https://padlet.com/1008145683/wrldbwpy6l3pps4t en-us 2021-02-15 09:00:14 UTC 2025-12-10 12:15:43 UTC hello@padlet.com 1008145683 https://padlet.com/1008145683/wrldbwpy6l3pps4t/wish/1202948646 -Check for unmet needs
-Determine if student's behavior differ from classmates
-Monitor behavior patterns/non-patterns
-Use simple interventions including: arranging seats; customize assignments to accommodate student; and simplifying tests (pg. 46)
Parents' role: Can inform teachers of what is going on with the student's life outside of the school for a more thorough assessment of their unmet needs. They will also inform the teacher of any cultural differences the teacher might document to recognize students' unique needs (pg. 46)

]]> 2021-02-15 09:03:19 UTC https://padlet.com/1008145683/wrldbwpy6l3pps4t/wish/1202948646 1008145683 https://padlet.com/1008145683/wrldbwpy6l3pps4t/wish/1203049437 Preferral Team: consists of general education teachers and  teacher assistants who meet together to discuss an assessment for possible special education services for the student (pg. 48)
RTI (Response to intervention):
-Procedure is structured and intervention is research-based and intense
-In Tier 2, student receives intervention 3-4 times a week for 30 minutes a session. It can also occur in a general education classroom where the teacher is held responsible for the intervention (pg. 50)
-In Tier 3, intervention is offered 5 times a week for 45 minutes a session. It doesn't generally occur in a general education classroom and students are assessed by specialists and psychologists. (pg. 59)

]]> 2021-02-15 09:37:24 UTC https://padlet.com/1008145683/wrldbwpy6l3pps4t/wish/1203049437 1008145683 https://padlet.com/1008145683/wrldbwpy6l3pps4t/wish/1203168946 Present level of performance: a student's academic progress including behavior, social skills, communication, along with other areas that may need to be recorded. (pg. 59)
Annual goals/short-term Objectives: Any areas the student may need improvement or for the MDT to assess including math, reading, behavior, social skills, and even speech therapy offered. Goals can include writing an essay or completing an assignment with 80/90% accuracy. (pg. 59)
Short-Term Objectives: These are written for only students with significant intellectual disabilities required by federal law. Goal examples include student making eye contact with the speech therapist or special education teacher 5/6 sessions.
(pg. 59)



]]> 2021-02-15 10:19:44 UTC https://padlet.com/1008145683/wrldbwpy6l3pps4t/wish/1203168946 1008145683 https://padlet.com/1008145683/wrldbwpy6l3pps4t/wish/1205411495 Related Services: Support services  such as speech therapy, physical and occupational therapy
Supplementary aids: addresses students needs by customizing materials to make it easier for them to succeed. In related services, a student might need wheel chair assistance in the classroom or assistance with toiletry.  (pg. 63)
Least Restrictive Environment: takes up more than 80% of the school day for students with disabilities. 62% of students with disabilities also spend more than 80% of their school day in a general education setting. For instance, a student with speech impairment may receive services from a speech pathologist in the G.E. classroom. Most school districts also have separate classrooms for special education (pg. 63)




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