GEI eBook for Staff

Page 1

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for Faculty & Staff Faculty & Staff

IIntervention ntervention
General General Education Education
A Guide for
Guide
Contents GEI Overview Data-Driven Decision-Making Select to Navigate Special Education Referrals Related Service Providers during GEI GEI Meetings Frequently Asked Questions The GEI Team Intervention Resources GEI Non-Negotiables Progress Monitoring
Table of

The purpose of General Education Intervention (GEI) is to intervene early for any child (PK-12th) who is presenting developmental, academic, or behavioral concerns. Students needing enrichment opportunities are also included in the GEI process. As soon as a student demonstrates a need, the GEI process of continually designing and.or redesigning supports for children begins with teacher intervention. The process does not end until the student is successful. GEI is part of the Child Find process for Topeka Public Schools.

Child Find is our legal obligation to “ensure that all children with exceptionalities (those who have disabilities and those who are gifted) and who are in need of special education and related services are identified, located, and evaluated.”

Once due diligence has been made and GEI is completed with fidelity, the outcome results in either finding a successful intervention for the student that can be accommodated without a formal plan, a 504 is put into place, or the student qualifies for an Individualized Education Plan (IEP).

GEI Overview
Child Find Fact Sheet

Topeka Public Schools has adopted the Comprehensive, integrated, Three-Tiered Model of Prevention, Ci3T, framework (Lane, Kalberg & Menzies, 2009). This framework ensures all students receive Tier I instruction, If students are showing a need for greater support, the teacher is the first interventionist with Tier II and/or Tier III supports. If data shows these supports unsuccessful, the teacher should make a GEI referral for additional wraparound services.

Each Topeka Public School has a unique Ci3T Implementation Manual. Within it are Tier I, II, and III resource grids. Building staff should use these resources as a guide for possible interventions.

For additional information and resources for Ci3T Implementation strategies, please visit ci3t org

GEI Overview

Administrator

An active participant and KEY factor to an effective meeting. The administrator considers systems within a building and district to determine effectiveness and feasibility of the GEI plan. The administrator holds team members accountable for their roles.

The GEI Team

Counselor

The building GEI Coordinator. Responsibilities include organizing the GEI schedule, contacting team members, and meeting facilitation. The counselor also researches student background and collects previous records. During the meeting, the counselor takes notes and acts as time-keeper. Pre- and post-meeting , counselors follow-up with teachers regarding data collection. At the beginning of the school year, counselors inform teachers of students currently on a GEI plan and their interventions.

Caregiver & Student

Students are key voices and often know their own struggles as well as what will potentially help. Caregivers share valuable background information and can help paint a picture of the whole child.

Related Service Provider(s)

Provide consultation in their expert fields to help determine if a concern is a typical development. They can also conduct screenings in their area and provide ideas for interventions.

School Psychologist

Provides expertise. Determines when a Special Education Consulting Teacher, Special Education Teacher, or Related Service Provider gets involved in the process.

Teacher(s)

The first interventionist and the first to contact caregivers regarding a concern and the GEI process. The teachers helps the team paint a picture of the whole child. Data is provided to the GEI Team by the teacher.

Interventionist

Provides expertise. At times, it may be appropriate for the interventionist to aid in implementing the GEI plan and/or assist in data collection.

Summary Point 7

Data-Driven Decision-Making

Data, along with patience and fidelity of implementation, are keys to success in the GEI process. Not only is it best practice, but the state of Kansas requires schools to have data-based documentation of the interventions and strategies implemented for each child prior to referring any child for a special education evaluation.*

Data begins, and most often, continues with the general education teacher(s). Specific documentation of data should show that appropriate instruction was provided to the student, what educational strategies have been implemented, the results of repeated assessments of achievement which reflect the formal assessment of the student's progress during instruction, and have been provided to caregivers. Examples of data include student work, formative \, summative, standardized, and informal assessments, and observational data.

Progress monitoring data is used to evaluate the effectiveness of the intervention and is an integral part of the GEI process. Furthermore, progress monitoring determines the intensity of interventions and resources needed to support learning and provides a basis of GEI teams to make decisions. Documentation of progress monitoring may include charts, graphs, or records of other systematic data collection.

*If the team suspects a disability, the team must submit a special education referral to ensure the Child Find Process is met and conduct GEI concurrently with the special education evaluation.

Intervention Resources

The team should first consider the fidelity in which the Tier I supports are being implemented before providing Tier II or Tier III supports. Using the building's Ci3T Implementation Manual will help guide this process.

When considering Tier II or Tier III interventions, the team should complete a data analysis and the ProblemSolving Four-Step Process

Ci3T Implementation Manuals also include Tier II and Tier III Intervention Grids as a resource for teams to refer during the GEI process. Each resource or strategy specifies entrance and exit criteria to help in the decision-making process.

