Special Education Special Education Professional Professional

Development TrainingDevelopment TrainingI. ConfidentialityI. Confidentiality

II. ADHDII. ADHDIII. Response to InterventionIII. Response to Intervention

IV. BBSSTIV. BBSSTV. Special Education ProcessV. Special Education Process

ConfidentialitConfidentialityy

Family Educational Rights Family Educational Rights and Privacy Act (FERPA)and Privacy Act (FERPA)

The Family Educational Rights and The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student law that protects the privacy of student education records. The law applies to education records. The law applies to all schools that receive funds under an all schools that receive funds under an applicable program of the U.S. applicable program of the U.S. Department of Education.Department of Education.

• FERPA gives parents certain rights FERPA gives parents certain rights with respect to their children's with respect to their children's education records. These rights education records. These rights transfer to the student when he or she transfer to the student when he or she reaches the age of 18 or attends a reaches the age of 18 or attends a school beyond the high school level. school beyond the high school level. Students to whom the rights have Students to whom the rights have transferred are "eligible students."transferred are "eligible students."

Provision of Copy of Provision of Copy of RecordsRecords

• Parents or eligible students have the Parents or eligible students have the right to inspect and review the right to inspect and review the student's education records maintained student's education records maintained by the school. Schools are not required by the school. Schools are not required to provide copies of records unless, for to provide copies of records unless, for reasons such as great distance, it is reasons such as great distance, it is impossible for parents or eligible impossible for parents or eligible students to review the records. Schools students to review the records. Schools may charge a fee for copies.may charge a fee for copies.

Amendment of Records at Amendment of Records at Parent’s RequestParent’s Request

• Parents or eligible students have the right Parents or eligible students have the right to request that a school correct records to request that a school correct records which they believe to be inaccurate or which they believe to be inaccurate or misleading. If the school decides not to misleading. If the school decides not to amend the record, the parent or eligible amend the record, the parent or eligible student then has the right to a formal student then has the right to a formal hearing. After the hearing, if the school still hearing. After the hearing, if the school still decides not to amend the record, the parent decides not to amend the record, the parent or eligible student has the right to place a or eligible student has the right to place a statement with the record setting forth his statement with the record setting forth his or her view about the contested information.or her view about the contested information.

Release of InformationRelease of Information

• Generally, schools must have written Generally, schools must have written permission from the parent or eligible permission from the parent or eligible student in order to release any student in order to release any information from a student's education information from a student's education record. However, FERPA allows record. However, FERPA allows schools to disclose those records, schools to disclose those records, without consent, to the following without consent, to the following parties or under the following parties or under the following conditions (34 CFR § 99.31):conditions (34 CFR § 99.31):

• School officials with legitimate educational interest;School officials with legitimate educational interest;

• Other schools to which a student is transferring;Other schools to which a student is transferring;

• Specified officials for audit or evaluation purposes;Specified officials for audit or evaluation purposes;

• Appropriate parties in connection with financial aid to a student;Appropriate parties in connection with financial aid to a student;

• Organizations conducting certain studies for or on behalf of the school;Organizations conducting certain studies for or on behalf of the school;

• Accrediting organizations;Accrediting organizations;

• To comply with a judicial order or lawfully issued subpoena; To comply with a judicial order or lawfully issued subpoena;

• Appropriate officials in cases of health and safety emergencies; andAppropriate officials in cases of health and safety emergencies; and

• State and local authorities, within a juvenile justice system, pursuant to State and local authorities, within a juvenile justice system, pursuant to specific State law.specific State law.

• Schools may disclose, without consent, "directory" Schools may disclose, without consent, "directory" information such as a student's name, address, information such as a student's name, address, telephone number, date and place of birth, honors telephone number, date and place of birth, honors and awards, and dates of attendance. However, and awards, and dates of attendance. However, schools must tell parents and eligible students about schools must tell parents and eligible students about directory information and allow parents and eligible directory information and allow parents and eligible students a reasonable amount of time to request students a reasonable amount of time to request that the school not disclose directory information that the school not disclose directory information about them. Schools must notify parents and eligible about them. Schools must notify parents and eligible students annually of their rights under FERPA. The students annually of their rights under FERPA. The actual means of notification (special letter, inclusion actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.article) is left to the discretion of each school.

