventions based on the curriculum.
• Set realistic goals.

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Instructional Intervention

• When the TST refers a student for child study
  following intervention,
• the II provides valuable information to the Local
  Survey Committee (LSC)
• the II provides valuable eligibility information
  to the MEET and
• the II provides valuable programming information
  to the IEP Committee.
• You must document reasons for not conducting an
  II.

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Instructional Intervention

• Instances when an instructional intervention may
  not be needed for Special Education referrals
• The child is out of school.
• The intervention would not meet the childs
  needs, as in the case of a severely disabled
  child or a child in need of language/speech
  services only.
• The student transferred from another state and
  was eligible for special education services
  out-of-state.
• The child is currently receiving special
  education services.

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Instructional Intervention

• Determine specific evaluation criteria prior to
  beginning the instructional intervention.
• 7 out of 10 problems correct
• 70 correct
• Complete class work 3 out of 5 days per week.
• Earn an average of twelve points daily.
• Stay on task for 5 minutes.

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Instructional Intervention

• Keep documentation.
• Use a chart to show the baseline rate and the
  intervention rate.

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Documentation
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Documentation
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Instructional Intervention

• Based on the outcome of the II, the TST makes one
  of four decisions
• 1) The intervention was a success and will
  continue in the current setting.
• 2) The intervention was unsuccessful but a new
  intervention will be implemented.
• 3) The intervention was unsuccessful and the
  child is referred to the LSC.

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Instructional Intervention

• 4) The intervention was successful, but the child
  is referred to the LSC for the following reasons.
• It is not feasible for the teacher to continue
  this intervention in the current setting.
• The intervention was conducted on the
  instructional level, which is ___ grade levels
  below the grade placement level.
• Related services might be needed to enable this
  child to progress in the general curriculum.

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Instructional Intervention

• Children respond differently to instruction, even
  to instruction that is research based and usually
  effective.
• Even the best intervention plans developed by
  highly qualified teachers and based upon accurate
  and informative assessment may not work as
  intended.
• Some estimates have suggested that about 1 child
  in 3 does not respond to additional instructional
  intervention with the expected level of
  achievement.

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Failing Grades

• CONTRARY TO PREVIOUS PRACTICE OR POPULAR BELIEF,
• THERE IS NO REQUIREMENT THAT STUDENTS FAIL
  SUBJECTS OR GRADES
• IN ORDER TO BE ELIGIBLE FOR CONSIDERATION AS A
  CHILD WITH A DISABILITY.

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Preliminary to Child Study

• Preschool
• Developmental history
• Screening instruments
• Preschool benchmarks
• Preschool readiness instruments to assess where
  the child is functioning in relationship to peers

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Preliminary to Child Study

• In School K-12
• Hearing and vision screening results
• Educational records
• Interventions
• Academic and behavioral
• Comparison of achievement data and classroom
  performance
• Discipline Records

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Child Study

• Steps in identification
• Transmittal of the Teacher Narrative (TN) to the
  LSC constitutes a request for child study.
• The LSC meets with the parent to review the
  information.

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Teacher Narrative

• The Teacher Narrative is the engine that drives
  the Comprehensive Assessment (CA).
• The TN must be complete and accurate to guide the
  MEET in conducting an appropriate CA.
• Much eligibility information is derived from the
  TN.

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Teacher Narrative

• The first page gives identifying information such
  as age, grade placement, expected grade placement
  and functioning level, access to instruction and
  special programs, information about absences and
  other disruptions to the educational process,
  native language, previous test results, medical
  history, attention span, and learning
  preferences.

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Teacher Narrative

• The second page tells about teaching styles,
  preferred learning styles, preferred assessment
  styles, and types of academic problems.
• The characteristics sections indicate which areas
  are problematic and lead the MEET to identify
  problem areas for assessment.

