Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
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Policies, Procedures, and ComplianceIn <strong>the</strong> spirit <strong>of</strong> No Child Left Behind (NCLB), educators are encouraged to look less at <strong>the</strong>label <strong>of</strong> a child and accommodate instruction for all students. Once <strong>the</strong> culture <strong>of</strong>accommodating instruction for only students who have an IEP or Section 504 Plan ischanged, referrals should continue to reduce, thus reducing expenses for costlyassessments and <strong>the</strong> emotional expense <strong>of</strong> labeling.Considerations for Issue 4‐4:• Formalize <strong>the</strong> RTI pre‐referral (early intervention) process originating at <strong>the</strong>building level for all students. Materials that might be considered include:−−−−A helpful link to understanding Response to Intervention can be found athttp://www.rti4success.org.C.R. Greenwood, T. Kratochwill, & M. Clements (Eds.). <strong>School</strong>wide preventionmodels: Lessons learned in elementary schools (2008), New York: Guilford.William H. Bender, Beyond <strong>the</strong> RTI Pyramid: Solutions for <strong>the</strong> First Year <strong>of</strong>Implementation (2009), ISBN 978‐1‐934009‐12‐3, ($29.95).Less costly ($12.95) is RTI: Response to Intervention from www.NPRinc.com(National Pr<strong>of</strong>essional Resources, Inc.), 25 South Regent Street, Port Chester,NY 10573, 1‐800‐453‐7461.• Include a core team that meets on a certain day each week for a specified time toaddress academic and behavioral deficits <strong>of</strong> students and implement a data‐drivenapproach to alleviating those deficits. This core team should include <strong>the</strong> referringteacher, a general education teacher, administrator, and support staff, as needed.• Build <strong>the</strong> capacity for <strong>the</strong> entire staff to teach <strong>the</strong> students with diverse learningneeds. Building <strong>the</strong> capacity for staff to manage remedial and behavioral issues in<strong>the</strong> classroom is not only cost effective, it is sound practice.• Realign support systems to feeder schools to provide consistency and pr<strong>of</strong>essionalassistance, especially for those in Tiers 2 and 3 <strong>of</strong> <strong>the</strong> RTI process. This wouldinclude school psychologists, speech <strong>the</strong>rapists, program specialists, etc.• Pr<strong>of</strong>essional development could be provided on strategies to be employed in <strong>the</strong>classroom to remediate reading, language arts, and ma<strong>the</strong>matics; <strong>the</strong> pre‐referralprocess; and <strong>the</strong> RTI guidelines in alignment with BP 4131 and 4331 that requireongoing pr<strong>of</strong>essional development.• Ensure that all staff, including general and special education teachers, recognizethat NCLB expects all students to be competent in grade‐level meaningful material.MGT <strong>of</strong> America, Inc. Page 4‐9