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									                                                 April 6, 2006

MEMORANDUM

TO:        Superintendents
           Directors, Exceptional Children Programs
           Directors, Charter Schools

FROM:      Elsie C. Leak, Associate Superintendent
           Curriculum and School Reform

           Mary N. Watson, Director
           Exceptional Children Division

RE:        Response to Intervention and the NC Problem-Solving Process


        The Department of Public Instruction will be providing regional overview and information
sharing sessions for Superintendents or their designee, Lead School Psychologists, an Elementary
Curriculum Leader or School Principal, and EC Program Directors regarding the reauthorized
Individuals with Disabilities Education Improvement Act. This overview will cover the provision
within the law which allows a local educational agency to use a process which determines if a child
responds to scientific, research-based intervention as a part of the evaluation procedure for students
suspected of having learning disabilities.

        Information will be provided about how a problem-solving model supports all children who
struggle, not just those identified as students with disabilities. Participants will also be given
information about how this model supports No Child Left Behind legislation and Annual Yearly
Progress requirements. Participants will also learn about the application process to participate in
summer training and plans for future training and statewide implementation.

        Five school systems in North Carolina are currently piloting the NC Problem-Solving Model that
was developed as a method to determine a child’s response to intervention. The model involves a
systematic process to determine a child’s response to intervention, emphasizing (a) problem
identification, clarification, and analysis; (b) intervention design and implementation; and (c) ongoing
monitoring and evaluation of intervention effects. It is data-based, includes specific decision-making
points, and emphasizes the use of multiple intervention strategies and functional, multi-dimensional
assessment procedures. The model also assures that functional assessment procedures are selected
which provide information and data about environmental, curricular, and instructional variables as well
as student characteristics, since all of these variables affect student performance and may require
modification to improve student learning.


                                 EXCEPTIONAL CHILDREN DIVISION
                                               Mary N. Watson, Director
         6356 Mail Service Center, Raleigh, North Carolina 27699-6356 | (919) 807-3696 | Fax (919) 807-3243
                            AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
       MEMORDANUM
       April 6, 2006
       Page 2

               The problem-solving process involves collaborative teaming across several stages, the most
       important being those steps that take place within general education. Key to this sequence of steps is the
       classroom teacher and supporting personnel who develop hypothesis about the student’s difficulties and
       generate possible. The problem-solving process involves collaborative teaming across several stages,
       the most important being those steps that take place within general education. Key to this sequence of
       steps is the classroom teacher and supporting personnel who develop hypothesis about the student’s
       difficulties and generate possible solutions. The student’s response to general education intervention is
       the primary determinant of need for referral for additional services. One end result could be
       identification of a student for special education services, but only after a systematic, data-based decision
       making process has clearly demonstrated both the eligibility and the need for special education. Another
       result could be the provision of other specially designed services proven successful within the general
       education classroom.

       Regional information sessions are scheduled from 9:00 until 11:30 as follows:

       Western Region         April 27, 2006
             location:        Buncombe County Schools (175 Bingham Rd., Asheville, NC) -
                              Administrative Services Building, Board Room

       Southwest Region       May 1, 2006
             location:        Union County Schools Instructional Support Center (721 Brewer Dr, Monroe,
                              NC) – rooms 203/204

       Northeast Region       May 3, 2006
             location:        Pitt Community College (1986 Pitt Tech Road, Greenville, NC) – Leslie
                              Building, room 143

       Southeast Region       May 4, 2006
             location:        James Sprunt Community College (Highway 11 South, Kenansville, NC) -
                              Williams Building, room 100

       Northwest Region       May 10, 2006
             location:        Caldwell County Library (120 Hospital Ave NE, Lenoir, NC) – room #6

       Central Region         May 16, 2006
             location:        Durham Public Schools Staff Development Center (2107 Hillandale Road,
                              Durham, NC)



We hope you and others from your school system will plan to attend this informational meeting. Please share
this invitation with others in your school system. If you have any questions, please feel free to contact Susan
Davis at (919) 807-3985 or sdavis@dpi.state.nc.us.

ECL/MNW/sd

C:     June St. Clair Atkinson
       Janice Davis

								
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