• For additional information or technical For additional information or technical assistance, you may call (202) 260-assistance, you may call (202) 260-3887 (voice). Individuals who use TDD 3887 (voice). Individuals who use TDD may call the Federal Information Relay may call the Federal Information Relay Service at 1-800-877-8339. Service at 1-800-877-8339.

U.S. Department of EducationU.S. Department of Education

• Please print out the linked form. Sign the Please print out the linked form. Sign the Confidentiality Agreement and turn in to your Confidentiality Agreement and turn in to your SPED Lead Teacher’s box. One MUST be SPED Lead Teacher’s box. One MUST be signed by each employee each year.signed by each employee each year.

• Each Shelby County Board of Education Each Shelby County Board of Education Employee must sign a form each year (i.e., Employee must sign a form each year (i.e., bus drivers, counselor, etc)bus drivers, counselor, etc)

• Any visitors (college students, agency, etc) Any visitors (college students, agency, etc) must sign this form as well prior to observing must sign this form as well prior to observing in a class.in a class.

• Thanks!!Thanks!!

Destruction of Records Destruction of Records

• All of a student’s special education records are All of a student’s special education records are to be maintained until the student exits the to be maintained until the student exits the school system. Once the student exits, the school system. Once the student exits, the records are to be maintained for five years. At records are to be maintained for five years. At all times, records are to be kept in a locked area all times, records are to be kept in a locked area and kept confidential. Once the records have and kept confidential. Once the records have been maintained for the five-year period, contact been maintained for the five-year period, contact the Special Services Center for the procedure to the Special Services Center for the procedure to destroy the records. Records may not be destroy the records. Records may not be destroyed without parent notification and when destroyed without parent notification and when destroyed, they must be burned or shredded.destroyed, they must be burned or shredded.

•Attention Attention Deficit / Deficit /

Hyperactivity Hyperactivity DisorderDisorder

CharacteristicsCharacteristics

What is Attention Deficit / Hyperactivity What is Attention Deficit / Hyperactivity Disorder (ADHD)?Disorder (ADHD)?

Attention Deficit / Hyperactivity Disorder Attention Deficit / Hyperactivity Disorder is a neurological disorder. Students is a neurological disorder. Students with ADHD demonstrate significant with ADHD demonstrate significant impairment related to inattention impairment related to inattention and/or hyperactivity and impulsivity and/or hyperactivity and impulsivity compared to average children of the compared to average children of the same age.same age.

Diagnostic Criteria for Diagnostic Criteria for ADHDADHD

• The following symptoms are listed in The following symptoms are listed in the DSM-IV and a re used to diagnose the DSM-IV and a re used to diagnose ADHD. At least six of these symptoms ADHD. At least six of these symptoms must be displayed in a number of must be displayed in a number of settings, persist over six months, and settings, persist over six months, and must have been observed prior to age must have been observed prior to age seven in order for the diagnosis to be seven in order for the diagnosis to be made.made.

Inattentive SymptomsInattentive Symptoms

• Fails to give close attention to details or Fails to give close attention to details or makes careless mistakes in school work or makes careless mistakes in school work or other related activities.other related activities.

• Has difficulty sustaining attention in tasks Has difficulty sustaining attention in tasks or play activities.or play activities.

• Does not seem to listen when spoken to Does not seem to listen when spoken to directlydirectly

• Does not follow through on instructions and Does not follow through on instructions and fails to finish schoolwork, chores, or dutiesfails to finish schoolwork, chores, or duties

• Has difficulty organizing tasks and activitiesHas difficulty organizing tasks and activities

• Avoids, dislikes, or reluctant to engage Avoids, dislikes, or reluctant to engage in tasks that require sustained mental in tasks that require sustained mental efforteffort

• Loses things necessary for tasks and Loses things necessary for tasks and activitiesactivities

• Is easily distracted by extraneous stimuli Is easily distracted by extraneous stimuli that are usually easily ignored by othersthat are usually easily ignored by others

• Forgetful in daily activitiesForgetful in daily activities

Hyperactivity SymptomsHyperactivity Symptoms

• Leaves seat in classroom or in other Leaves seat in classroom or in other situations in which remaining seated is situations in which remaining seated is expected.expected.