Click here for resource infographics, brief videos, frequently used strategies for specific concerns, and district grid blueprints.

Reference manuals housed in every building provide a wide variety of goals, objectives, and intervention strategies.

Progress Monitoring

What is Progress Monitoring?

Progress monitoring is used to assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure (e.g., reading, mathematics, social behavior). It is the method by which teachers or other school personnel determine if students are benefitting appropriately from the typical (e.g., grade level, locally determined, etc.) instructional program, identify students who are not making adequate progress, and help guide the construction of effective intervention programs for students who are not profiting from typical instruction (Fuchs & Stecker, 2003). Although progress monitoring is typically implemented to follow the performance of individual students who are at risk for learning difficulties, it can also follow an entire classroom of students (Fuchs & Fuchs, 2006).

Benefits of Progress Monitoring

According to the National Center on Student Progress Monitoring, progress monitoring has the following benefits when it is implemented correctly: 1) students learn more quickly because they are receiving more appropriate instruction; 2) teachers make more informed instructional decisions; 3) documentation of student progress is available for accountability purposes; 4) communication improves between families and professionals about student progress; 5) teachers have higher expectations for their students; and, in many cases, 6) there is a decrease in special education referrals. Overall, progress monitoring is relevant for classroom teachers, special educators, and school psychologists alike because the interpretation of this assessment data is vital when making decisions about the adequacy of student progress and formulating effective instructional programs (Fuchs, Compton, Fuchs et al., 2008).

GEI Meetings

All members of the GEI Team should be present at every meeting. Members responsible for collecting data should come prepared with the data. If data is not present, the meeting should not be held; the GEI process relies on data to drive decisions.

Prior to a GEI Referral

GEI begins with the classroom teacher. Ensuring Tier I supports are being implemented with fidelity is crucial to finding the appropriate supports for a student.Before the initial referral can be made, the teacher must be implementing classroom interventions and collecting data to illustrate the concern(s). When a concern arises, the teacher should contact the caregivers to inform them of their concerns as well as the GEI process.

During GEI Meetings

Topeka Public Schools uses the problem-solving method for GEI. This is conducted through a four-step process. After a thorough examination and discussion of the data presented, the four-step process begins:

1.Problem Identification

2. Problem Analysis

3. Develop and Implement Plan

4. Evaluate and Revise Plan

At the first two meetings, teams will decide on one of the following:

1. Continue the intervention and monitor student's progress

2. Modify the hypothesis and/or interventions, continue to monitor student's progress

3. Discontinue intervention(s) if student has made sufficient or expected gains.

At each subsequent meeting, the team will decide on options 1-3 or Refer the student for an initial special education or 504 evaluation while continuing interventions and monitoring.

Outcome of GEI

When the GEI process is implemented with fidelity, the team will often determine research-based interventions and accommodations that have shown success to continue for the student. When it is evident that the child's needs requires resources beyond those available in general education, and the team suspects the child has an exceptionality, the child must be referred for an initial special education evaluation. If the child's needs requires resources beyond those available in general education, but do not have an exceptionality, a Section 504 Plan can be considered.

Special Education Referrals

The GEI Team can consider a special education referral if they have tried at least two rounds of GEI providing evidence-based interventions with fidelity and the student did not show adequate progress. In order to make a referral, the school counselor should send all GEI paperwork along with the Referral Form for a Special Education Comprehensive Evaluation to the Coordinator of School Psychology. Once the documents have been reviewed, the Coordinator of School Psychology will let the building Counselor and School Psychologist know whether the referral is approved. Vision and hearing screenings should be conducted during the GEI process as that is a needed piece for a referral to be approved.

A parent can request a special education evaluation. The GEI Team should consider the parent's concern and review the GEI documentation. If there is a concern the student has a disability, the GEI process does not need to be completed prior to an evaluation, but should be run concurrently with the evaluation. The team must make a decision, submit the referral, and provide the written consent form back to the parent within 15 school days. If the team decides to deny the parent request, the building School Psychologist will provide the written notification within 15 school days of the parent request.

