NIC1 WGU

Due Process, Highly Qualified Teachers, Evaluation of Students, and Assessment Participation (All new changes)

Impartial Hearing States are required to offer mediation services BEFORE a process hearing School districts can seek attorney fees from parents attorney or parents if the complaint is unreasonable

Must hold a bachelor's degree and be fully certified/licensed

Reevaluation only ONCE a year unless otherwise agreed upon Must be evaluated in appropriate language If parents refuse services, school is no longer responsible for FAPE

Must participate in state and district assessments - with accommodations or alternatives if nec. Must give a statement on why the assessment is inappropriate and how the student will be assessed

Focus is NOW on improving the educational performance of students

Must include present achievement and performance HOW progress will be measured and WHEN Use RTI instead of IQ

Rights similar to IDEA HIV Positive, ADHD Broader definition of eligibility than IDEA Covers the lifespan

Pre-Referral Referral Formal Evaluation (parents consent) Design IEP/IFSP

Creative, alternative instruction Parents aren't involved Federal funding covers it

Written request to evaluate student 75% get placed Parents aren't involved Must include detailed reasons for referral and evidence 60 Eligibility determination, then 30 days for IEP

Need parent's permission - (Tell why, process, and alternatives) Complete list of student's abilities and needs Formal and Informal assessment tools (multitude of tests)

Written document by team - Parents, teachers (general and special), district rep, and an individual to interpret implications

Least Restrictive Environment As close to general classroom as possible Max involvement and participation w/ classmates w/o disabilities

Standardized Tests Compare pupil to other individuals of similar age % ranks and grades

Useful for instructional planning Performance on task is compared to mastery Usually by general ed teacher Specific skills

School must meet with the parents 5 days after receiving a due process complaint

School can suspend a student for 45 days for drugs or weapons WITHOUT the parent's permission, but after that the student still has the right to FAPE

English Language Learners

FAPE, LRE, IEP Due Process Nondiscriminatory Assessment Parental Participation

Tier 1 5-10 Weeks, Preventative instruction in general classroom 65-75% of students Tier 2 8 Weeks, More intensive supplemental instruction Focus on specific areas of need 20-30% of students, 1:4 or 1:5 ratio Tier 3 8 Weeks+, Specialized Instruction 5% of students, 1:2 or 1:3 ratio

LEP, NEP, FEP

Limited English Proficient - Typically unable to profit fully from instruction proved in English. Just no yet adept in English - but capable

Non-English Proficient - Beginning or Early stages of English listening, speaking, reading, writing

Fluent-English Proficient - Formally ELL, but now fluent in English listening, speaking, reading, writing

Transitional, Maintenance (developmental), Enrichment, Immersion, ESL, and Sheltered

(ELL) Instructed in content areas in their native language ONLY until competent, then English Usually takes 2-3 years

(ELL) Native Language emphasis. Receive instruction in English. Solid academic foundation

(ELL) Monolingual children who are introduced to new language and culture

(ELL) English exclusively. Native language/culture are not used at all. Sink or swim situation

(ELL) Receive instruction in English outside the regular classroom. Native language is not used in instruction

(ELL) General strategies - Several visuals and backward design planning - praise, games, positive, laughter, repetition, increase processing time -Most common now

Teaching native English speakers Less emphasis on visual and comprehension checks, no positive reinforcement

Must be assessed in native language and THEN disability must be apparent Interpreter is possible

Impaired Cognitive Functioning Focusing attention, maintaining it, attend to relevant stimuli Reading, stuttering, articulation Lack social competence, immature

Inattention - careless mistakes, not listening/finishing tasks, difficulty organizing, forgetful Hyperactive - Fidgeting, restless, talking excessively Impulsive - Blurting answers, interrupting, intruding

Impairment in social interaction - nonverbal behaviors, developing peer relationships Impairment in communication - delay of spoken language, repetitive use of language, lack of make believe play Repetitive behaviors, inflexible to routine changes, preoccupation w/ parts of objects

Avg intellect Speech and language impairments Play differently, prefer groups of two, less pretend play Reading performance affected significantly

Receptive Language - Problems following oral directions, understanding spoken language, responding to Qs Expressive Language - Vocab, grammar, syntax, difficulty formulating Qs

Ask a TON of Qs, learn rapidly, talent in one or more specific academic area, independent, confident, leadership, relates to older classmates, critical of self, perfection, dislikes routine, abstract, highly verbal

Fine academically, learn by touch (tactile) and sensory Watery eyes, headaches, squints, difficulty reading and writing, clumsy, misaligns math columns Sociall appropriate behaviors must be directly taught - eye contact, smiling, touching, projecting emotions

Overabundance of minority groups and ELLs in special ed programs Underrepresentation for gifted minorities Usually mild intellectual disabilities and behavior disorders

Change in WHAT is being taught or expected ie. Assignment is easier

Change that helps a student overcome or work around disability ie. Give answers orally, longer time, frequent breaks

Universal Design for Learning Multiple means of representation, action and expression, and engagement Teacher delivers content in multiple ways, active learners, explore content, demonstrate skills and knowledge in several ways

All student records are confidential Grades, discipline, medical, anything Parents have the right to access them all Child gains the right at 18. If they're a dependent, the parent still has the right FERPA

Surface has touch-sensitive keys and a message plays 9 Minutes of pre-recorded speech For Communication problems

Students use whatever motor function they have to control a switch - push, pull, squeeze, suck, blow, body position, small muscle movement For Physical Impairment

Helps handwriting, spelling, capitalization, spelling, grammar, organization For Learning and Intellectual Disabilities

Generating and organizing ideas, adding notes, preparing first draft For Learning and Intellectual Disabilities

Practice and incentives A race For Behavior Disorders

Reading Software - Text to speech For Reading problems and Visually Impaired

Student points to one of choice - pictures/drawings, letter, words, phrases For Communication problems

Alternative keyboard - several overlays on board Physical Needs

Sign Language Hearing Impaired

Amplifies a teacher's voice Hearing Impaired

WIPs - Structured or open Uses internet sources to support learning and skills. Problem Solving Gifted and Talented students

Peabody and Woodcock for academic Behavior Rating Profile and Behavior Evaluation Scale for behavior

Adaptive Behavior Scale Scales of Independent Behavior AAMR Scale SIB-R

Wechsler Intelligence Scale for Children (WISC-IV)

Procedure for determining the instructional needs based on ongoing performance in existing course work. Skills that aren't mastered yet become the next in sequence

ASD, bipolar, etc Teachers rate frequency of 5 types of behavior - Learning problems, interpersonal difficulties, inappropriate behavior, depression, physical symptoms/fears Direct Observation is best

Cause is often hard to determine - Prenatal, perinatal, neonatal, postnatal, environment Screening, hormone therapy, vaccines, public awareness all help

Initial screening when entering the district

-May request their child be tested in their primary language -May request an evaluation from someone other than district evaluator

Errors in articulation

Normal or advanced intellectual functioning

Difficulty following directions, understanding verbal information, and answering Qs