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Again it's khooni Monday after long weekend.
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Te a ching RSP/SAI. Any help on how
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Ideally I would make a schedule that accommodated exactly how much time the student would best be served by need basis, but unfortunately sometimes you have to look at your caseload and time restraints and pull out times from gen Ed and do the very best you can. It is a juggling act.
I struggle with this. I never know if I'm giving them too much or not enough.
It depends on the need, but I typically did 30 min reading 15 min writing (because I integrated the two) and 30 math. I liked breaking it up am and pm if schedules allow so they didn't miss too much core instruction. But if you have to do it in one chunk, then allocate an hour. Behavior can also be addressed at the same time unless you need to teach a specific program like Second Step, etc. Your services supersede gen ed, its the law, so don't let any gen ed teachers tell you that you cant pull kids during a certain time, with the exception of specialists. It is indeed a juggling act.
Education for Sustainable Development
(ESD) normally recommends times kids need.Then they talk about how many children are in Sped.Accommodates also come into play for time.
I will have to learn all of this stuff to help teach in Sped.My boss over sees Sped,I will be helping her out to teach.
I have been a Sped Para for 7yrs now.I only know what the kids need help with as for reading,writing & math,and some behavioral things.
In PA we use the Penn Data equation which is the total school hours (in minutes)divided by the total amount of time the student is in this setting (not just in the gen Ed classroom so any time in gen Ed (homeroom, transition, lunch) is counted. If this percentage is 80% or above, that student is typically receives itinerant LS. 79-40%- the students receive supplemental services. Lastly, 39-20% represents the final tier and those are our most needy students.
I’m not required to go off any equation. It’s based on their needs. I teach mild/moderate with pull-outs. I get them in, teach them intensive and explicit instruction, then get them back to class as soon as possible. If they need more Tier 3 instruction, it’s driven by data and a team decision.