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· Ensuring students have access to a shared curriculum and effective strong core instruction, supplemented with Specially Designed Instruction, in the least restrictive environment·

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· Ensuring students have access to a shared curriculum and effective strong core instruction, supplemented with Specially Designed Instruction, in the least restrictive environment·

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Develop and implement high quality IEPs reflective of comprehensive knowledge of the academic, social/emotional, and physical characteristics of each student with a disability in order to plan for educational benefit.

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Develop and implement high quality IEPs reflective of comprehensive knowledge of the academic, social/emotional, and physical characteristics of each student with a disability in order to plan for educational benefit.

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Leveraging all available academic intervention resources and system-wide literacy efforts within an MTSS Framework

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Leveraging all available academic intervention resources and system-wide literacy efforts within an MTSS Framework

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Connecting students to trained professionals and expertise within the building, and/or making key personnel available for district and central professional development when offered

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Connecting students to trained professionals and expertise within the building, and/or making key personnel available for district and central professional development when offered

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Exploring Specialized Programs and partnerships with District 75

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Exploring Specialized Programs and partnerships with District 75

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Articulating the full range of programs and services within the school community to parents, families and stakeholders

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Articulating the full range of programs and services within the school community to parents, families and stakeholders

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Regularly reviewing programs and services recommendations and data and working with school personnel on solutions to achieve full compliance.

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Regularly reviewing programs and services recommendations and data and working with school personnel on solutions to achieve full compliance.

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Assessing the Continuum of Services, and expansion or configuration as necessary, to provide students with access to their individual least restrictive environment, and expanding the use of supplementary aids and services, including Assistive Technology, top promote student independence and progress towards proficiency

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Assessing the Continuum of Services, and expansion or configuration as necessary, to provide students with access to their individual least restrictive environment, and expanding the use of supplementary aids and services, including Assistive Technology, top promote student independence and progress towards proficiency

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We are using a decision tree to help us decide if we have exhausted all possible resources and services before making a referral

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Students are using Into Reading, Envisions, and Fundations. These programs are being supplemented with Spire, LLI, Heggerty, and Do the Math.

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Provide flexible programming for students based on skill levels (e.g., a student in a special class receives her daily math instruction in an ICT setting)

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Provide flexible programming for students based on skill levels (e.g., a student in a special class receives her daily math instruction in an ICT setting)

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Training teachers in intervention programs such as SPIRE and Sounds Sensible. Using those resources before a referral.

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Training teachers in intervention programs such as SPIRE and Sounds Sensible. Using those resources before a referral.

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Expanding AIS opportunities and using evidence-based interventions. - B. Saffer

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Expanding AIS opportunities and using evidence-based interventions. - B. Saffer

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We are partnering with the D75 school in our building and having some of their students from each grade joining our Gen Ed classes with paraprofessional support.

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We are providing training to teachers to strengthen core instruction like Fundations, Heggertys, SPIRE and Sound Sensible.

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We are providing training to teachers to strengthen core instruction like Fundations, Heggertys, SPIRE and Sound Sensible.

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We start with at risk services over the course of a number of weeks to see if the student makes progress and will need to go ahead with referrals. 

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We start with at risk services over the course of a number of weeks to see if the student makes progress and will need to go ahead with referrals. 

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Strengthening our MTSS work and providing flexibility with program choice. 

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Strengthening our MTSS work and providing flexibility with program choice. 

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we are also increasing interventions and AIS using the data during inquiry - in hopes to reduce referrals

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we are also increasing interventions and AIS using the data during inquiry - in hopes to reduce referrals

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Ensure all students have access to the general education curriculum. Provide students with effective reading strategies such as chunking and visual aids. 

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Ensure all students have access to the general education curriculum. Provide students with effective reading strategies such as chunking and visual aids. 

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Gather all Tier I interventions available and provide resources and training for classroom teachers.  

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Gather all Tier I interventions available and provide resources and training for classroom teachers.  

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Check in schedule to determine need for Tier II interventions and schedule as needed

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Some students are flexibly programmed with combinations of SETSS, ICT, and/or 12:1:1 classes on their IEPs.

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At our school, students complete their work in stations. We use the Daily 5 and Daily 3 to drive instruction in ELA and Math. Students are working in stations completing tasks aligned to their levels while simultaneously pushing them towards their grade level standards. We use HMH, SPIRE, Really Great Reading.

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We have inclusion students in our general education classes with paraprofessionals to have access to the curriculum with support.

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We have inclusion students in our general education classes with paraprofessionals to have access to the curriculum with support.

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Using IEP Teacher clerical periods to observe, schedule, and plan iep meetings ahead of time. Following up with emails and communicate to have quality ieps written on time.

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Using RTI forms and monitoring before referrals.

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Once a student has been identified, we make sure that they are supported during the school with an appropriate program (RTI). We follow their progress from week to week. 

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Once a student has been identified, we make sure that they are supported during the school with an appropriate program (RTI). We follow their progress from week to week. 

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Half of our. SpEd teachers and all RtI teachers are trained in Sound Sensible and SPIRE. We will be training all teachers in Heggerty by the end of this year

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Utilizing the DESSA screener data to inform and encourage participation of students in extracurricular activities (offered in-and out of school) and collaboration in classrooms.

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Utilizing the DESSA screener data to inform and encourage participation of students in extracurricular activities (offered in-and out of school) and collaboration in classrooms.