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Special Education 101. Nori Cuellar Mora, Ed.D. ESC2 [email protected] Associate Director of Instructional Services 361-561-8501 December 7, 2007. Introduction. Agenda. IDEA: Individuals with Disabilities Education Act Disabilities Identification The Principal as ARD Chair

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Special education 101

Special Education 101

Nori Cuellar Mora, Ed.D.

ESC2

[email protected]

Associate Director of Instructional Services

361-561-8501

December 7, 2007



Agenda
Agenda

  • IDEA: Individuals with Disabilities Education Act

  • Disabilities Identification

  • The Principal as ARD Chair

  • State Performance Plan Indicators

  • Final Thoughts


Objectives
Objectives

  • Understand the premise of IDEA: Individuals with Disabilities Education Act

  • Become familiar with the process for identifying disabilities in order to make appropriate decisions for referring students to special education

  • Practice chairing an Admission, Review and Dismissal (ARD) Committee: Principal as ARD Chair

  • Become familiar with the State Performance Plan Indicators as to how they relate to the campus plan

  • Think of what you will share at your next staff meeting




Sometimes it is all in how you read something

Sometimes it is all in how you

read something……


Administrative expectations
Administrative Expectations

What will you be doing????

Here are some assignments as reported by principals currently in the field.


Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues:Amount of time/day Up to 25% 24.3% 26 – 50% 21.3% 51 – 74% 13.5% 75% or more 38.3%

Dr. Debra Bravenec’s Study for Dissertation


Idea individuals with disabilities education act
IDEA: Individuals with Disabilities Education Act reported on how much of a typical day is spent on special education issues:

Special Education

The Child-Centered Process


Definition of special education

Definition of Special Education reported on how much of a typical day is spent on special education issues:


Special education
Special Education: reported on how much of a typical day is spent on special education issues:

  • Specially designed instruction,

  • At no cost to the parents,

  • To meet the unique needs of the student


Specially designed instruction
Specially Designed Instruction: reported on how much of a typical day is spent on special education issues:

  • Adapting as appropriate, to the needs of an eligible child, the content, methodology or delivery of instruction:

    • To address the unique needs of the child that result from the disability

    • To ensure access of the child to the general curriculum to meet the standards that apply to all children


Cfr 300 26

CFR 300.26 reported on how much of a typical day is spent on special education issues:

This definition and the laws governing special education in the nation’s schools are outlined by the Federal government.


Special education1

Special Education reported on how much of a typical day is spent on special education issues:

it is: personnel

curriculum

methodology


Special education2

Special Education reported on how much of a typical day is spent on special education issues:

is not a place.

It’s a SERVICE!!


Ideia says that a school must
IDEIA says that a school must: reported on how much of a typical day is spent on special education issues:

  • find and identify students who may have a disability

  • make sure parents participate in decision making

  • evaluate students in a nondiscriminatory way

  • develop an individualized education plan for each student


  • decide what special instruction and related services the school district will provide;

  • make placement decisions;

  • develop a transition plan for adult activities, including job opportunities;

  • maintain education records/files; and

  • have hearings/appeals for complaints and grievances.


Pre-referral school district will provide;

Referral

Special Ed.

G

E

N

E

R

A

L

FIE / Yearly evaluation

Implementation

ARD


Principles of idea

Principles of IDEA school district will provide;


Principles of idea1
Principles of IDEA school district will provide;

  • Identification

  • FAPE: free appropriate public education

  • Due Process

  • Nondiscriminatory evaluation

  • Individualized education program

  • Least restrictive environment

  • Parent/Guardian Surrogate Consultation

  • Personnel Development, Inservice

  • Confidentiality


Idea recognized disabilities
IDEA Recognized Disabilities school district will provide;


Disability categories in texas your students may carry one or more of these labels
Disability categories in Texas school district will provide;(your students may carry one or more of these labels)

MD

DB

TBI

OI

SI

Deaf

NCEC (Texas only)

  • MR

  • OHI

  • AI

  • VI / Blind

  • AU

  • LD

  • ED


Students served in Texas public schools by disability school district will provide;

  • Learning Disabilities 57.9%---- 46.81% (2007)

  • Speech Impairments 15.5%---19.34% (2007)

  • Mental Retardation 5.6%----5.74% (2007)

  • Emotional Disturbance 7.9%---7.16% (2007)

