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FAYETTEVILLE-MANLIUS SPECIAL EDUCATION AND ACADEMIC

INTERVENTION PROGRAMS

Report to the Board of Education

May 11, 2009

Special Education Program

433 school age students with disabilities

4722 total enrollment as of December 2008

9.2%special education population

Special Education Program 10 of the 433 students with disabilities

are placed by the Committee on Special Education in educational settings outside of the district Placements include: OCM BOCES and Judge

Rotenberg Center 99% special education population is

served within the school district

Transfer Students/Administrative Placements

The following is a summary of the number of students with disabilities who moved into the F-M School District: Jan. 1997 – Dec. 1997: 11 Jan. 1998 – Dec. 1998: 24 Jan. 1999 – Dec. 1999: 45 Jan. 2000 – Dec. 2000: 37 Jan. 2001 – Dec. 2001: 32 Jan. 2002 – Dec. 2002: 39 Jan. 2003 – Dec. 2003: 24 Jan. 2004 – Dec. 2004: 24 Jan. 2005 – Dec. 2005: 31 Jan. 2006 – Dec. 2006: 27 Jan. 2007 – Dec. 2007: 18 Jan. 2008 – Dec. 2008: 22


22 students with disabilities were new entrants to F-M : 7 students came from out-of-state 6 students came from other school districts

within Onondaga County 9 students came from other NYS counties


2 student required a one-to-one teaching assistant as per existing IEP

4 student required shared teaching assistant support as per existing IEPs

Response to Intervention Definition: A problem solving approach

aimed at improving pre-referral services and preventing unnecessary assignment to special education

With RTI, a low performing student is offered an intense, small group or individualized academic intervention. Progress is monitored to determine if the response to the intervention yields adequate progress

Response to Intervention Essential components

Part 100 regulations School wide universal screening Three tiered approach of increasingly intense

interventions Continuous progress monitoring

AIMSweb Program Data based decision making--Staff to use progress

monitoring data to determine effectiveness of research-based interventions

SED mandate for RTI to be fully operational in elementary schools by 2012

Response to Intervention Implemented in grades K and 1 at Fayetteville Elementary

School FE formed an RTI committee made up of 10 general

education and special education staff members Team conducted benchmark assessments

to establish local norms to identify students who are at-risk in reading and

require additional reading intervention Initial Kindergarten data suggested that the vast

majority of incoming kindergartners have age appropriate literacy skills

First grade data indicated that more explicit instruction in phonemic awareness and phonics is necessary. From that data, the reading teachers developed a teacher guide with classroom lesson plans and reading activities for K teachers to incorporate into their daily reading instruction

Response to Intervention Research based interventions:

Leveled Literacy Intervention Reading Program

Fast ForWord Program Earobics Fundations Reading Program Peer tutoring Reading Café PALS Program

Fountas and Pinnell Leveled Literacy Intervention (LLI) Program

This is a small group, supplementary reading intervention for struggling readers in grades K, 1, and 2.

It is a short term, 5 day per week intensive program which incorporates: a combination of reading, writing, phonics and word

study emphasis on comprehension strategies attention to features of fiction and nonfiction specific work on sounds, letters, and words activities to expand vocabulary opportunities to write about reading


Preliminary teacher comments and results: Enders Rd: “I am definitely seeing progress

with my students. They continue to improve in their reading levels and I have seen a big improvement in their writing.”

Mott Road: “All of my first grade students have made progress and I believe the 5 day routine is very helpful.”

Fayetteville Elem: “Two 1st grade students who were not able to read level A in Sept. have tested at level D since started the LLI program in Dec.


Fayetteville Elem. (cont’d) Three 2nd grade students started the year at

level D and two have now benchmarked at level H and one student is now at level J since beginning LLI in Dec.

Two 2nd grade students who started the year at level C are now at level H since beginning LLI in Dec.

Kindergarten Early Literacy Program

BLAST OFF! (Books, Letters and Sounds Together)

11:30 am to 12:30 pm-Monday, Wednesday, Friday

8 kindergarten students Staffing: Reading teacher, Speech therapist,

teaching assistant Program outline:

Reading/Writing-to develop early reading and writing strategies, develop fluency and automaticity with letters and sight words

Language-to practice receptive and expressive language skills, descriptive language, social language

BLAST off!

