GUIDELINES FOR WORKING WITH EXCEPTIONAL STUDENTS … · Behavior Checklist 39 Student Observation...

GUIDELINES

FOR

WORKING WITH

EXCEPTIONAL STUDENTS

DIOCESE OF RICHMOND

AUGUST 2010

This manual is a guideline for all employees of the Diocese of Richmond Catholic

Schools to use for the purpose of assisting them in educating students with special needs.

Philosophy of Catholic Education

Catholic schools nurture personal growth, scholarship, lifelong learning, service, and responsible stewardship through a faith-centered way of life. The Catholic schools of the Diocese of Richmond hold a vision that encompasses past, present, and future. They are rooted in the richness of Catholic tradition; they address challenges of the present; and they are enthusiastically creating a future based on the example and teachings of Jesus Christ. Catholic Schools PROCLAIM their identity as formative communities where prayer and worship, justice and peace, and reconciliation and evangelization become lived experiences. Catholic Schools KNOW themselves as integral to the mission of the church and are the responsibility of the entire church. Catholic Schools are POSITIONED as the heart of the church’s life and, as such, share in the responsibility of being church in the world. Catholic Schools NURTURE personal growth, scholarship, life-long learning, service, and responsible stewardship through a faith-centered way of life. Catholic schools are committed, as responsible stewards, to collaborative planning and remain the educational choice for the future.

2

TABLE OF CONTENTS

Philosophy of Catholic Education 1

Students with Special Needs: IDEA Eligible 4

Students with Special Needs: 504 Plan 6

Federal Regulations coving People with Disabilities 8

People First Language 11

The Pre-Referral Process 12

Defining Teachers Assisting Teachers 15

Prior to TAT Meeting 16

Who Attends a TAT Meeting? 16

How Does a TAT Function? 16

When Does TAT Meet? 17

Must a Follow-Up Meeting be Scheduled? 17

TAT Referral Process 18

Referral for Evaluation 19

Student Emergency Intervention Plan 19

Public School Evaluation 19

Public School Referral 22

Private Evaluation 23

Private Agency Referral 24

Individualized Catholic Education Plan 25

Accommodations and Modifications 25

Student Accommodation Plan 26

Accommodations and Parental Support 26

Standardized Testing and Accommodations 26

Accommodations and Modifications 27

Confidential Records 27

Grading 28

Foreign Language Instruction 28

Transition 28

Self-Advocacy 28

FORMS:

Conference Summary Form 31

Review of Student Record Form 32

Pre-Referral Teacher Checklist 33

Common Pre-Referral Intervention/Strategies 34

Intervention/Strategy Results Data Sheet 37

Teachers Assisting Teachers Team Referral 38

Behavior Checklist 39

Student Observation 40

Teachers Assisting Teachers Team Meeting Form ~ Comprehensive 43

Teachers Assisting Teachers Team Meeting Form ~ Simplified 47

Teachers Assisting Teachers Team Follow-Up Meeting Form 48

Authorization for Release of Information Form 49

3

Student Accommodation Plan Form 50

Individualized Catholic Education Plan Form 54

Student Emergency Intervention Plan Form 58

APPENDICES:

Definitions 59

Commonly Used Acronyms 62

Website Links for Special Needs Resources 63

No Child Left Behind Federal Title Programs 65

4

STUDENTS WITH SPECIAL NEEDS: IDEA Eligible

RATIONALE:

The Catholic school recognizes the beauty and potential inherent within each student. In

an effort to foster continued growth, the school embraces the challenge to provide

assistance and programs to serve students with special needs according to the resources

available within/to the local school.

POLICY:

When an Individualized Service Plan (ISP) or an Individualized Education Program (IEP)

has been developed by the local public school and the Catholic school personnel (in

accordance with Part B of the Individuals with Disabilities Education Act (IDEA)

guidelines), the Catholic school must retain a copy of the plan in the student’s

confidential file. The school must also retain copies of child study, eligibility, and

dismissal paperwork completed by the public school.

GUIDELINES:

1. Local public schools provide minimal services to students with disabilities whose parents place them in a private school. The public school is responsible for

reviewing the ISP or IEP yearly and re-evaluating the student at least every three

years.

2. Individualized Service Plan (ISP) or IEP development should be done with representation from the student’s Catholic school.

3. When a student, eligible for IDEA services, enrolls in Catholic school, the principal should review the current ISP or IEP and notify the parents of

accommodations/modifications that can be made in the Catholic school. A

Student Accommodation Plan or an Individualized Catholic Education Plan

should be developed to document accommodations and/or modifications that will

be made.

4. When a student has a disability but does not qualify for an ISP or IEP through the public school, the Catholic school personnel may develop a Student

Accommodation Plan to document accommodations required for the student to

have access to the Diocesan Consensus Curriculum.