  • Other Health Impaired 7.8%----11.71% (2007)

  • Multiple Disabilities 1%-----1.03% (2007)

  • Autism 1%-----3.88% (2007)

  • Hearing Impaired 1%----1.49% (2007)

  • Orthopedically Impaired 1% ----0.98% (2007)

  • Traumatic Brain Injury Less than 1% (.0018%)----0.27% (2007)

  • Visually Impaired Less than 1% (.005%)----0.72%(2007)

  • Deaf/Blind Less than 1% (.00016%) 0.02% (2007)


What is happening in special education
What is happening in Special Education? school district will provide;

http://www.tea.state.tx.us/special.ed/data/

http://www.tea.state.tx.us/special.ed/


Do i really have to do this
Do I really HAVE to do this? school district will provide;


Child centered process
Child-Centered Process school district will provide;

How do we get from general education to special education?

Reflect on your campus’ process for referring students to special education.

What does that look like?

Write the major steps down.


Appropriate curriculum
Appropriate Curriculum school district will provide;

  • What is the curriculum for Texas schools?


Research tells us that if we intervene at the beginnin school district will provide;g point of difficulty with intensive, appropriate instruction – special education referrals would be reduced by 50%.


Pre-referral school district will provide;

504

Referral to Special Ed.

G

E

N

E

R

A

L

FIE / Yearly evaluation

Implementation

ARD


Who what where when how long response to intervention model

Who? school district will provide;

What?

Where?

When?

How long?

Response to Intervention Model

Pre-referral Process (Early Intervention Process)


A sense of urgency
A Sense of Urgency school district will provide;

  • A student in the 10th percentile reads about 60,000 words a year in 5th grade

  • A student at the 50th percentile reads about 900,000 words in a year in 5th grade

  • Average students receive about 15 times as much practice in a year

  • Growth in fluency requires a lot of accurate practice


So you re the ard chair
So, You’re The ARD Chair? school district will provide;

What kind of “Chair” are you?


Think share pair
Think, Share, Pair school district will provide;

What statements should you ALWAYS hear at an ARD?

What statements

should you NEVER

hear at an ARD?


Iep individual educational program

IEP school district will provide;Individual Educational Program

Background information to strengthen the administrator’s role at ARD meetings!


Who is on the iep team
Who is on the IEP team? school district will provide;

  • Parent(s)

  • Regular Education teacher

  • Special Education teacher

  • Administrator

  • Evaluation personnel

  • Student

  • Others


What would you do
What would you do? school district will provide;

  • Superintendent calls you to meet with him at 10:00 a.m.

  • You have had a scheduled ARD for over a week on your calendar for the same time.

  • It is 9:45 a.m. and your sped teacher is asking for you to come to the meeting room.


Individualized educational program appropriate education
Individualized Educational Program school district will provide; = Appropriate Education


What does the iep have to have
What does the IEP have to have? school district will provide;

  • PLAFP (Present Levels of Academic and Functional Performance)

  • Measurable annual goals

  • Special education & related services

  • Accommodations


  • Level of state assessment school district will provide;

  • Dates services are to be provided

  • Participation

    • School activities

  • Transition

  • Progress

  • Age of Majority


What would you do1
What would you do? school district will provide;

  • The ARD meeting is in full swing, and the special education teacher does not review the annual goals for the child and says she will create them later.


Least restrictive environment

Least Restrictive Environment school district will provide;


Lre least restrictive environment

LRE school district will provide;Least Restrictive Environment

Each state shall establish:

“procedures to assure that, to the maximum extent appropriate, children with disabilities are educated with children who are not disabled,


and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs

only when the nature or severity of the disability is such that education in regular classes

with the use of supplementary aidsand services

cannot be achieved satisfactorily.”


What would you do2
What would you do? removal of children with disabilities from the regular educational environment occurs

  • The ARD committee begins the meeting by stating that little Joey will be served in the resource room for math because they have a great teacher to meet his needs.


To ensure lre the state
To ensure LRE, the State... removal of children with disabilities from the regular educational environment occurs

  • Uses a system of placement neutral funding;

  • Performance Based Monitoring and SPP for LRE compliance;

  • Clearer definition for “supplementary aids and services”;

  • Emphasizes the participation of students with disabilities in the general curriculum;


  • May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting ;

  • Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate).

