1. Understanding Special Education Services

2. Understanding Special Education Services
November 10, 2015
Parent Education Training
FBISD Special Education Department

3. Legal guidelines
NCLB (This is about to be reauthorized in Congress.. Stay tuned)
IDEA 2004
IDEA Regulations
State Laws and Regulations
Local Policy and Administrative Guidelines
Case Law

4. Case Law Federal Case Decisions (Supreme Court and 5th Circuit)
Due Process Hearings in Texas
Other Important Due Process avenues– TEA Complaints, TEA Mediation

5. Federal Accountability - AYP
NCLB
Major Goals
All students will reach high standards (minimum proficiency) by
All limited English proficient students will become skilled in English
By all students taught by HQ teachers
All students will be educated in learning environments that are safe and drug free
All students will graduate from high school
Federal Accountability - AYP

6. IDEIA 2004
Congress made it clear that students with disabilities are expected to reach the same academic goals and meet the same academic standards as their age-appropriate, non-disabled peers

7. IDEIA 2004
Purpose – To ensure that ALL children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for FURTHER education, employment and independent living.

8. IDEIA 2004
Ensures procedural safeguards (follow the rules or procedures)
Timelines
ARD attendance
Notices (5 day prior to ARD)
IEP goals
Services provided per ARD
More

9. Research Based Instruction
IDEIA 2004
Ensures a FAPE (Free Appropriate Public Education)
So what does FAPE mean…. – (targeted high quality instruction, monitoring of student progress, student making progress)
Progress
Research Based Instruction

10. Special Education Services
Condition – Must meet 1 of 13 Disability Conditions as determined by a full individual evaluation
Eligibility is established by ARD Committee – Must have a one of the 13 conditions AND Require “Specialized Designed Instruction”

11. Disability Categories
Auditory Impairment
Visual Impairment
Speech Impairment
Learning Disability
Intellectual Disability
Orthopedic Impairment
Other Health Impairment
Autism
Traumatic Brain Injury
Emotional Disturbance
Multiple Disabilities
Deaf/Blind
Non-Categorical Early Childhood

12. ARD Committee LPAC rep (if child is LEP)
CTE rep (if child is currently in CTE classes or the ARD committee will discuss potential CTE courses)
Required Members:
Parent/Guardian
Administrator
General Ed Teacher
Special Ed Teacher
Evaluation specialist who can interpret the instructional implications of evaluation results (Diag/LSSP/SLP, etc.)

13. 8 Components of the IEP
Present Levels of Academic Achievement and Functional Performance (PLAAFPs)
Measurable Annual Goals
Least Restrictive Environment Consideration
Accommodations, Modifications and Services

14. 8 Components of the IEP Cont.
Frequency, Duration, and Location of Services
Transition Services
Reporting Progress
Participation in State and District Assessment

15. Specially Designed Instruction
Adapting, as appropriate to the needs of a child, the content, methodology, or delivery of instruction –
To address the unique needs of the child that result from the child’s disability; and
To ensure access of the child to the general curriculum, so that he or she can meet the educational standards which apply to all children.

16. Specially Designed Instruction
The development of an appropriate IEP
Standards Based IEP Goals
The Implementation of the IEP
Delivery of Instruction based on a continuum of services
Co-teach/In-Class Support services in the General Education Setting
Resource, District Wide Programs, etc. (occurs in a special education setting with special education teacher and only students who are eligible for special education services)

17. Individualized Education Program
May Include:
Academic and Functional IEP Goals/Objectives
Behavior IEPs
Accommodations/Modifications
Related Services

18. Academic IEPS Goals/Objectives
Developed collaboratively in ARD meeting (or prior to meeting in Draft form)
State the specific objectives (benchmarks) and annual goal
Student’s academic grades align with making progress on objectives and goals
Student should master the IEP goal(s) or make meaningful progress toward mastery on an annual basis
Must be “reasonably calculated to enable the student to receive educational benefit”
IEPs must be implemented by special and general education staff members

19. Behavior IEP/Behavior Intervention Plan (BIP)
IDEA 2004 emphasis on “positive
behavioral interventions” for students with behavioral difficulties
ARD Committee must explore strategies and positive supports to address any behavior that is impeding the learning of the student or his/her peers
Behavior IEPs/BIP must be followed by general and special education staff

20. Accommodations and Modifications
Modifications are changes to the instructional strategies, instructional materials, curricular content and assessment practices (even though you may change the content you may not change the state standards (TEKS)
Accommodations are changes to the WAY students access instruction and demonstrate performance.

21. Related Services
Must have an Evaluation to determine need and then ARD committee determines the frequency and setting for the services
Occupational Therapy
Physical Therapy
Counseling
Music Therapy
Special Transportation

22. How to determine appropriate Assessment?
Full Individual Evaluation (FIE) and
Present Levels of
Academic and Functional Performance
Development of IEPs
Selection of appropriate
Assessment and Placement during ARD

23. Continuum of educational placements in a LRE
General Ed class (external support)
Gen Ed with modifications (external
support or in-class support)
Co-teach (support facilitation)
Resource (specialized support)
Self Contained (specialized
support)
Day School
24 hour Residential
Home
Least Restrictive
Always start with Least Restrictive
Most Restrictive

25. A Review of Texas State Assessment

26. Special Education Assessments for 15-16
STAAR (with or without accommodations)
STAAR Accommodated
STAAR Alternative 2
STAAR L

27. FBISD Special Education Leadership Team
Deena Hill, Executive Director
Michelle LeBleu, Director
Nicole Roberts, Assistant Director, Christina Ritter, Assistant Director
Tresha Hattar, Program Specialist (High School – LIFE Skills, FLITE, 18+)
Dominion Southall, Program Coordinator– ABC, PPCD
Caroline Faison, Program Coordinator, LIFE skills, Flite K-8

28. Campus Special Education Support staff
Diagnostician
Licensed Specialist in School Psychology (LSSP)
Speech Language Pathologist (SLP)
CCC (at elementary level
Department Head (at secondary)