5. When a student is having difficulty but has not yet been identified as a student with special needs, the school should convene a Teachers Assisting Teachers

(TAT) Team meeting to develop proactive strategies to intervene with the

difficulties. If, after two Follow-Up TAT Team meetings, the student continues

to have difficulties, the school and parents may want to consider referring the

student for an evaluation. If an evaluation is recommended, parents are obligated

to have the evaluation(s) conducted either through public school or privately at

parent expense and to share the results of that information with the Catholic

school. If parents refuse to have the evaluation(s) conducted, the school reserves

the right to negate enrollment of the student.

STUDENT ACCOMMODATION PLAN

CONFIDENTIAL

Student Name:

Plan Date:

D.O.B.:

Grade:

Review Date:

Date of Assessment:

Assessment Conducted By:

Diagnosis:

Parent/Guardian:

Address:

Home Phone:

City:

Zip:

Email:

Mother’s Work Phone:

Mother’s Cell:

Father’s Work Phone:

Father’s Cell:

DIAGNOSIS & JUSTIFICATION

(strengths and weaknesses)

ACCOMMODATIONS

Standardized Testing accommodations are not italicized

SETTING/ENVIRONMENT

☐Preferential seating close to source of instruction and away from distracting stimulation

☐Tests may be taken in alternate, non-distracting setting

☐Permit student to sit near a peer helper

☐Permit adaptations to uniform for students with Sensory Integration Disorder (ex. over sized uniform, untucked shirt, wear summer/winter uniform all year)

PRESENTATION

☐Permit the use of a multiplication table when not routinely used (except when objective is compromised)

☐May listen to novels/textbooks on tape/CD when available

☐Shorten assignments while still covering the same content (bottom half, even or odd only) OR extended time to complete assignments, quizzes, & tests (50% more time)

☐Simplify and clarify concepts, questions, and directions when requested by student

☐Provide opportunity for student to respond orally on assignments, quizzes, or tests

☐Provide opportunity for student to verbally clarify essays/short answers

☐Read questions to students due to low comprehension or slow reading fluency (except for Reading)

☐Provide a word bank for fill in the blank, crossword puzzles, and like assignments

☐Pair auditory directions with simplified written directions

RESPONSE

☐Permit the use of spell checker provided by parent (except on spelling tests)

☐Permit student to answer on test copy rather than transfer to bubble/scantron answer sheet

☐Permit verbal clarification of written responses (spelling, short answer, essay)

☐Permit student to print when not routinely permitted

☐Permit student to produce modified essay/paragraph responses on assignments and tests (shortened responses, graphic organizers, bullet/list form, or dictated answers)

☐No penalty for misspellings in content areas

☐Permit student to print or type responses when not routinely permitted

TIMING/SCHEDULING

☐Permit short breaks and/or flexible scheduling during testing to stand up, move, and rejuvenate when tested in alternative setting

☐Break work into smaller segments, prioritizing order of completion (written responses before coloring)

INSTRUCTIONAL

☐Provide student with a readable copy of class notes for student to hand copy into notebook when requested by student (within 24 hours of material being presented)

☐Provide focused study guides for test preparation

☐Permit student to re-evaluate work turned in to ensure accurate and complete responses (after reviewed by teacher)

☐Limit copying tasks (write answers only, copy textbook pages and permit student to write on copy)

☐Reduce spelling word list to include only the skill/pattern being assessed and increase number of words incrementally

☐Planner check by teacher to verify student has written homework assignments completely, legibly, and correctly in student planner when requested by parent

☐Verify that student has necessary homework materials

BEHAVIOR

☐Develop non-verbal cues (“secret signal”) to help student stay on task

☐Provide a clear systematized warning to student prior to the issuance of consequence

☐Permit student to stand at times while working

☐Provide opportunities for legitimate movement

☐ Teach student self-monitoring techniques

☐Permit student to use a “fidget” when it aids in the students ability to focus and stay on task

RESOURCE/REMEDIATION

☐Excuse student from enrichment/review work missed while in Resource/Remediation

☐Code work missed while at Resource/Remediation as review or required to make up

☐Permit two days to complete work missed while at Resource/Remediation when requested by student

PARENTAL SUPPORT

Parental Support is vital to any student’s success. If the parent fails to provide these supports, the school reserves the right to negate the Student Accommodation Plan and/or enrollment of the student in the school.