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Benchmark Summary Sheets

• The Benchmark Summary Sheets indicate strengths
  and weaknesses in the areas of language,
  physical, and mathematics for kindergarten
  students and reading, writing, and mathematics
  for elementary and secondary students.
• These curriculum benchmarks guide the IEP
  committee in developing the IEP.

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Child Study

• Interventions are reviewed and one of three
  decisions is made.
• The child remains in regular education with
  recommended supports.
• Additional interventions are implemented. or
• The child is referred for a comprehensive
  assessment.

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Child Study

• If the LSC determines that a CA is needed, the
  district has 45 days to complete the assessment.
• Each member of the multidisciplinary evaluation
  and eligibility team conducting an assessment
  writes a report of their findings.

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Child Study

• The parent receives a copy of the assessment data
  at the beginning of the eligibility determination
  meeting.
• The MEET, including the parent, determines if the
  child has a disability and writes an eligibility
  summary report.
• If the child is eligible, the district has 30
  days to develop and implement an IEP.

117
Least Restrictive Environment

• LRE means that a child with disabilities must be
  educated with non-disabled peers to the maximum
  extent possible.
• See the Daniel R. R. case.

118
Least Restrictive Environment

• LRE provides a continuum of placement
  possibilities ranging from home, hospital, or
  self-contained to resource, regular education,
  and/or inclusion.

119
Least Restrictive Environment

• Placement options include
• traditional classroom,
• shortened school day,
• tutorial services,
• in-home training,
• private placement, and/or
• contractual agreements with other agencies.

120

• Local education agencies (LEAs) are required to
  make a broad and genuine effort to first provide
  supplementary aids and services in regular
  education and to modify the regular education
  curriculum for students with disabilities. The
  efforts by the LEAs cannot be mere token
  gestures.
• Daniel R. R.

121

• If the LEA determines that "full-time" education
  in the regular classroom cannot be achieved
  satisfactorily, the LEA must place the student
  with disabilities in the regular classroom to the
  maximum extent appropriate.
• Daniel R. R.

122

• In such a case, the LEA should consider such
  measures as placing the student in regular
  education for some academic classes and in
  special education for others. The appropriate
  mix will vary from student to student and year to
  year.
• Daniel R. R.

123
Parental Rights

• Parents have the right to
• examine records and to obtain an independent
  evaluation
• receive written notices regarding their childs
  performance and
• consent or object to evaluation, placement, and
  programming decisions.

124
Parental Rights

• Parents have the right to
• make formal complaints, to ask for mediation, to
  pursue a due process hearing or a judicial
  hearing
• legal counsel, witnesses, written evidence, and
  verbatim documentation of hearings and appeals
  and
• be represented by a person of their choosing.

125
Procedural Safeguards

• Procedural safeguards ensure that
• the rights of children with disabilities and
  their parents are protected,
• students with disabilities and their parents are
  provided with information they need to make
  decisions about FAPE, and
• procedures and mechanisms are in place to resolve
  disagreements between parties.

126
References

• DeBoer, A., Fister, S. (1995). Working
  Together Tools for collaborative teaching.
  Longmont, CO Sopris West.
• Fad, K. M., Gilliam, J. (1996) Putting it
  together Positive strategies for classroom
  success. Longmont, CO Sopris West.
• No Child Left Behind, 2002.
• Fister, S., Kemp, K. (1995). TGIF But what
  will I do on Monday? Longmont, CO Sopris West.
• Fister, S., Kemp, K. (1995). TGIF Making it
  work on Monday. Longmont, CO Sopris West.
• Georgia Department of Education, Student Support
  Team Manual. Retrieved August 22, 2003, from
  www.doe.k12.ga.us/documents/support/sss/sst_
  manual.pdf.
• Mississippi Department of Education, Office of
  Special Education. (2003). Policies and
  Procedures.
• Mississippi Department of Education. Reading
  Instructional Intervention Supplement.
• Phillips, V., McCullough, L. (1998). SST
  Student/Staff support teams. Longmont, CO
  Sopris West.
• www.starfall.com