PURPOSES AND ESSENTIAL COMPONENTS

West Virginia Department of Education

West Virginia Department of Education

PurposePurposes of thes of the

AIR AIR ModelModel

Reading

Math Positive Behavior Support

IEPcontinued services

10-5+2=7

LD EBD Mild

MI

OHI OI

Premises

Students with disabilities can receive guaranteed services, the protections of IDEA, and appropriate instruction without a label.

Labels often bias persons in a student’s life and may add an emotional burden

Instruction should be based on student learning characteristics and needs, not disability labels

The traditional language of special education, in and of itself, creates barriers to meeting the educational and social needs of students.

AIR Processes

West Virginia Department of Education

AIR schools will use a model that does not assign a category of disability but selects students for instructional supports that continue beyond those described in Tier III , include the

protections of IDEA, and are included on an IEP

IN AIR SCHOOLS THE RESPONSE TO INTERVENTION MODEL PROVIDES DATA FOR

DECISION MAKING AS A FEW STUDENTS MAY BE CONSIDERED AND

SELECTED FOR CONTINUED SERVICES THROUGH AN IEP

Instruction

West Virginia Department of Education

Universal

Targeted

Intensive

Continued services for

students with low response to intervention

Three Tier Instruction Model

DATA ANALYSIS AND DECISION MAKING

Selection

Selection

Instruction following selection for IEP Services

West Virginia Department of Education

Students’ academic needs will be met non-categorically.

IEPs will not reference a disability. Areas requiring specially designed instruction will be identified by the IEP

Team, and this instruction will be provided by special and general educators who have

the knowledge and skills to meet the student’s needs.

A student with an IEP is a student of the school first with a right to all the services the school offers students without IEPs.

Reporting

Reporting

West Virginia Department of Education

A summary of student characteristics and educational needs and documentation of decision will be completed by the Selection Committee and submitted to the county special education director.

The county special education director will make a determination as to the category within which the student will be reported for federal purposes.

As of May 2009, students being re-evaluated may continue to be designated as a student in need of IEP services but without a disability label.

West Virginia Department of Education

Characteristics of continued services through an IEP often reflect those in the three tiers of instruction and intervention. They

encompass also, however, the guarantees of, e.g., related services, accommodations, procedural safeguards, and parental notification

and collaboration.

Continued ServicesThrough an IEP