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Title1 and LAP Consideration Outline

Page history last edited by MrsK Books 7 years, 6 months ago

Green Mountain SD

Title 1/ LAP

Program Considerations

2012-2013

 

Entering Program

Preparing to Exit Program

Exiting Program

  • MSP (L2/L1)
  • AIMSweb (68%= below/well-below bands)  Indicating further testing be done
  • Further Testing:

             CTOPP Language Acquisition

             AIMSweb Math Computation

  • Reading/Language Arts:

             SanDiego Quick

             Individualized Reading Inventory

               (oral and silent reading comprehension)

             Rewards Multi-Syllabication

             Barton’s Written Diagnostic Tool

  • Math: 

              AIMSweb: Math Concepts  

  • Classroom:

             Work

              Observations

  • Parent Concerns/Observations 
  • MSP (L2/L3 400-410)
  • AIMSweb (70%= average band)  Indicating success at grade level
  • Further Testing:

             CTOPP Language Acquisition

             AIMSweb Math Computation

  • Reading/Language Arts:

             SanDiego Quick

             Individualized Reading Inventory

                 (oral and silent reading comprehension)

             Rewards Multi-Syllabication 

  • Math:

             AIMSweb: Math Concepts 

  • Classroom:

             Work

              Observations

  • Parent Concerns 
  • MSP (L3/L4 410+)
  • AIMSweb (72%= average band or above)  Indicating success at grade level
  • Further Testing:

             CTOPP Language Acquisition

             AIMSweb Math Computation

  • Reading/Language Arts:

             SanDiego Quick

             Individualized Reading Inventory

               (oral and silent reading comprehension)

             Rewards Multi-Syllabication

 

  • Math:

             AIMSweb: Math Concepts 

  • Classroom:

             Work

             Observations

  • Parent Concerns

 

  1. Teacher/parent request
  2. Gathering data and further testing
  3. SIT meeting with teacher 
  4. Meeting with teacher to discuss findings; scheduling; classroom accommodations; parent notification
  5. Writing student compact and SLP goals
  6. Parent review and signing of compact with SLT
  7. Services begin
  1. Recommendation is received with classroom support (documented evidence)
  2. Review of current benchmark gains/scores with SIT
  3. Benchmark testing:
  • Between 3-6 months behind grade level percentage
  • Documentation of steady improvement with interventions and classroom modifications
  • Documentation of SLP goals being met

     4.      Trimester monitoring

 **Student Learning Plan is  drafted for transition into classroom without services (scheduled student monitoring for the first year)  

Documentation that student has successfully maintained grade level goals:

  • Classroom scores of 70% or better
  •  SLP goals of 80% or better
  •  Benchmark grade level scoring on all school assessments
  1. Exiting compact is written with teacher modifications
  2. Exiting compact is signed by specialist, teacher, parents
  3. Compact copy is placed in student’s district folder

 

Washington State Accommodation Guidelines 

 

 

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