☐Review & sign planner daily after verifying completion of homework

☐Provide a spell checker for school use

☐Provide a calculator for school use

☐Encourage medication as directed by a licensed medical professional

☐Participate in individualized support therapy with a licensed professional

☐Help student organize home study time and materials frequently

☐Help student develop a plan and to follow the plan to complete long term projects

☐Communicate concerns to teacher(s) in a timely manner

☐ Monitor student’s progress and grades on a regular basis

☐Encourage student to wear corrective eyewear

☐Limit homework to concentrated time allocated in student handbook and monitored by parent (parent MUST indicate the amount of concentrated time on assignment)

☐Review class notes, skills, and concepts with student frequently

☐Record student’s verbal responses to homework questions exactly as stated by student with parent signature

☐ Participate in remediation tutoring and/or study hall

☐ Ensure student has accurately hand copied class notes into appropriate class notebook

☐ Reinforce classroom topics with videos, reading material below reading level

☐ Obtain tapes/CDs of literature books/novels

CONSENT

The above student has presented documentation to the school and is entitled to reasonable accommodations. These accommodations are outlined in this student’s Student Accommodation Plan and will provide equal access to instruction and course content. Accommodations will vary depending on the assignment and the student’s individual needs. Accommodations should be noted on assignments in which the accommodations are utilized. Implementation of these accommodations should not compromise academic standards or course content and should be consistently delivered.

I agree to implement the appropriate accommodations and support as outlined in this Student Accommodation Plan.

Participant’s Signature

Date

Relationship to Student

Parent/Guardian

Parent/Guardian

Student

Principal/Assistant Principal

English Teacher

Math Teacher

Science Teacher

Social Studies Teacher

Religion Teacher

Reading Teacher

Homeroom Teacher

Art Teacher

Computer Teacher

Music Teacher

P.E. Teacher

Resource/Remediation

student30File AttachmentSTUDENT ACCOMMODATION PLAN.dotx

INDIVIDUALIZED CATHOLIC EDUCATION PLAN

CONFIDENTIAL

Student

Today’s Date

Parent/Guardian

Grade

Age

Date of Birth

Address

Home Telephone

( )

Work Telephone

( )

City

State

Zip Code

Fax

( )

E-mail

Native Language

Primary Language Spoken at Home

Catholic School

Principal

Address

Telephone

( )

City

Fax

( )

State

Zip Code

E-mail

Homeroom Teacher

Resource/Collaborating Teacher

Base Public School

Contact Person

Title/Position

Address

Telephone

( )

Fax

( )

E-mail

Referred for Public School Evaluation?

Yes No

Date of Eligibility

Private Assessment

Yes No

Agency

Contact Person

Title/Position

Address

Telephone

( )

Fax

( )

E-mail

Student ______________________Confidential

School Year __________________

Present Levels of Performance

Test(s) Administered: ________________________ Date Administered: __________ Evaluator: _______________

Reading

Strengths

Challenges

Language/Written Expression

Strengths

Challenges

Math

Strengths

Challenges

Developmental (ages 5-8)

Strengths

Challenges

Social/Emotional

Strengths

Challenges

Behavioral Issues

Strengths

Challenges

Medical/Health Concerns

Student _________________Confidential

School Year _____________

Annual Goals and Objectives

Eval. Method

Date

Progress*

1.

a.

b.

c.

2.

a.

b.

c.

3.

a.

b.

c.

4.

a.

b.

c.

*The parent/guardian will receive a report of the student’s progress toward the annual goals at interim and report card times. Parents/guardians will also be informed of the extent to which that progress is sufficient to enable a child to achieve the goals by the end of the ICEP duration.

Code for Review of Progress Toward Annual Goal

M student has mastered this annual goal

SP student is making sufficient progress toward achieving this goal within the duration of this ICEP

MP student is making minimal progress toward achieving this goal within the duration of this ICEP

IP student is making insufficient progress toward meeting this annual goal

NI annual goal has not been introduced

Student _______________Confidential

School Year ___________

Statement of Special Education and Related Services

Service

Times per day/week

Catholic School

LEA

Private Agency

Program Accommodations/Supports

Accommodations Needed for Participation in Diocesan Standardized Assessments

These accommodations must be used regularly in the student’s classroom situations.

Transition Services

SIGNATURES

Parent/Guardian

Date

Student

Date

Classroom Teacher

Date

Resource/Collaborating Teacher

Date

Principal

Date

Other

Date

student30File AttachmentINDIVIDUALIZED CATHOLIC EDUCATION PLAN.dotx


CONFIDENTIAL

Student Name:

Plan Date:

D.O.B.:

Grade:

Review Date:

Date of Assessment:


Diagnosis:

Parent/Guardian:

Address:

Home Phone:

City:

Zip:

Email:


Mother’s Cell:


Father’s Cell:



ACCOMMODATIONS


SETTING/ENVIRONMENT





PRESENTATION










RESPONSE








TIMING/SCHEDULING



INSTRUCTIONAL








BEHAVIOR











PARENTAL SUPPORT



















CONSENT




Date


Parent/Guardian

Parent/Guardian

Student


English Teacher

Math Teacher

Science Teacher


Religion Teacher

Reading Teacher

Homeroom Teacher

Art Teacher

Computer Teacher

Music Teacher

P.E. Teacher



TEACHERS ASSISTING TEACHERS TEAM

MEETING MINUTES

SIMPLIFIED

STUDENT:MEETING DATE

PARTICIPANTS:

