WGU D002 Ultimate OA Prep Questions and Answers Already Passed Identification and referral to Special Education is also called what? Pre-referral
Where does the pre-referral (identification and referral to Special Education) process take place? In the general education classroom.
What is the pre-...
WGU D002 Ultimate OA Prep Questions and Answers Already Passed Identification and referral to Special Education is also called what? ✔✔Pre-referral Where does the pre -referral (identification and referral to Special Education) process take place? ✔✔In the general education classroom. What is the pre -referral process? ✔✔Helps general e ducation teachers develop effective strategies that improve success for struggling students. - Prevents over -representation of students who are learning English as a New Language or students who are at risk, but do not have a disability. - Encourages commu nication about how to meet student needs. - A preventative process that helps eliminate inappropriate referrals to special education Data collection that can support eligibility determination, especially for suspected learning disabilities. What is a refe rral? ✔✔Someone asking the school district to determine if the student is a child with a disability as defined under IDEA. What does a high -quality general education classroom look like? ✔✔Effective use of validated curriculum and evidence -based instructi onal strategies - Frequent monitoring of growth and skills acquisition - Ongoing teacher training - Universal screening What is Universal Screening? ✔✔Assessments given to all students. - Purpose: identify any student who may be struggling and begin early intervention. - Many schools do universal screening at the beginning of the year. Some do reading assessments three times per year. Areas that may be included in Universal Screening ✔✔Vision - Hearing - Reading - Math - Behavior - Social Emotional Skills What happens with the Universal Screening Data? ✔✔Teachers determine which students need close monitoring during Tier One instruction. - Teacher might select the lowest 25% of the class for close monitoring or use district benchmarks to select a small gr oup of students for monitoring. - The teacher will deliver high -quality instruction to the whole class and closely monitor progress for the struggling students to see if they are responding to the high -quality instruction. What happens in a Tier 1 classro om? ✔✔Uses evidence -based, scientifically researched core curriculum materials - Aligns to state standards. - Teachers trained in how to deliver the curriculum. - Student progress is monitored regularly. - About 75 -80% of students reach competency in Tier 1. What are some things that might spark an initial concern about a student? ✔✔Falling grades - Difficulty comprehending what is read - Motivation decreases - Behaviors (e.g., acting out or withdrawn) - Non-compliance - Executive functioning concerns (e.g ., lack of organization, task initiation, impulse control) - Social -emotional concerns (e.g. lack of confidence, difficulty with change) - Trauma (e.g., family death, divorce, starting a new school) - Significant absences How does the teacher know the student is not meeting competency in Tier 1? ✔✔Data analysis. - Is the rate of learning sufficient for the student to reach the average range with peers in a reasonable amount of time? - Can the intensity of interventions be m aintained in the general education classroom or is more needed? - Is the student able to reach the average range with accommodations? : Remember, anyone can have an accommodation. We are simply providing access. What happens to a student who is not meetin g competency in Tier 1? ✔✔Begins additional small group instruction and more intensive monitoring - Tier 2. What happens in Tier 2? ✔✔This is supplemental to what the student continues to receive in Tier 1. - A small group of students may be pulled aside while Tier 1 students are completing some independent work or working in stations. - Tier 2 focuses on specific skill -building and practice. - The teacher chunks down what was taught in Tier 1 and reteaches a smaller chunk, using different strategies and t ools. For example, if the students are working on 1:1 correspondence for numerals 1 -10; in the Tier 2 group, the students might work on numerals 1 -5. - The small group might meet 2 -3 times per week to practice the skill. - Skill progress is assessed more f requently than in Tier 1. - Goal is for student to reach the average range in the skill and return to success in Tier 1. How do we know if the student is making adequate progress in Tier 2? ✔✔Example of a student responding positively to the Intervention This fourth grade student had 9 weeks of small group instruction 1 hour/day, 5 days/week. Progress monitoring results indicated a 24 -point increase, At the current Rate of Improvement (ROI), the student will "catch up" to the 4th grade EOY benchmark with a n additional 3 weeks of instruction What is Tier 3 intervention in RTI? ✔✔This is supplemental to what the student continues to receive in Tier 1. - An individual student may be pulled aside while Tier 1 students are completing some independent work or wo rking in stations. -bTier 3 focuses on more time, more attention and special resources - The small group might meet 4 -5 times per week to practice the skill. - Skill progress is assessed more frequently than in Tier 2 - Goal is for student to reach the average range in the skill and return to success in Tier 1.
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