2.  Cynthia Gann shared that Hondo ISD edits the SSI Accelerated Instruction Plan template to use as part of your ARD paperwork (handout and link provided)  LEAs are going back on all students that failed state assessments in 09-10 to create AIP/IPI and continue this practice from date forward  This can be handled through ARD Amendment if it does not change placement. The ARD Amendment process can be used UNLESS the ARDC addresses one of the following areas: eligibility determinations, changes of placement, and manifestation determination reviews.

3. AIP determines: 1. The manner in which the student will participate in an accelerated instruction program; AND 2. Whether the student will be promoted or retained IPI must:  Design program to attain a standard of annual growth on the basis of the student’s individualized education program

4.  Use MOE to support the need for current staffing numbers  Use of Instructional Aides (IA) & Transportation are being reviewed  Judson ISD added info to their Operating Guidelines about 1-1 IA requests  SAISD shared resources for staffing studies: District Management Council; Urban Collaborative; Great City Schools  Another resource is TASB Staffing Study  Examine “basic” program expenditures vs. excess costs  Sherry will contact the District Management Council about contracted a 1-day overview for future meeting

5.  Request for staffing ratios from other districts for comparison purposes. However, straight numbers may not tell the true picture of students served in certain situations.  Part-time employees & coop structures for certain positions  Consider 19 hour part-time employees so benefits are not paid  Job Sharing is a consideration  Diagnostic/Evaluation staff work with RTI and behavioral job duties

6.  How do mainstreamed students taking TAKS-M receive credit in a co-taught classroom? ◦ If that child receives modified curriculum in that class then they would receive a 9000 class code if that minimum curriculum credit is specific to special education (8000 code if available to all students). The credit that is awarded substitutes for the core content credit with a different course name.  Life skills students in general education PE. If student isn’t accessing all TEKS, how do we handle the modified curriculum (APE?) ◦ You could change the course code number to show that this is a modified curriculum course

7.  Elective courses (Math Interventions, Reading Interventions)  Requirement for anyone that does not pass TAKS  Before and after school tutoring  Credit Recovery lab

8.  PLATO  Heartbeeps  PACEmakers  Nova Net  Odyssey  A+  Apex

9.  Pass/Fail courses for life skills students? NO  Ranking for graduation? ◦ Identified in policies & procedures with a weighted system. ◦ Be careful that special education courses are not weighted lower or excluded just because it is a sped course (OCR issue). ◦ Examples: AP Courses=5; General Core Course=3; Non- Core/Modified Content Courses=1 ◦ Another option is to exclude ranking of ALL students on the Minimum Graduation Plan due to the fact that they are not eligible to attend a public 4-year college  Alignment of modified curriculum to EOC? Alternative Assessment should not change so use current resources from TAKS-Alt. More to come on EOC-M…

10.  Behavior Strategies: ◦ (Northside ISD) Data debrief meetings with campus principals—campus comparisons monthly ◦ Staff Development with Eric Hartwig for principals and asst principals to speak to alternative to suspension ◦ Make up ALL work! ◦ Area Coordinator to review discretionary discipline referral to assure they followed guidelines and they can get kicked back (DeNette will share the steps) ◦ (Alamo Heights) AP sends monthly reports to Sped Director to calculate the percentage ◦ After School Suspension instead of ISS ◦ (East Central) Discussions with secondary campus administration ◦ On Campus DAEP so the time increments are much smaller

11.  (Boerne ISD) conducts a FBA for all students that are classified as ED, OHI, Autism and link the FBA and BIP to the student’s goal  If you are going to conduct FBA you must get written consent and then it is highly likely that you will come back and modify the BIP based on that data  Must conduct an FBA when there is a link between the violation and disability (MDR)  Do you need to do a FBA for a 504 student? ◦ You can!

12.  For TAKS-M takers? ◦ Most shared they did for ALL  For students in self-contained behavior units? ◦ Most shared for ALL  Do you still have secondary behavior units? If yes, how do you handle HQ? ◦ Those that responded shared that most of the teachers were teachers that were “grandfathered” into the system. More discussion to come.

13. sherry.marsh@esc20.net