CONCERNS:

*

*

*

PRIORITIZED CONCERNS:

*

*

*

SUGGESTED STRATEGIES AND INTERVENTIONS:

*

*

*

FOLLOW-UP T.A.T. MEETING:

student30File AttachmentTEACHERS ASSISTING TEACHERS TEA1.dotx


MEETING MINUTES

COMPREHENSIVE

School _________________________ Principal______________________

Address ________________________Phone ________________________

_________________________Fax __________________________

7 Step Process (30 Minutes)

Student

Grade

Age

Meeting Date

Facilitator

Concerned Teacher

Other Participants

* *

* *

* *

Step 1: Background (6 Minutes)

Describe the concern. (Identify when, where, how often, how long, etc.)

· Concern:

· When:

· Where:

· How Often:

· How Long:

Identify student strengths.

* *

* *

* *

Identify strategies already tried.

* *

* *

* *

Step 2: Specify the Issue and Goal (2 Minutes)

Narrow the scope of the concern and identify a goal.

*Specific issue to address:

*Goal

Step 3: Responsible and Irresponsible Actions (4 Minutes)

Provide examples of responsible behavior and student strengths to encourage in reaching goal.

Provide examples of challenges to overcome.

Responsible Behaviors/Strengths Student Challenges

Step 4: Staff Response (2 Minutes)

Determine the response regarding the concern/issue at hand. Will it be corrected, ignored, or will a consequence be implemented.

Step 5: Proactive Strategies (5 Minutes)

Brainstorm strategies to encourage responsible behavior (BRAINSTORM, Do not evaluate.)

Step 6: Proactive Plan (3 Minutes)

The Concerned Teacher(s) selects a manageable set of strategies from # 5 to implement.

Step 7: Final Details (8 Minutes)

Evaluation-Identify at least 2 ways to determine if the plan is working.

1.

2.

Support-Identify things other adults can do to assist the student and the concerned teacher. (Be specific what, where, when.)

Plan Summary-

*Identify each person’s responsibilities and when actions will be taken;

*Identify who will discuss the plan with the student (and parents) and when; and

*Schedule follow-up meeting

Who

Responsibilities

Date(s)

Discussion with Student and Parents

Who

Date

Time

TAT Follow-Up Meeting

Date

Time

Interventions/strategies developed in this plan must be implemented for a period of 4-6 weeks.

student30File AttachmentTEACHERS ASSISTING TEACHERS TEAM.dotx

5

6. In accordance with Diocesan Policies and Procedures, a student may be admitted on a probationary basis with dates and criteria of evaluation clearly established in

writing.

7. Students with disabilities are expected to follow the school’s policies and honor code.

6

STUDENTS WITH SPECIAL NEEDS: 504 Plan

RATIONALE:

The Catholic school recognizes the beauty and potential inherent within each student. In

an effort to foster continued growth, the school embraces the challenge to provide

assistance and programs to serve students with special needs according to the resources

available within/to the local school.

POLICY:

When a student who was previously enrolled in public school has been identified by a

public school as a student qualifying for accommodations under Section 504 of the

Rehabilitation Act of 1973, the Catholic school must retain a copy of the 504 plan in the

student’s confidential file. The accommodations should be reviewed yearly to determine

the appropriate accommodations needed for the student to access educational services

and documented via the Student Accommodation Plan. The school must also retain

copies of child study, eligibility, and dismissal paperwork completed by the public

school.

GUIDELINES:

1. When a student identified as 504 eligible enrolls in Catholic school, the principal should review the 504 plan and notify the parents of any accommodations that can

be made in the Catholic school and a Student Accommodation Plan to document

accommodations required for the student to have the opportunity for maximum

success in the Diocesan Consensus Curriculum.

2. Local public schools are not required to write a 504 plan for a student attending a private school. When a student is newly identified by the public school as 504

eligible, the Catholic school personnel may develop a Student Accommodation

Plan to document accommodations required by the student. The Student

Accommodation Plan should be reviewed at least yearly to determine the

appropriateness of the accommodations.

3. When a student is having difficulty but has not yet been identified as a student with special needs, the school should convene a Teachers Assisting Teachers

(TAT) Team meeting to develop proactive strategies to intervene with the

difficulties. If, after two TAT Team Follow-Up Meetings, the student continues

to have difficulties, the school and parents may want to consider referring the

student for an evaluation. If an evaluation is recommended, parents are obligated

to have the evaluation(s) conducted either through public school or privately at

parent expense and to share the results of that information with the Catholic

school. If parents refuse to have the evaluation(s) conducted, the school reserves

the right to negate enrollment of the student.

4. In accordance with Diocesan Policies and Procedures, a student may be admitted on a probationary basis with dates and criteria of evaluation clearly established in

writing.