BLAST off!

Kindergarten Early Literacy Program

Two of the eight students have graduated from the program in March and are functioning at grade level in reading

Kindergarten teachers report that the program has been extremely valuable and have noticed measurable improvement in the students’ skills and confidence levels

Integrated Co-teaching Model at Wellwood Middle School

Special education teachers co-plan and co-teach with general education ELA and Math teachers in grades 5-8

Teaching assistant support is provided for Social studies, Science and special area classes as needed

Approximately 4-6 students with disabilities in each of the integrated co-teaching classes


Teachers report: In all ELA and Math integrated co-teaching classrooms

(except grade 6 Math), the students have higher test scores and grades than the students in classes without the co-teaching model

All students with disabilities in these classes are receiving passing grades in the ELA and Math courses

Both of the general education and special education teachers have equal responsibility for the students and are viewed as two equal teachers….there is no distinction between teachers

This is the first year that general education students have stayed for extra help with special education teachers during activity period


General Education teachers report that, in their opinion, all students are benefiting from this model

General Education teachers reported that the model creates a “safe and comfortable” environment for all students and they see increased class participation

All general education teachers who have been involved in the co-teaching model have asked to continue next school year

Ongoing Professional Development to Support Programs Response to Intervention Staff

DevelopmentDr. Seth Aldrich, RTI consultant and AIMsWeb trainer

has provided eight days of training both prior to the beginning of the pilot at Fayetteville Elem. as well as throughout this school year

Enders Road and Mott Road staff met with the Fayetteville Elem. team on March 27th to discuss their implementation of RTI

Enders Road and Mott Road Elem. staff will receive additional training on May 15

Psychologists will receive a minimum of two days of training on progress monitoring using the AIMsWeb Program

Summer training program is being developed

Ongoing Professional Development to Support Programs Kindergarten Early Literacy Program Staff

Development Speech therapists developed the program in January

2008 Meetings were then scheduled with the reading

teachers and kindergarten teachers to gain additional input

Elementary principals, kindergarten teachers, speech therapists and reading teachers met on March 25 to discuss the current program at Enders Road and to review changes to the program structure for next school year

Summer staff development will be planned for implementation at Fayetteville Elem. and Mott Road Elem. next school year

Ongoing Professional Development to Support Programs Co-teaching Staff Development

OCM BOCES trained Wellwood staff on August 28th as to the various models of integrated co-teaching

Monthly meetings were held this year with the teachers to discuss the implementation of the co-teaching model and to provide ongoing problem solving

In February, teachers involved with co-teaching were given time to meet and plan program for next year

Summer staff development will be planned for teachers to co-plan

Interventions/Assistive Technology

“For people with normal abilities, Technology makes doing things easier….For people with disabilities, Technology makes things possible.”

Unknown

Assistive Technology Any item, piece of

equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve the functional capabilities of a student with a disability. Such term does not include a medical device that is surgically implanted, or the replacement of such a device.

Assistive Technology

ATs are individualized ATs often require planning,

implementation, and adjustment ATs assist students in overcoming

barriers on a student by student basis

Assistive Technology Smart boards Alpha

Smart/Dana/Fusion word processors

Augmentative communication devices

Prone stander Intellitools

Classroom Suite software

Assistive Technology Four staff members: Beth Filiczkowski, Tracy Simmons,

Laura Thurston and Teresa Wildhack completed a year long training at the TRE Center in the Capital Region BOCES

They are now certified AT specialists and are able to conduct our own assistive technology evaluations in the district

This team developed an assistive technology policy and procedures manual for our district including new district AT referral/reporting forms

The team catalogued all assistive technology equipment and computer software programs (both low tech and high tech)

The team compiled a packet of resources entitled, “Tools for writing, reading and math” for staff

Assistive Technology AT Team Recommendations

Create a district Assistive Technology team which would oversee the assistive technology needs of the district

Develop an ongoing staff development program specific to assistive technology

Their manual will be shared with staff and their recommendations will be discussed for future implementation