jesus

Good luck and I hope the teacher gives you a bit of leniency <.<

Quote from: Mr. Psychologist on April 27, 2016, 03:53:57 AM

jesus

Good luck and I hope the teacher gives you a bit of leniency <.<

It was a massive project.

Required an intro to the rti process.
A reading interest inventory.
Two running records with analysis.
Several of a student's assignments with analysis.
A break down data report of all the student's errors all together.
Creation of the rti framework.
Sourced researched based practices for each tier of data.
Mock letter to the parents explaining to them in the nicest way possible your kid is dumb and needs to be pulled out for remediation.

In that order

...lawdy

RTI?

Quote from: Mr. Psychologist on April 27, 2016, 04:15:41 AM

Quote from: Zen on April 27, 2016, 04:02:21 AM

Quote from: Mr. Psychologist on April 27, 2016, 03:53:57 AM

jesus

Good luck and I hope the teacher gives you a bit of leniency <.<

It was a massive project.

Required an intro to the rti process.
A reading interest inventory.
Two running records with analysis.
Several of a student's assignments with analysis.
A break down data report of all the student's errors all together.
Creation of the rti framework.
Sourced researched based practices for each tier of data.
Mock letter to the parents explaining to them in the nicest way possible your kid is dumb and needs to be pulled out for remediation.

In that order

...lawdy

RTI?

Response to Intervention.

I don't know how it is with special education for you, but here we are not legally allowed to use a severe discrepancy approach as it states in the Individuals with Disabilities Education Act or IDEA. Instead, before being labelled as in need of special education service, RTI provides the student with practices researched to bring them up to par.

The first tier is the same general education services all children receive. The second tier is for students who are performing low, they'll be provided with small group, highly instructive teaching on top of the regular teaching. After so long and the student doesn't show improvement, they are moved into tier three, which is individualized instruction in a variety of ways based off of research proven methods. If the kid doesn't respond to that, then they're looked into for being disabled.

Ahh, I think we use a different system but I'm not 100% on how the finer details work (Clinical over educational psychology for me, so I'd know how they'd go about diagnosing/testing for conditions rather than the process at school).

As I understand it though, at least for diagnosing LD a referral gets sent through to the local Multi Disciplinary Team and they do an assessment, then the findings of the assessment are relayed to social services and the education authorities to either rule out additional support or allocate the right kind.

But yeah, I'm not 100% on what happens prior to a referral <.<

Quote from: Mr. Psychologist on April 27, 2016, 04:32:22 AM

Quote from: Zen on April 27, 2016, 04:24:03 AM

Quote from: Mr. Psychologist on April 27, 2016, 04:15:41 AM

Quote from: Zen on April 27, 2016, 04:02:21 AM

Quote from: Mr. Psychologist on April 27, 2016, 03:53:57 AM

jesus

Good luck and I hope the teacher gives you a bit of leniency <.<

It was a massive project.

Required an intro to the rti process.
A reading interest inventory.
Two running records with analysis.
Several of a student's assignments with analysis.
A break down data report of all the student's errors all together.
Creation of the rti framework.
Sourced researched based practices for each tier of data.
Mock letter to the parents explaining to them in the nicest way possible your kid is dumb and needs to be pulled out for remediation.

In that order

...lawdy

RTI?

Response to Intervention.

I don't know how it is with special education for you, but here we are not legally allowed to use a severe discrepancy approach as it states in the Individuals with Disabilities Education Act or IDEA. Instead, before being labelled as in need of special education service, RTI provides the student with practices researched to bring them up to par.

The first tier is the same general education services all children receive. The second tier is for students who are performing low, they'll be provided with small group, highly instructive teaching on top of the regular teaching. After so long and the student doesn't show improvement, they are moved into tier three, which is individualized instruction in a variety of ways based off of research proven methods. If the kid doesn't respond to that, then they're looked into for being disabled.

Ahh, I think we use a different system but I'm not 100% on how the finer details work (Clinical over educational psychology for me, so I'd know how they'd go about diagnosing/testing for conditions rather than the process at school).

As I understand it though, at least for diagnosing LD a referral gets sent through to the local Multi Disciplinary Team and they do an assessment, then the findings of the assessment are relayed to social services and the education authorities to either rule out additional support or allocate the right kind.

But yeah, I'm not 100% on what happens prior to a referral <.<

Do the teachers write this referral? Because here we would lose our jobs if we insinuated that a student has a disability, because then the school becomes liable for paying all expenses in testing.

I believe the referral can come from anyone, usually from the school's SEN official or a GP but occasionally parents/social workers. I guess it's less of a problem for teachers to identify students who need support here because all the funding comes from the same budget (local authority) so the teachers and school don't have to foot the bill. I would imagine the teacher notes a student and alerts the SEN official who then decides what to do.

and if you are lucky and have a good one rather than a kamp kommandant like my school did, then it'll be a smooth process towards getting an assessment and subsequent help if required.