RtI, State Assessments, Alternate Assessment,

Diploma Options, & Grading

Bilingual/ESOL SPED ProgramDivision of Special Education

Response to Intervention(RtI)

What is RtIA systematic and data-based lens for

identifying, defining, and resolving students’ academic and /or behavioral difficulties

Core Principles of RtI

Use research-based interventions and instructionMonitor student progress to inform instructionEvaluate through screening, diagnosis, and progress monitoringUse multi-tier levels of support

Florida’s RtI Goals

Increase the use of prevention and early intervention strategiesDecrease inappropriate referrals of minority students to special educationIncrease the number of schools using effective literacy and behavioral interventions for students who are culturally and linguistically diverse

Federal RtI requirements

IDEA 2004 changes:Eligibility DeterminationsA child shall not be determined to be a child with a disability if determinant factor is:

- Lack of scientifically-based instructional practices and interventions that contain the essential 5 components of Reading instruction

- Lack of instruction in Math- Limited English Proficiency

RtI: the Conceptual ModelIntegrate Core Instructional Programs and Activities-Reading, Mathematics, Early Intervention, Positive Behavior Support, etc.3 Tiered Model of Decision Making and Support-Tier I – What all students get- Tier II – Additional focus and intensity-Tier III – Individualized instructional strategiesProblem solving-Occurs at any level-Increases in intensity across levels

Role of Bilingual Assessor

Conduct language proficiency/dominance assessments (LPDA) on an oral-to-literate continuum in the student’s languages; including Parent/Teacher interviews, behavioral observations in the classroom and during the testing session

Interpret results and prepare reports related to issues of second language and recommendinstructional interventions.

Provide district, regional, and school site training related to State Board Rule compliance and local policies.

Conduct Program Monitoring - A comprehensive review (records, classroom visits, teacher certification) of services and instruction provided to ELL students with disabilities (SWD)

Role of Bilingual Assessor, cont.Role of Bilingual Assessor, cont.

FCAT & ELL SWDELL/SPED students:

Decision regarding whether they will be exempted or tested with or without accommodations is determined by the IEP Team and recorded on the IEP

Based on individual student needs

PARENTSP - Parents need to know…

A - Assessment-accommodation decisions

R - Responsible for decisions

E - Enforcing parental rights

N - Needs of students

T - Time demands – testing options

S - Student – Standardized – Special Diploma

Determining ELL SWD Participation in Statewide Assessments

The IEP team responds “No” to the:

Questions to Guide the Decision-Making Process to Determine Whether a Student Takes FCAT or Florida Alternate Assessment

FCAT Accommodations for ELL/SWD

Accommodations are changes that are made in how a student accesses information and demonstrates performance.Accommodations shall be identified for each eligible student and recorded on the student’s IEP

FCAT Accommodations for ELL/SWD

Flexible SettingFlexible PresentationFlexible RespondingFlexible SchedulingOther – Assistive Technology and Devices

FCAT Accommodations for ELL/SWD

Assistance in the heritage language –ELL students may be provided limited assistance by an ESOL heritage language teacher using the student’s heritage language for general test directions

FCAT Accommodations for ELL/SWD

Approved Dictionary – access to an English-to-heritage language or heritage language-to-English translation dictionary but not one that provides definitions

Alternate Assessment & Diploma Options

Students with disabilities (SWD) who are exempt from the FCAT must be assessed with an alternate assessment.

Alternate Assessment & Diploma Options

IEP teams are responsible for determining whether SWD will participate in the FCAT or if they meet exemption criteria and will participate in the Florida Alternate Assessment

Determining ELL/SWD student participation in statewide assessments:

The IEP team responds “Yes” to the:

Questions to Guide the Decision-Making Process to Determine Whether a Student Takes FCAT or Florida Alternate Assessment

The decision to take a course of study leading to a particular type of diploma must first be addressed at the IEP meeting conducted during a student’s 8th grade year (or during the school year when the student turns 14). This IEP meeting (and the ones that follow in high school) is called a transition IEP meeting.

Diploma Options

Standard Diploma – students who earn a passing score on both parts of the Grade 10 FCAT.

FCAT Waiver: Specific Criteria (6624)

Diploma Options

Special Diploma:Special diploma options are available for SWD who are not able to meet the requirements for a standard diploma or require coursework to support the development of functional life skills.

SWD exclusively in programs with visual impairments, and speech impairments.

Diploma Options

Special Diploma Option 1 – A student must earn the minimum number of course credits defined by the school board. Courses may be earned in basic, vocational, or exceptional student education classes.Special Diploma Option 2 - Be successfully employed in the community for a minimum period of one semester, at or above minimum wage.

Diploma Options

Grading ESOL/SWDGrades are to reflect the student's academic progress based on the competencies/benchmarks for the grade level/course in which the student is enrolled. The grade must not be based upon the student's effort or conduct. The grade must provide, for both students and parents, a clear indication of each student's academic performance

Briefing ID #2701

No SWD shall be denied the opportunity to earn above-average grades because of placement in an ESE (SPED) or ESOL program, or the provision of accommodations that were deemed appropriate by an IEP team. Specific information regarding the student's progress towards mastery of the IEP goals is NOT integrated into the academic grade. IEP progress is communicated by providing a copy of the student's IEP Goals and Benchmarks with a completed status report.

Briefing ID #2701

Grading ESOL/SWD

CELLA (Comprehensive English Language Learning Assessment)

Grades K-12A statewide assessment to be used by the Department of Education to measure the growth of ELL in mastering the skills in English they will need to succeed in school.All ELL including those who have been placed in a special education program and whose IEP indicates that they participate in statewide assessment will be tested. Administered March 7-April 8 2011

CELLA TEST ACCOMODATIONS FOR STUDENTS WITH DISABILITIESThe CELLA Directions for Administration and Scoring Guide does not include a listing of all accommodations allowed when administering the CELLA; however, the general guideline is for the test administrator to follow the accommodations provided (listed) in the student’s IEP.