• Runs about or climbs excessively in Runs about or climbs excessively in situations in which it is inappropriatesituations in which it is inappropriate

• Has difficulty playing or engaging in leisure Has difficulty playing or engaging in leisure activities quietlyactivities quietly

• Is ‘on the go’ or acts as if ‘driven by a motor’Is ‘on the go’ or acts as if ‘driven by a motor’• Talks excessivelyTalks excessively

Impulsivity SymptomsImpulsivity Symptoms

• Blurts out answers before questions Blurts out answers before questions have been completedhave been completed

• Has difficulty awaiting turnHas difficulty awaiting turn• Interrupts or intrudes on othersInterrupts or intrudes on others

Identification Rate in Identification Rate in Shelby CountyShelby County

• Lee vs. Macon made systems review eligibility of Lee vs. Macon made systems review eligibility of minority students in the categories of Mental minority students in the categories of Mental Retardation and Emotional Disturbance because of Retardation and Emotional Disturbance because of overrepresentation. overrepresentation.

• Since that time, the number of students has increased Since that time, the number of students has increased in the area of Other Health Impairment (OHI), in the area of Other Health Impairment (OHI), specifically of attention. specifically of attention.

• The State Department is monitoring our numbers in the The State Department is monitoring our numbers in the OHI category due to disproportionality and they will OHI category due to disproportionality and they will continue to monitor until the percentage decreases.continue to monitor until the percentage decreases.

• BBSST should consider whether a student requires a BBSST should consider whether a student requires a specialized instruction or accommodations (that goes specialized instruction or accommodations (that goes above and beyond “good teaching practices.”above and beyond “good teaching practices.”

Percentages per Disability Percentages per Disability Categories in Shelby CountyCategories in Shelby County

CategoryCategory ## %%AutismAutism 260260 13.87%13.87%Developmental Developmental DelayDelay

208208 11.09%11.09%

Emotionally Emotionally DisturbedDisturbed

110110 5.87%5.87%

Hearing ImpairedHearing Impaired 1515 0.80%0.80%Mental Mental RetardationRetardation

116116 6.19%6.19%

Multiple Multiple DisabilitiesDisabilities

6060 3.20%3.20%

Orthopedically Orthopedically ImpairedImpaired

1414 0.75%0.75%

CategoryCategory ## %%Other Health Other Health ImpairedImpaired 316316 16.8516.85

%%Specific Specific Learning Learning DisabilityDisability

485485 25.8725.87%%

Speech Speech Language Language ImpairedImpaired

273273 14.56%14.56%

Traumatic Brain Traumatic Brain InjuryInjury

99 0.48%0.48%

Visually Visually ImpairedImpaired

99 0.48%0.48%

TotalTotal 18751875 100%100%

AccommodationsAccommodations

• Various accommodations can be Various accommodations can be utilized by all teachers for students utilized by all teachers for students with deficits in attending. with deficits in attending.

• Many of these accommodations can be Many of these accommodations can be used at all levels of Response to used at all levels of Response to Intervention (RtI) {Tier 1, Tier 2, and Intervention (RtI) {Tier 1, Tier 2, and Tier 3}.Tier 3}.

Getting Students’ AttentionGetting Students’ Attention• Use storytelling Use storytelling • Clearly signal: “Everybody…Ready…”Clearly signal: “Everybody…Ready…”• Model excitement and enthusiasm about the upcoming Model excitement and enthusiasm about the upcoming

lessonlesson• Use eye contact (students should be facing you, Use eye contact (students should be facing you,

especially when direct instructions are given)especially when direct instructions are given)• Color is very effective in getting attention. May use color Color is very effective in getting attention. May use color

to highlight key terms.to highlight key terms.• Use visual signalsUse visual signals• Vary your tone of voice: loud, soft, whisperVary your tone of voice: loud, soft, whisper• Signal students auditorily: ring a bell, use a timer, play Signal students auditorily: ring a bell, use a timer, play

musicmusic• Theatrics may spark an interestTheatrics may spark an interest

Focus Students’ Attention Focus Students’ Attention • Project your voice to be Project your voice to be

heard clearly by studentsheard clearly by students• Be aware of competing Be aware of competing

sounds in room (air sounds in room (air conditioning, humming of conditioning, humming of fluorescent lights). fluorescent lights).

• Be aware that it is not Be aware that it is not that students are not that students are not focusing; they are focusing; they are focusing on focusing on EVERYTHING!!!EVERYTHING!!!