CONFIDENTIAL

Student Name:

Plan Date:

D.O.B.:

Grade:

Review Date:

Date of Assessment:


Diagnosis:

Parent/Guardian:

Address:

Home Phone:

City:

Zip:

Email:


Mother’s Cell:


Father’s Cell:



ACCOMMODATIONS


SETTING/ENVIRONMENT





PRESENTATION










RESPONSE








TIMING/SCHEDULING



INSTRUCTIONAL








BEHAVIOR











PARENTAL SUPPORT



















CONSENT




Date


Parent/Guardian

Parent/Guardian

Student


English Teacher

Math Teacher

Science Teacher


Religion Teacher

Reading Teacher

Homeroom Teacher

Art Teacher

Computer Teacher

Music Teacher

P.E. Teacher




CONFIDENTIAL

Student Name:

Plan Date:

D.O.B.:

Grade:

Review Date:

Date of Assessment:


Diagnosis:

Parent/Guardian:

Address:

Home Phone:

City:

Zip:

Email:


Mother’s Cell:


Father’s Cell:



ACCOMMODATIONS


SETTING/ENVIRONMENT





PRESENTATION










RESPONSE








TIMING/SCHEDULING



INSTRUCTIONAL








BEHAVIOR











PARENTAL SUPPORT



















CONSENT




Date


Parent/Guardian

Parent/Guardian

Student


English Teacher

Math Teacher

Science Teacher


Religion Teacher

Reading Teacher

Homeroom Teacher

Art Teacher

Computer Teacher

Music Teacher

P.E. Teacher




CONFIDENTIAL

Student Name:

Plan Date:

D.O.B.:

Grade:

Review Date:

Date of Assessment:


Diagnosis:

Parent/Guardian:

Address:

Home Phone:

City:

Zip:

Email:


Mother’s Cell:


Father’s Cell:



ACCOMMODATIONS


SETTING/ENVIRONMENT





PRESENTATION










RESPONSE








TIMING/SCHEDULING



INSTRUCTIONAL








BEHAVIOR











PARENTAL SUPPORT



















CONSENT




Date


Parent/Guardian

Parent/Guardian

Student


English Teacher

Math Teacher

Science Teacher


Religion Teacher

Reading Teacher

Homeroom Teacher

Art Teacher

Computer Teacher

Music Teacher

P.E. Teacher




CONFIDENTIAL

Student Name:

Plan Date:

D.O.B.:

Grade:

Review Date:

Date of Assessment:


Diagnosis:

Parent/Guardian:

Address:

Home Phone:

City:

Zip:

Email:


Mother’s Cell:


Father’s Cell:



ACCOMMODATIONS


SETTING/ENVIRONMENT





PRESENTATION










RESPONSE








TIMING/SCHEDULING



INSTRUCTIONAL








BEHAVIOR











PARENTAL SUPPORT



















CONSENT




Date


Parent/Guardian

Parent/Guardian

Student


English Teacher

Math Teacher

Science Teacher


Religion Teacher

Reading Teacher

Homeroom Teacher

Art Teacher

Computer Teacher

Music Teacher

P.E. Teacher




MEETING MINUTES

SIMPLIFIED

STUDENT:MEETING DATE

PARTICIPANTS:

CONCERNS:

*

*

*

PRIORITIZED CONCERNS:

*

*

*

SUGGESTED STRATEGIES AND INTERVENTIONS:

*

*

*

FOLLOW-UP T.A.T. MEETING:

student30File AttachmentTEACHERS ASSISTING TEACHERS TEA1.dotx


MEETING MINUTES

COMPREHENSIVE

School _________________________ Principal______________________

Address ________________________Phone ________________________

_________________________Fax __________________________

7 Step Process (30 Minutes)

Student

Grade

Age

Meeting Date

Facilitator

Concerned Teacher

Other Participants

* *

* *

* *

Step 1: Background (6 Minutes)

Describe the concern. (Identify when, where, how often, how long, etc.)

· Concern:

· When:

· Where:

· How Often:

· How Long:

Identify student strengths.

* *

* *

* *

Identify strategies already tried.

* *

* *

* *

Step 2: Specify the Issue and Goal (2 Minutes)

Narrow the scope of the concern and identify a goal.

*Specific issue to address:

*Goal

Step 3: Responsible and Irresponsible Actions (4 Minutes)

Provide examples of responsible behavior and student strengths to encourage in reaching goal.

Provide examples of challenges to overcome.

Responsible Behaviors/Strengths Student Challenges

Step 4: Staff Response (2 Minutes)

Determine the response regarding the concern/issue at hand. Will it be corrected, ignored, or will a consequence be implemented.

Step 5: Proactive Strategies (5 Minutes)

Brainstorm strategies to encourage responsible behavior (BRAINSTORM, Do not evaluate.)

Step 6: Proactive Plan (3 Minutes)

The Concerned Teacher(s) selects a manageable set of strategies from # 5 to implement.

Step 7: Final Details (8 Minutes)

Evaluation-Identify at least 2 ways to determine if the plan is working.

