FAQ

 I have a student struggling in my class, what steps do I take?

 My struggling student is already receiving Tier 3 services, what do I do next?

What information is needed at a Tier 3 RtI meeting?

What is needed before a referral for a special education evaluation can be made?

What interventions are available for use in the Geneseo School District?

Who should I contact first with questions regarding special education, RtI or struggling students?

Does every student have to go through the RtI process before referral for a special education evaluation?

If a parent asks me about special education, what should I do?

What are the expectations for a general education teacher at an IEP meeting? 

How should I prepare for an IEP meeting?

What are executive functioning skills?


I have a student struggling in my class, what steps do I take? 

Students struggling academically first need to go through the RtI process before eligibility for special education can be considered.  If the struggling student is not receiving Tier 2 or Tier 3 interventions, please refer the student to the building RtI team to begin services.

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My struggling student is already receiving Tier 3 services, what do I do next?

Your building team will have monthly meetings to review student data.  At that time the team will determine if the student is make enough growth to begin closing the achievement gap.  If the students rate of improvement is sufficient (closing the gap) RtI services will continue.  If the student is not making growth the RtI team may: change the intervention, increase time, or give more time with the current intervention.  If none of the interventions attempted are successful with improving student growth a referral for special education evaluation will be made.

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What information is needed at a Tier 3 RtI meeting?

Interventionist Classroom Teacher
Aimsweb graph with 6 to 8 weekly data points in target area of need Current grades
Fountas and Pinnell reading level and comparison to average (if reading concern) Any assessment information with comparison to average peer
Record of interventions provided and amount of time Relevant work samples
Any other additional data Record of classroom interventions (extra instructions)
List of accommodations or modifications provided
Dates of parent contact and any notes from those
Behavior or motivation concerns
Any behavior interventions implemented

Summarize the student’s needs in the areas of curriculum, instruction, and environment.  Include a statement of whether the student’s needs in terms of materials, planning, and personnel required for intervention implementation are significantly different from those of general education peers.

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What is needed before a referral for a special education evaluation can be made?

  • The intervention (additional instruction) is occurring in the deficit area to the maximum extent possible in general ed (daily for 20 minutes or more)
  • There is an intervention record (dates, times, and intervention provided)
  • Intervention has changed at least once
  • Progress monitoring (preferably aimsweb) is occurring weekly
  • We have 6 to 8 data points or more
  • Trend is not on line to meet the target
  • Student performance is consistently below the 25th percentile

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What interventions are available for use in the Geneseo School District?

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Who should I contact first with questions regarding special education, RtI or struggling students?

RtI Building Team Member

Social Worker

Psychologist

Building Principal

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Does every student have to go through the RtI process before referral for a special education evaluation?

No, if the team suspects a disability other than a learning disability or behavior concern (vision, hearing, autism, intellectual disability, traumatic brain injury) an evaluation can take place without the RtI process.

Please contact you school psychologist or social worker if you have a question about a student concerning one of the above areas.

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If a parent asks me about special education, what should I do?

  • Write down any concerns the parent mentions
  • Share this information with your building principal and special education coordinator as soon as possible.
  • If you receive a written request for evaluation, provide this to the special education coordinator the same day.  The school district has only three days to contact the parent about this.Click to Top

What are the expectations for a general education teacher at an IEP meeting? 

The IEP team must include not less than one general education teacher who has knowledge of the curriculum and may be responsible for implementing the IEP, if the child is, or may be, participating in the general education environment

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How should I prepare for an IEP meeting?

The general education teacher should be prepared to discuss the general education curriculum the child may be participating in.

If the student has been participated in the teachers class, the teacher should be prepared to report on academic and behavioral progress. Please bring any assessment data or grades.

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What are executive functioning skills?

There are 8 executive functioning skills.  Click here for an overview.