• Use hands-on Use hands-on presentations / presentations / demonstrationsdemonstrations

• Use a laser pointerUse a laser pointer• Use visuals (pictures, Use visuals (pictures,

diagrams, diagrams, manipulatives)manipulatives)

• Ask students to Ask students to illustrate key pointsillustrate key points

• Use Use cloze methodcloze method (class notes with key (class notes with key terms missing)terms missing)

• Explain the purpose Explain the purpose and relevance of your and relevance of your lesson lesson

Accommodations for Seat Accommodations for Seat WorkWork

• Seat student near a “study Seat student near a “study buddy” or a good role modelbuddy” or a good role model

• Increase distance between Increase distance between desksdesks

• Allow extra time to Allow extra time to complete workcomplete work

• Assist student in setting Assist student in setting short-term goalsshort-term goals

• Give assignments one at a Give assignments one at a time to avoid work overloadtime to avoid work overload

• Chunking – give Chunking – give assignments in smaller assignments in smaller chunkschunks

• Give clear, concise Give clear, concise instructionsinstructions

• Cue student to stay on Cue student to stay on task (private cue / signal)task (private cue / signal)

• Pair written instructions Pair written instructions with oral instructionswith oral instructions

• Use contracts, charts, and Use contracts, charts, and BIPs for on-task behaviorBIPs for on-task behavior

• Reduce amount of Reduce amount of homework homework

Maintaining Students’ Maintaining Students’ AttentionAttention

• Move around the classroom to maintain Move around the classroom to maintain your visibilityyour visibility

• Be PREPARED and avoid lag-time in Be PREPARED and avoid lag-time in instructioninstruction

• Use direct instruction techniquesUse direct instruction techniques• Use motivating games and computer Use motivating games and computer

programs for skill building and practiceprograms for skill building and practice• Use cooperative learning groupsUse cooperative learning groups

Planning and OrganizationPlanning and Organization• Provide organization rulesProvide organization rules• Provide student with homework assignment bookProvide student with homework assignment book• Supervise writing down of homework assignments Supervise writing down of homework assignments • MODEL planning and organization by your MODEL planning and organization by your

classroom and actionsclassroom and actions• Send daily / weekly reports home (you can also set Send daily / weekly reports home (you can also set

up a blog for the students and students’ parents to up a blog for the students and students’ parents to view daily)view daily)

• Allow students to have an extra set of books at homeAllow students to have an extra set of books at home• Encourage learning of keyboarding skillsEncourage learning of keyboarding skills• Do not penalize for poor handwriting if that is an Do not penalize for poor handwriting if that is an

area of concernarea of concern• Regularly check desk and notebook for neatnessRegularly check desk and notebook for neatness

Behavior Behavior • Allow students to stand at Allow students to stand at

times while workingtimes while working• Supervise closely during Supervise closely during

transition timestransition times• Praise appropriate Praise appropriate

behaviorbehavior• Prompt appropriate social Prompt appropriate social

behavior either verbally behavior either verbally or with a private signalor with a private signal

• Praise compliant behavior Praise compliant behavior (we know that students (we know that students should be compliant at all should be compliant at all times, but we know there times, but we know there are those who need are those who need encouraging!)encouraging!)

• Provide immediate Provide immediate feedbackfeedback

• Ignore minor, Ignore minor, inappropriate behavior inappropriate behavior (when acceptable)(when acceptable)

• Acknowledge positive, Acknowledge positive, appropriate behavior of appropriate behavior of nearby studentsnearby students

• Monitor social Monitor social interactionsinteractions

• Encourage cooperative Encourage cooperative learning tasks with other learning tasks with other studentsstudents

• Provide lessons on social Provide lessons on social skills skills

Any person who does not Any person who does not recognize talents as well as recognize talents as well as

weaknesses that make weaknesses that make children with ADHD / ADD children with ADHD / ADD

different, will find it difficult different, will find it difficult to be supportive.to be supportive.

Alice Mae SmithAlice Mae Smith

Response to Response to InterventioInterventio

nn

Best Practices Best Practices

• Individuals with Disabilities Education Act Individuals with Disabilities Education Act (IDEA) requires a research based program (IDEA) requires a research based program to be used in reading before identification. to be used in reading before identification. The goal of the Response to Intervention The goal of the Response to Intervention (RtI) model is to address deficits as soon as (RtI) model is to address deficits as soon as the interferences of learning are noticed the interferences of learning are noticed instead of waiting for the students to fail. It instead of waiting for the students to fail. It is important to utilize the interventions in is important to utilize the interventions in Tier Two to be able to correctly identify Tier Two to be able to correctly identify what program a student needs and / or to what program a student needs and / or to totally remediate the deficit.totally remediate the deficit.