  • Performance goals which are consistent with goals and standards for other children


Most important part
Most Important part…. related services and supplementary aids and services provided in a regular classroom or other education-related setting ;

  • Provide students with disabilities an appropriate education. This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily.


Special education is not services based upon administrative convenience. Build for the individual student’s needs – you shouldn’t try to squash the child into an existing program!


Legal framework

Legal Framework: convenience. Build for the individual student’s needs – you shouldn’t try to squash the child into an existing program!

. . . The answer to most of your questions!!

http://fw.esc18.net/frameworkdisplayportlet/


State performance plan
State Performance Plan: convenience. Build for the individual student’s needs – you shouldn’t try to squash the child into an existing program!

  • Part of the Accountability System--- why every decision a principal has to make is so important!


Overview of spp
Overview of SPP convenience. Build for the individual student’s needs – you shouldn’t try to squash the child into an existing program!

  • Six year plan submitted to OSEP.

  • Evaluates the state’s efforts to implement IDEA

  • Illustrates how the state will continuously improve

  • Annual Performance Report (APR) shows progress on measurable and rigorous targets and improvement activities


Osep determinations for texas
OSEP Determinations for Texas convenience. Build for the individual student’s needs – you shouldn’t try to squash the child into an existing program!

  • Meets Requirements

  • Needs Assistance = Texas

  • Needs Intervention

  • Needs Substantial Intervention


  • TEA’s Determination Criteria for LEAs convenience. Build for the individual student’s needs – you shouldn’t try to squash the child into an existing program!

  • Performance on SPP compliance indicators (2008)

  • Whether data submitted by LEAs is valid, reliable, and timely;

  • Uncorrected noncompliance from other sources (complaints resolution, due process, and monitoring ;

  • Any audit findings.


5 monitoring priorities 20 indicators performance and compliance
5 Monitoring Priorities convenience. Build for the individual student’s needs – you shouldn’t try to squash the child into an existing program!20 Indicators (Performance and Compliance)

  • FAPE in the LRE

  • Disproportionality

  • Child Find

  • Transition

  • General Supervision


Tea public reporting
TEA Public Reporting convenience. Build for the individual student’s needs – you shouldn’t try to squash the child into an existing program!

  • 1. Graduation2. Dropout3A-C. Adequate Yearly Progress4A-B. Suspension/Expulsion5A-C. Educational Environment, Ages 6-216. Educational Environment, Ages 3-57A-C. Early Childhood Outcomes8. Parent Participation9. Disproportionality in the sped program10. Disproportionality by specific disability11. Child Find12. Early Childhood Transition13. Secondary Transition14. Post-School Outcomes


Why should general education staff be concerned about the spp
Why should general education staff be concerned about the SPP?

  • Monitoring will be based on district data

  • Students with disabilities make up a districts’ overall student population


Consider indicator 1 2 graduation dropout
Consider Indicator #1 & #2: Graduation & Dropout SPP?

  • Students with disabilities graduate with the same diploma as their non-disabled peers

SO more sped dropout students means higher dropout rate for district and lower grad rate!


Consider indicators 9 10 11
Consider Indicators 9, 10, 11: SPP?

General education teachers are the first staff members to indicate if students should be referred to special education,

SO if inappropriate referrals are made---

Child Find numbers may create OVERidentification & disproportionality issues


Disproportionality in region 2
Disproportionality SPP?in Region 2

25 school districts out of 48 were identified as being disproportionate

05-06 data


Baseline data and targets
Baseline Data and Targets SPP?

  • We must meet or exceed State Targets for EACH indicator.

  • GENERAL EDUCATION communication is the key to improved results.

    • Referrals

    • Key members at ARDs

    • Inclusion

    • State Assessment knowledge



What are your district s targets and how do you compare to the state
What are your district’s targets SPP?and how do you compare to the state?


Suggestions
Suggestions SPP?

  • Talk with your special education director

  • Have principals well informed about the implications of their ARD Decision-Making

  • Inform all general education staff


Keep your eye on data
Keep Your Eye on Data SPP?

  • SPEARS: http://hancock.tea.state.tx.us/tea.spears.web/

a. Child Count

b. Instructional Setting

c. Disproportionality

d. Exit

e. Disciplinary Action

f. Extended School Year


Final thoughts
Final Thoughts SPP?

What will you take back to your staff meeting?

Fill out a “Next Steps” form.



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