AT-RISK STUDENTS AND SPECIAL POPULATIONS A strong response will have the following characteristics: process for identifying at-risk students, including those with academic and behavioral needs Provides clear and appropriate delineation within the state-mandated Response to Intervention model Team/operator has a demonstrated record of success serving a wide range of students with disabilities (mild, moderate, and severe) Processes for identifying students with disabilities are well-defined, including administration of placement assessments and communications to parents and teachers Special education staffing aligns with qualifications and student-teacher ratios required in statute: For example 22:1 for students with severe disabilities () Full Nevada licensure for all special education teachers/coordinators (no waivers or substitutes) Processes for identifying English Language Learners are well-defined, including administration of placement assessments and communications to parents and teachers ELL staffing aligns with qualifications required in statute: Full Nevada licensure for all ELL teachers/coordinators (no waivers or substitutes) Processes for identifying homeless students are well-defined, including administration of placement assessments and communications to parents and teachers Describes the specific services that will be provided for students within and outside the classroom, including curriculum and instruction and exposure to co-teaching Devotes adequate resources and staff to meeting the needs of all students Provides a detailed plan for appropriate professional development to teachers and staff to ensure they can support and accelerate the learning of at-risk and special population students which is aligned to the budget and overall PD plan Clearly demonstrates deep understanding of Nevada and federal laws and regulations governing services for students with disabilities Ensures that the rights of students with disabilities are protected with regard to discipline Articulates requirements and processes for monitoring services to students in need and plans to exit students who attain sufficient progress Outlines plans to promote parent participation among parents of students with disabilities and English Language Learners Plan to provide timely support for homeless students and families is sufficient and aligned with SPCSA policies and state law and regulation for students in transition
AT-RISK STUDENTS AND SPECIAL POPULATIONS A strong response will have the following characteristics: process for identifying at-risk students, including those with academic and behavioral needs Provides clear and appropriate delineation within the state-mandated Response to Intervention model Team/operator has a demonstrated record of success serving a wide range of students with disabilities (mild, moderate, and severe) Processes for identifying students with disabilities are well-defined, including administration of placement assessments and communications to parents and teachers Special education staffing aligns with qualifications and student-teacher ratios required in statute: For example 22:1 for students with severe disabilities () Full Nevada licensure for all special education teachers/coordinators (no waivers or substitutes) Processes for identifying English Language Learners are well-defined, including administration of placement assessments and communications to parents and teachers ELL staffing aligns with qualifications required in statute: Full Nevada licensure for all ELL teachers/coordinators (no waivers or substitutes) Processes for identifying homeless students are well-defined, including administration of placement assessments and communications to parents and teachers Describes the specific services that will be provided for students within and outside the classroom, including curriculum and instruction and exposure to co-teaching Devotes adequate resources and staff to meeting the needs of all students Provides a detailed plan for appropriate professional development to teachers and staff to ensure they can support and accelerate the learning of at-risk and special population students which is aligned to the budget and overall PD plan Clearly demonstrates deep understanding of Nevada and federal laws and regulations governing services for students with disabilities Ensures that the rights of students with disabilities are protected with regard to discipline Articulates requirements and processes for monitoring services to students in need and plans to exit students who attain sufficient progress Outlines plans to promote parent participation among parents of students with disabilities and English Language Learners Plan to provide timely support for homeless students and families is sufficient and aligned with SPCSA policies and state law and regulation for students in transition