ReadingReading

•Steps for TeachersSteps for Teachers

Step OneStep One• An elementary teacher in Shelby County Schools An elementary teacher in Shelby County Schools

must teacher three days of Tier Two intervention must teacher three days of Tier Two intervention lessons for at least five weeks to a struggling lessons for at least five weeks to a struggling student before bringing that student before student before bringing that student before BBSST. BBSST.

• The teacher must keep lesson plans documenting The teacher must keep lesson plans documenting the intervention lessons that he/she has taught the intervention lessons that he/she has taught the student.the student.

• The teacher must show documentation of the The teacher must show documentation of the student not being successful with the intervention student not being successful with the intervention lessons before bringing that student to BBSST. lessons before bringing that student to BBSST. The documentation can include, but is not limited The documentation can include, but is not limited to, student work samples, running records, to, student work samples, running records, progress monitoring, and quizzes/tests.progress monitoring, and quizzes/tests.

Step TwoStep Two

• Once a teacher brings a student before BBSST, Once a teacher brings a student before BBSST, the BBSST will offer a plan for the student. the BBSST will offer a plan for the student. However, part of the plan must include having However, part of the plan must include having the teacher increase the number of Tier Two the teacher increase the number of Tier Two intervention lessons to five days a week for four intervention lessons to five days a week for four weeks before revising the plan.weeks before revising the plan.

• The teacher must keep lesson plans documenting The teacher must keep lesson plans documenting the intervention lessons that he/she has taught the intervention lessons that he/she has taught the studentthe student

• The teacher must show documentation of the The teacher must show documentation of the intervention lessons and their effectiveness at intervention lessons and their effectiveness at the follow-up meeting.the follow-up meeting.

Step ThreeStep Three• If a child is not successful with the plan mentioned in If a child is not successful with the plan mentioned in

step two after four weeks, a SBRR program may be step two after four weeks, a SBRR program may be offered to the student. offered to the student.

• If after the timeline for using the program is met, which If after the timeline for using the program is met, which is set by the program (which is usually a minimum of one is set by the program (which is usually a minimum of one semester) and there is evidence from the program’s semester) and there is evidence from the program’s evaluation that is not effective, the student may be evaluation that is not effective, the student may be referred to special education.referred to special education.

• Before referring to special education, data must be Before referring to special education, data must be present that shows little or no progress and the program present that shows little or no progress and the program must be implemented five days a week. must be implemented five days a week.

• If the student is successful with the program, he or she If the student is successful with the program, he or she may continue it until it is either finished or no longer may continue it until it is either finished or no longer needed. needed.

MathMath

• Steps for Teachers:Steps for Teachers:– In math, steps one and two must be followed.In math, steps one and two must be followed.– In step three, a intervention lessons from the In step three, a intervention lessons from the

teacher must occur for six months, five days teacher must occur for six months, five days a week, with evidence that they are not a week, with evidence that they are not successful before a child can be referred for successful before a child can be referred for special education. For students in grades 3-special education. For students in grades 3-5, assessment results, from ThinkLink, must 5, assessment results, from ThinkLink, must accompany the intervention lessons’ accompany the intervention lessons’ documentation.documentation.

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

The BasicsThe BasicsAny

CurriculumArea

Stu

den

ts

What is the Three Tier What is the Three Tier Model?Model?

• A systematic approach for A systematic approach for providing student interventionsproviding student interventions

• Identifies struggling students Identifies struggling students BEFORE they fall behindBEFORE they fall behind

• Provides struggling students with Provides struggling students with support throughout the support throughout the educational processeducational process

Three Tier ProcessThree Tier Process

• For all studentsFor all students• Primary instruction for all students Primary instruction for all students

based on screening/benchmark based on screening/benchmark assessmentsassessments

• Feedback from nine-week benchmark Feedback from nine-week benchmark assessments used to guide and assessments used to guide and differentiate instructiondifferentiate instruction