1.

2.

Support-Identify things other adults can do to assist the student and the concerned teacher. (Be specific what, where, when.)

Plan Summary-

*Identify each person’s responsibilities and when actions will be taken;

*Identify who will discuss the plan with the student (and parents) and when; and

*Schedule follow-up meeting

Who

Responsibilities

Date(s)

Discussion with Student and Parents

Who

Date

Time

TAT Follow-Up Meeting

Date

Time

Interventions/strategies developed in this plan must be implemented for a period of 4-6 weeks.

student30File AttachmentTEACHERS ASSISTING TEACHERS TEAM.dotx

7

5. Students with disabilities are expected to follow the school’s policies and honor code.

8

Federal Regulations covering People with Disabilities The Rehabilitation Act of 1973 traces its origin back to World War I and was the first

federal civil rights law protecting the rights of the disabled. Section 504 of the

Rehabilitation Act of 1973, and more recently the Americans with Disabilities Act

Amendment Act of 2008 (ADAAA) prohibits discrimination against people with

disabilities.

The term ‘disability’ means, with respect to an individual – a

physical or mental impairment that substantially limits one or more

major life activities of such individual; a record of such an

impairment; or being regarded as having such an impairment.

Major life activities include, but are not limited to, caring for

oneself, performing manual tasks, seeing, hearing, eating, sleeping,

walking, standing, living, bending, speaking, breathing, learning,

reading, concentrating, thinking, communicating, and working.

Major body functions are also included. A major life activity

includes the operation of a major body function including; but not

limited to, functions of the immune system, normal cell growth,

digestive, bowel, bladder, neurological, brain, respiratory,

circulatory, endocrine, and reproductive functions.

The determination of whether an impairment substantially limits a

major life activity shall be made without regard to ameliorative

efforts of mitigating measures such as – medication, medical

supplies, equipment, or appliances, low-vision devices (which do

not include ordinary eye glasses or contact lenses) prosthetics

including limbs and devices, hearing aids and cochlear implants or

other implantable hearing devices, mobility devices, or oxygen

therapy equipment and supplies; use of assistive technology;

reasonable accommodations or auxiliary aids or services; or

learned behavioral or adaptive neurological modifications.

The public school is not responsible for writing a 504 plan for a student placed in

Catholic school by his parents. When a student has been identified as qualifying under

Section 504 by the public school, a Student Accommodation Plan (SAP) may be written

by the Catholic school in the Richmond Diocese to document accommodations the

student needs to benefit from educational services.

Unlike Section 504 which has broad standards, in order to qualify for services under the

Individuals with Disabilities Education Improvement Act (IDEIA), a student must (a)

be between the ages of three and twenty-one (the state of Virginia serves ages 2-21) (b)

have at least one of 14 qualifying disabilities (in Virginia), and (c) be in need of special

education services. The federal regulation reauthorized and signed into law December


CONFIDENTIAL

Student Name:

Plan Date:

D.O.B.:

Grade:

Review Date:

Date of Assessment:


Diagnosis:

Parent/Guardian:

Address:

Home Phone:

City:

Zip:

Email:


Mother’s Cell:


Father’s Cell:



ACCOMMODATIONS


SETTING/ENVIRONMENT





PRESENTATION










RESPONSE








TIMING/SCHEDULING



INSTRUCTIONAL








BEHAVIOR











PARENTAL SUPPORT



















CONSENT




Date


Parent/Guardian

Parent/Guardian

Student


English Teacher

Math Teacher

Science Teacher


Religion Teacher

Reading Teacher

Homeroom Teacher

Art Teacher

Computer Teacher

Music Teacher

P.E. Teacher



9

2004, states that public schools must spend a proportionate share of their federal funding

on students with disabilities enrolled in private school by their parents. However, the

regulations point out that students in private schools are not entitled to the same level of

service they would receive if enrolled in public school. The regulations give public

schools the authority, after consulting with private school representatives, to decide

which students in private school will be served and what services they will receive. The

regulations do not require the development of an Individualized Education Program (IEP)

but rather an Individual Services Plan (ISP) is to be developed by the public school with

input from the private school. IDEA identifies the following 14 qualifying disabilities:

Autism Orthopedic Impairment

Deaf-Blind Other Health Impaired

Developmental Delay (VA ages 2- 6) Severe Disabilities (until 2012)

Emotional Disability Specific Learning Disabilities

Hearing Impairment/Deaf Speech or Language Impairment

Intellectual Disability Traumatic Brain Injury

Multiple Disabilities Visual Impairment

The Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 (PL108-

446) became effective July 1, 2005. IDEIA or IDEA ‘04 makes several important

changes for students with disabilities who are placed in private and religious schools by

their parents. The most significant changes include:

1. The responsibility for evaluating and serving students with disabilities enrolled in

private schools now belongs to the public school system where the private school is

located, not the public school system where the student lives.