Related Services During GEI

Top Reasons to Include OT in the GEI Process:

The student:

is not progressing with handwriting skills (concerns with grip, copying, letter formation and/or legibility)

has difficulty self-regulating (sensory concerns with noises, textures, moving a great deal more than peers)

is unable to complete self-care skills independently (tying shoes, fasteners, opening containers) has difficulty with visual skills (building, cutting, working in boundaries, reading) has executive functioning concerns (organization of self/space, following multi-step directions)

Top Reasons to Include PT or APE in the GEI Process:

The student:

is unable to access playground and join in play with peers has difficulty participating in PE (doesn't know concepts, lack of physical skills, or struggles to work with others)

struggles to keep up when transitioning in the school building (walking up/down steps, speed in hallway)

Top Reasons to Include Speech in the GEI Process:

The student:

is difficult to understand or appears to have difficulty producing specific sounds has receptive language concerns such as difficulty understanding words or questions has expressive language concerns such as answering questions or retelling information exhibits stuttering-like behaviors such as word/phrase repetitions and sound prolongations

Top Reasons to Include Social Work in the GEI Process:

The student:

has difficulty with self-regulation (how to use calming tools/strategies)

struggles with handling stress

shows behavior concerns (following directions, listening, knowing when to ask for help) needs help with peer interactions (making friends, getting along with others, the art of compromise, forgiveness)

has self-esteem issues (growth mindset, self-image)

GEI Non-Negotiables

Data is present and ready for discussion at every meeting. New GEI referrals are met on with team in no more than ten school days of the referral being made.

The Four-Step Problem-Solving Process is followed throughout the GEI process.

All GEI documentation and records are housed within Synergy. Core team members are present and participating throughout the meetings.

Interventions are provided with fidelity.

Frequently Asked Questions

Are we required to implement GEI?

Yes. GEI is a part of the Child Find process for Topeka Public Schools. Child Find is our legal obligation to "ensure that all children with exceptionalities (those with disabilities and gifted) and who are in need of special education and related services are identified, located, and evaluated.

What if a student needs enrichment?

Students who need enrichment should go through the GHEI process. If the student responds well to the enrichment activities/interventions and the team believes the student could be gifted, the team can then make a referral for a gifted evaluation.

Are there any exceptions to implementing GEI for a student?

Yes. If the team suspects the student has a disability, the GEI process does not need to be completed before a special education evaluation referral is made, but should run concurrently with the evaluation.

Where should teams document GEI plans?

All GEI plans and related documents should be housed in Synergy. This ensures that all records are tied to students and plans across the district remain consistent.

What data can be used during the GEI process?

There is no one piece of data that needs to be used; however, data is essential to the process. Topeka Public Schools screens students three times per year for academics using NWEA MAP Assessment and Fastbridge as well as for social skills/behavior using the SRSS-IE/-EC. Data collected through these screenings are acceptable, but are only benchmarks and not progress monitoring tools. These data can be used along with: anecdotal notes, formative assessments, unit assessments, daily behavior charts, and other methods determined by the team.

The team completed a referral for special education. Do we need to continue with GEI?

Yes. GEI is implemented concurrently with the entire evaluation process.

Does the student and/or caregiver to be present for a GEI meeting?

These team members are valued members of the team and should be invited to every meeting.* However, they are not required to attend. If they are unable to attend, they should be informed of the current plan and progress.

*Considerations for student meeting invitations should be made on a case-by-case basis.

Do we have to have data to proceed with a GEI meeting?

Yes. Data is the key to the entire GEI process. Data drives the team to determine what interventions are and are not working as well as how to proceed with support.

Frequently Asked Questions

What if the team has more than one concern for a student?

The GEI team can address more than one concern simultaneously. However, when determining a goal for the student, the team should target one specific concern that they will track progress for. Progress monitoring tools should be specific to the goal. Additional concerns should be listed with interventions and data, but the data shouldn't be used to determine if the student has made adequate progress toward the primary concern listed in the plan.

Can Special Education staff be involved in the GEI process?

Yes. They can be involved in the GEI process to offer consultation and resource ideas.

Can special education or related service be an intervention for a student without an IEP?

In some cases, it may be appropriate for a student to partake in a small group with a special education teacher and/or related service provider to gain "incidental benefit." The team can consider this option, but should be limited to one "round" of the GEI process. The exception is if Speech is the primary concern. In that case, the SLP may provide intervention and track data throughout the GEI process.

Is preschool included in the GEI process?

Yes. Preschool students should go through the GEI process if there are developmental concerns. At the preschool level, parents are still entitled to request a developmental screening at Quinton Heights. If the screening results in a referral for a comprehensive evaluation, the GEI process should be run concurrently with the evaluation.

Should the team hold typical GEI meetings for a student with only Speech concerns?

Yes. Oftentimes, other concerns are brought to the attention of the team during these meetings. It is the responsibility of the team to do due diligence of addressing all student needs and working together to provide supports.

Does a GEI Plan carry over from the previous school year?

Yes. GEI is implemented until the student is successful. Counselors should she be teachers access and review student plans at the beginning of each school year. GEI Plans remain on student profiles as they progress to the next grade level and/or move buildings.

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