Tier ITier I

• Tier ITier I– consists of quality classroom instruction consists of quality classroom instruction

based on Curriculum Frameworks.based on Curriculum Frameworks.– Intervention is done within the general framework Intervention is done within the general framework

of the classroomof the classroom– Curricula offerings are based upon scientific Curricula offerings are based upon scientific

research principlesresearch principles

– Focus on improving the core classroom Focus on improving the core classroom instruction that ALL students receiveinstruction that ALL students receive

– a variety of grouping formats (e.g., individual, a variety of grouping formats (e.g., individual, pairs, small groups, and whole grouppairs, small groups, and whole group

Tier II Intervention Tier II Intervention CharacteristicsCharacteristics

• Intervention (additional instruction) and Intervention (additional instruction) and frequent progress monitoring (e.g., at frequent progress monitoring (e.g., at least every 2 weeks) that struggling least every 2 weeks) that struggling students receive. students receive.

• Struggling students receive additional Struggling students receive additional instruction and frequent progress instruction and frequent progress monitoring at least every two weeks. monitoring at least every two weeks.

• Instruction is provided to same-ability Instruction is provided to same-ability small groups of no more than three to small groups of no more than three to five students.five students.

Tier IITier II

• Maximum of 10-20% of student populationMaximum of 10-20% of student population• includes programs, strategies, and includes programs, strategies, and

procedures designed and employed to procedures designed and employed to supplement, enhance, and supportsupplement, enhance, and support Tier I. Tier I.

• typically uses a differentiated instruction typically uses a differentiated instruction model to address small group needs. The model to address small group needs. The following chart identifies what following chart identifies what differentiated instruction is and more differentiated instruction is and more importantly for Tier II, what differentiated importantly for Tier II, what differentiated instruction is not!instruction is not!

Tier IIITier III

• Maximum of 3-5% of Student Maximum of 3-5% of Student PopulationPopulation

• Research based programs to identify Research based programs to identify deficienciesdeficiencies

• Weekly progress monitoringWeekly progress monitoring• Regularly planned parental contactRegularly planned parental contact

Building Based Building Based Student Student

Support Team Support Team (BBSST)(BBSST)

Purpose of BBSSTPurpose of BBSST• Decrease dropout rate; keep kids in schoolDecrease dropout rate; keep kids in school• Improve academic achievement of failing Improve academic achievement of failing

studentsstudents• Improve individual behavior & school Improve individual behavior & school

environmentenvironment• Reduce absenteeism; increase attendanceReduce absenteeism; increase attendance• Reduce discipline referralsReduce discipline referrals• Reduce referrals to inappropriate programsReduce referrals to inappropriate programs• Give every student a chance to succeedGive every student a chance to succeed• Increase graduation rate by responding to Increase graduation rate by responding to

students’ academic frustrations and challengesstudents’ academic frustrations and challenges• Promote greater parental involvementPromote greater parental involvement

Who Should Be Referred? Who Should Be Referred?

• A BBSST referral is made for students A BBSST referral is made for students in general education who are in general education who are struggling academically and/or struggling academically and/or behaviorallybehaviorally

BBSST FAQ’sBBSST FAQ’s• Q – Who should be referred to BBSST?Q – Who should be referred to BBSST?• A – students who struggle academically (Chronic A – students who struggle academically (Chronic

averages below “C”) and behaviorally (Chronic averages below “C”) and behaviorally (Chronic behavior challenges disrupting progress)behavior challenges disrupting progress)

• Q – What is the time period for BBSST plans?Q – What is the time period for BBSST plans?• A – Time requirements (40-50 classroom days A – Time requirements (40-50 classroom days

8-10 weeks)8-10 weeks)• Q – What is the relationship among BBSST, 504, Q – What is the relationship among BBSST, 504,

and IEPs?and IEPs?• A – There is no relationship. Students with a A – There is no relationship. Students with a

504 or an IEP do not need to be referred to 504 or an IEP do not need to be referred to BBSST. BBSST.

•A BBSST plan must be in A BBSST plan must be in effect for at least 40 effect for at least 40 consecutive days. consecutive days.

•This does not include a This does not include a BBSST plan from the BBSST plan from the previous school yearprevious school year..

