How the school would use a multi-tiered system of support

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Reference no: EM133569440

Assignment:

Scenario 1: You are a part of? Pablo's IEP team to plan for? his education. Pablo is a student with an intellectual disability, diagnosed with Down Syndrome. Consider the following: - answer the bolded points.

What preliminary considerations might help you prepare for? Pablo's IEP ?meeting?
As? Pablo's IEP meeting? progresses, teachers must be prepared to discuss his present levels of academic achievement and functional performance. What information must you be prepared to share about? Pablo? How should that information be? worded?
After the IEP team discusses? Pablo's present? levels, his goals, supplementary and related? services, they are ready to discuss where Pablo will receive his special education services. Provide a brief definition of inclusion to the IEP? team, the four key features of inclusion, and research findings related to the benefits of inclusion.

Scenario 2: You are one of Kelsey's teachers. Kelsey is a student with ADHD, who does not have an IEP or receive special education services.

Explain how the school would use a multi-tiered system of support (MTSS), that integrates both RTI and SW-PBIS, to provide supports and interventions needed to help students like Kelsey succeed in school.

Reference no: EM133569440

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