General Education and Special Education Collaboration, Family-School Partnerships, Transition, Least Restrictive Environment, IDEA ’04, Core Components of a Strong RTI2 Process
• General Education and Special Education Collaboration - From the initial planning via the co-design model and the make-up of site/district teams to each of the activities of the institute and the follow-up Technical Assistance days, collaboration is at the core of our proposed process. We as a “team” of general education, special education, administrators, parents, and students will be collaborating to address the issues presented and to create an action plan.
• Family-School Partnerships - Parents, teachers, and students will be interacting in the dynamic process of developing ePortfolios, will actively engage in examining student progress and making decisions about instructional methodology, bringing transparency to assessment for parents and students, thus demystifying the process.
• Transition - Students will be engaged in the co-development of their ePortfolios, applying technology tools that will be keys to their success as they transition from school to the workforce of the future. The communication skills they will learn as they become the presenters of their portfolios, is a concrete way for them to reflect confidence and life long self advocacy tools.
• Least Restrictive Environment & IDEA ‘04 - Focusing on Response to Instruction and Intervention, participating sites and districts will be able to more effectively articulate student progress and therefore increase their ability to make better instructional decisions that will allow students to remain in their least restrictive environment.
• Core Components of a Strong RTI2 Process - Progress monitoring will become more effective when all dimensions of a student’s learning are available for review. ePortfolios give a face to data and provide immediate feedback on the impact of an intervention.
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