Referral FormReferral Form

• BBSST FormBBSST Form

Developing and Developing and Implementing Implementing

the Planthe Plan• BBSST should include the following:BBSST should include the following:

– Administrator (chair person)Administrator (chair person)– General Education TeacherGeneral Education Teacher– Referring TeacherReferring Teacher– Parent and/or Student (when appropriate)Parent and/or Student (when appropriate)– Specialty Areas (Reading Coach, ESL Specialty Areas (Reading Coach, ESL

teacher, etc)teacher, etc)– SPED Teacher (on a consultative basis)SPED Teacher (on a consultative basis)

• Information from general education teachers Information from general education teachers and other members must be obtained prior to and other members must be obtained prior to meetingmeeting

• Accommodations may be academic or behavioral Accommodations may be academic or behavioral in naturein nature

• Accommodations must be related to each Accommodations must be related to each specific area of concern (i.e., Reading, Math, specific area of concern (i.e., Reading, Math, Attention, Behavior /Social Skills, Language, Attention, Behavior /Social Skills, Language, Written Expression, Developmental Delays, Written Expression, Developmental Delays, Sensory Issues, etc)Sensory Issues, etc)

• If interventions are significantly ineffective after If interventions are significantly ineffective after 2-3 weeks, the plan shall be revised prior to the 2-3 weeks, the plan shall be revised prior to the 40-day timeline. 40-day timeline.

• BASC 2-SOS should be administered prior to BASC 2-SOS should be administered prior to development of BBSST plan.development of BBSST plan.

• Vision & hearing screeners should be Vision & hearing screeners should be completed prior to development of BBSST completed prior to development of BBSST plan (Speech Therapist or other trained staff plan (Speech Therapist or other trained staff can perform this duty)can perform this duty)

• If attention or behavior is the area of concern, If attention or behavior is the area of concern, the SCBOE Behavior Intervention Plan (BIP) the SCBOE Behavior Intervention Plan (BIP) must be developed and implemented. must be developed and implemented.

• http://www.shelbyed.k12.al.us/instruction/http://www.shelbyed.k12.al.us/instruction/specialeducation/forms.htm (BIP forms are specialeducation/forms.htm (BIP forms are located at the bottom of the page on this link)located at the bottom of the page on this link)

• Make sure that there are Make sure that there are appropriate interventions listed appropriate interventions listed for each area of concernfor each area of concern

• BBSST must reconvene to BBSST must reconvene to complete page 3 (stop, revise, or complete page 3 (stop, revise, or refer to SPED) after 50 daysrefer to SPED) after 50 days

• Have the administrator review Have the administrator review the plan prior to referral for the plan prior to referral for Special EducationSpecial Education

Special Special Education Education Process Process

Completion of the Referral Completion of the Referral ProcessProcess

• If BBSST determines referral to SPED is If BBSST determines referral to SPED is the appropriate next step, then contact the appropriate next step, then contact your school’s REM chairyour school’s REM chair

• A Referral process will be completed in A Referral process will be completed in full in SETS by the REM chairpersonfull in SETS by the REM chairperson

• BASC 2-SOS will be completed within a BASC 2-SOS will be completed within a week prior to referral to SPED (for week prior to referral to SPED (for comparison purposes re: initial BASC 2-comparison purposes re: initial BASC 2-SOS)SOS)

• REM pptREM ppt

Timelines for Completing Timelines for Completing SPED Process SPED Process

• Eligibility Process – 60 days to complete Eligibility Process – 60 days to complete testing.testing.

• 30 days to have REM meeting30 days to have REM meeting• 30 days to hold IEP meeting if student is 30 days to hold IEP meeting if student is

eligible for Special Education serviceseligible for Special Education services• If the student is not eligible, refer the If the student is not eligible, refer the

student back to BBSST for student back to BBSST for accommodations.accommodations.

• Please refer to the REM powerpoint for Please refer to the REM powerpoint for additional information.additional information.

• This will prepare YOU for any type of This will prepare YOU for any type of participation in the Referral process.participation in the Referral process.

• This powerpoints also states what is This powerpoints also states what is mandatory for a referral to be mandatory for a referral to be accepted and what will prevent the accepted and what will prevent the team from accepting a referral.team from accepting a referral.

• Reminder:Reminder:– Print out the Confidentiality agreement, Print out the Confidentiality agreement,

sign & date itsign & date it– Refer to the REM powerpointRefer to the REM powerpoint– Print out evaluation and turn in with the Print out evaluation and turn in with the

Confidentiality agreementConfidentiality agreement