2. Students in private schools may receive special education services in their private

school.

3. Identification of a learning disability does not have to include a severe discrepancy

between achievement and intellectual ability. States may use the “Response To

Intervention (RTI) method.” This means they may use a process that determines if the

child responds to interventions as part of the evaluation process. However, the response

to intervention process can not delay the evaluation.

4. Public school districts may provide services to private school students directly or

through contracts with public and private agencies, organizations, or institutions.

5. Transition planning must begin no later than the first IEP that will be in effect when

the student is 16 rather than specifically at age 14.

6. Public school districts must consult with private school representatives regarding how,

when, where and by whom services will be provided and obtain a written affirmation

from private school officials that timely and meaningful consultation has occurred.

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7. Public school districts must record and report to the state department of education the

number of private school children evaluated, the number determined eligible, and the

number served.

8. If a state or district is unwilling or substantially fails to provide for equitable

participation of private school students, the US Department of Education shall arrange for

services to private school students. An official copy of the final Part B regulations of the

IDEA was published in the Federal Register on August 14, 2006. These regulations

became effective October 13, 2006. Since receiving the federal regulations, The Virginia

Department of Education has developed 8VAC20-81 Special Education Regulations~

REGULATIONS GOVERNING SPECIAL EDUCATION PROGRAMS FOR

CHILDRENWITH DISABILITIES IN VIRGINIA effective JANUARY 25, 2010.

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PEOPLE FIRST LANGUAGE

Are you myopic or do you wear glasses? Are you cancerous or do you have cancer? Are

you freckled or do you have freckles? Are you handicapped/disabled or do you have a

disability?

People First Language puts the person before the disability. Call students by their

names, not their disability. People First Language says what a person HAS not what a

person IS.

People First Language Labels Not to Use People with disabilities The handicapped or disabled

People with intellectual disabilities or The mentally retarded or

He has a cognitive impairment He’s retarded

My son has autism My son is autistic

He has a learning disability He is learning disabled

She has a physical disability She’s crippled

She has a mobility impairment

He’s short of stature He’s a dwarf (or midget)

He receives special ed services He’s in special education

Accessible parking, bathrooms, etc Handicapped parking, bathrooms, etc

Congenital disability Birth defect

Typical kids or Normal and/or healthy kids

Kids without disabilities

Emphasize a person’s abilities not his limitations:

Uses a wheelchair or braces, walks with crutches Confined to a wheelchair

Wheelchair-bound

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The Pre-Referral Process Response to Intervention

Response to Intervention (RTI) is the terminology used by public schools when referring

to how a student fared when accommodations have been put into place. Teachers

naturally attempt interventions either formally or informally when a student is not

meeting with success.

IDEIA 04 states, “When determining whether a child has a disability. . .a local

educational agency shall not be required to take into consideration whether a child has

severe discrepancy between achievement and intellectual ability . . A local educational

agency may use a process that determines if the child responds to scientific research-

based intervention as part of the evaluation process.” Some school divisions may use

RTI while others continue to use a discrepancy model. Links to scientific research-based

intervention websites are located in the appendix of this document.

T.A.T Pre-Referral Procedures

The Intervention/Strategies Results Data Sheet can be used to track interventions and

their results. Interventions should be consistently implemented for 2 – 3 weeks to

determine if the child benefits from the intervention.

Common Pre-Referral Interventions:

A. Adjust the presentation and/or material 1. Break large assignments into smaller tasks 2. Relate information to the students experiential base 3. Introduce one concept at a time 4. Provide students with an overview of the lesson (tell

students what they should expect to learn and why.)

5. Have objectives written on the board. 6. Monitor the level of the language you use. Are you

using vocabulary and complex sentences that are too

advanced?

7. Schedule frequent short conferences with student to check for comprehension

8. Provide consistent review of any lesson BEFORE introducing new information.

9. Allow student to obtain and retain information using assistive technology: cassette/tape recorder, dictation to

a scribe, calculators, computers, word processor, lap top,

etc.

10. Highlight important concepts to be learned in text or material (color code key points; outline; study guides)

11. Space practice and drill sessions over time. 12. Monitor the rate at which you present material (Do you

talk too fast or give too much material at one time?)

13. Give additional presentations:

Intervention/Strategies Results Data Sheet

Student Name _____________________Grade _______School Year _______

Teacher Name _____________________Subject ___________________

Intervention/Strategies

Date/Activity

Result

* Logs, notes, checklists, student work records and/or any other convenient form may be used in lieu of this form

student30File AttachmentINTERVENTION STRATEGY RESULTS DATA SHEET.dotx

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a. Repeat original presentation b. Provide simpler more complete explanation c. Give additional examples d. Model skills in several ways

14. Provide additional guided practice a. Require more responses b. Lengthen practice sessions c. Schedule extra practice sessions

15. Make consequences positive a. Increase feedback b. Provide knowledge of results c. Chart performance d. Reward approximations e. Give incentives to begin and complete

16. Recognize and give credit for student’s oral participation in class

17. Make arrangements for homework assignments to reach home with clear concise directions

18. Assign tasks at the appropriate level (low reading or difficulty level) Homework should be at an

independent level not a frustration level. 19. Give tests orally 20. Avoid large amounts of written work (both in class and

homework)

21. Allow student to choose manuscript or cursive – which ever is easier

22. Set realistic and mutually agreed upon expectation for neatness

23. Let student type/record or give answers orally instead of writing (this should be done for a limited time before

referring a student for evaluation)

24. Encourage accuracy over speed 25. Provide student with copy of lecture notes produced by

teacher or peer

26. Reduce amount of copying from board. Provide student with copies of information

27. Keep written assignments and workspace free from extraneous/irrelevant information

28. Worksheets should be clear and well defined 29. Go over visual tasks with student and make sure student

has a clear understanding of all parts of the assignments

BEFORE beginning

30. Avoid having student copy from the board (provide a copy of the material)

31. Give written directions to supplement oral directions

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32. Avoid the use of abstract language (metaphors/idioms/puns/etc.)

33. Familiarize the student with any new vocabulary before the lesson. Make sure the student understands and can

use the vocabulary in daily conversations.

34. Alert student’s attention to key points with phrases such as, “This is important;” “Listen carefully; you will see

this information again.”

35. Utilize visual aids to supplement verbal information (charts/graphs/pictures/etc.) can be used to illustrate

written and spoken information

36. Utilize manipulative hands-on activities whenever possible; establish the concrete experience base

BEFORE teaching more abstract concepts

37. Always demonstrate to student how the new material relates to material student has previously learned

B. Adjust the environment 1. Use study carrels 2. Use proximity seating 3. Seat student in area free from distractions 4. Let student select the place that is best for the student to

study

5. Help keep student’s space free of unnecessary materials 6. Use checklists to help student get organized 7. Use notebook/folders/binders for organized assignments,

materials, and homework

8. Provide opportunities for movement C. Adjust time demands

1. Increase time allowed to complete assignments/tests 2. Reduce amount of work or length of tests (as opposed to

allowing more time)

3. Teach time management skills (Use checklists, prioritizing time)

4. Space short work periods with breaks or change of task 5. Set up a specific routine and stick with it 6. Alternate quiet and active time (short periods of each) 7. Give student a specific task to perform within specific time

limits

8. Adjust the materials D. Organizational Adjustments

1. Establish daily routine and consistently maintain it 2. Develop clear rules. State what you want the student to do,

not what you do not want them to do

3. Consistently enforce the rules 4. Contract with the student using a reward for completion of

the contract

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5. Use notebook with organized sections such as assignments due, homework, schedule, calendar, study guides, class

notes

6. Color code and coordinate notebook/textbook/folder – all science is green, all English is orange. Put a mark on

papers handed out to correspond with the color of the folder

in which the paper should be stored.

7. Avoid cluttered crowded worksheets by utilizing: a. Blocking – blocks assignments into smaller

segments

b. Cutting – cut worksheets into sections and place one problem into each section

c. Color coding, highlighting, underlining 8. Hand out written assignments with expected dates of

completion typed or written on one corner

9. Establish a place for students to turn in assignments: folder/tray/notebook

10. Set aside a specific time for cleaning desks/lockers/backpacks, organizing notebooks/desks/etc.

11. Teach goal setting, decision making, prioritizing, and time management skills

Pre-Referral Intervention Strategies are a reflection of good teaching and implemented to

aid students’ learning. The implementation of strategies also increases the skills of

regular education teachers to meet the needs of all students (McCarney & Wunderlich,

1993). There are different approaches to pre-referral interventions, but all have one

purpose: “To provide supports necessary to maintain the student in general education if

at all possible.” (ILIAD Project).

Defining Teachers Assisting Teachers (TAT) Team

When a teacher sees a student having difficulty, the teacher may seek informal

recommendations from other teachers, especially the teachers who have taught the

student in the past, administrators, or other educational professionals in the school.

Remember the need to observe guidelines of confidentiality in your discussions.

Discussions should take place in a private area, not in the hallway or school front office.

The TAT is composed of school personnel whose purpose is to 1) clarify the nature of the

problem(s) the student presents, 2) develop corrective consequences for the problem(s),

and 3) develop proactive and positive strategies in order to prevent future problems. A

meeting of the TAT should take place before any referral for evaluation occurs. The

minutes of the TAT create a paper trail of interventions implemented and the student’s

response to the interventions to present to a child study team or private evaluator. The

team should meet at least three times before a student is referred for an evaluation.

Po

GUIDELINES FOR WORKING WITH EXCEPTIONAL STUDENTS … · Behavior Checklist 39 Student Observation...

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