Xtreme Potpourri TCASE SLC July 2006
§89.1070(b)(1) (b) A student receiving special education services may graduate and be awarded a high school diploma if (1) the student has satisfactorily completed the state's or district's (whichever is greater) minimum curriculum and credit requirements for graduation applicable to students in general education, including satisfactory performance on the exit level assessment instrument; or
§89.1070(b)(2) (b) A student receiving special education services may graduate and be awarded a high school diploma if (2) the student has satisfactorily completed the state's or district's (whichever is greater) minimum curriculum and credit requirements for graduation applicable to students in general education and has been exempted from the exit-level assessment instrument under TEC, §39.027(a)(2)(B).
TEC, §39.027(a)(2)(B) (a) A student may be exempted from the administration of an assessment instrument under: (2) Section 39.023(c) or (d) if the student is eligible for a special education program under Section 29.003 and: (B) the assessment instrument, even with allowable modifications, would not provide an appropriate measure of the student’s achievement as determined by the student’s admission, review, and dismissal committee
For Coding Information • For additional guidance on graduation under §89.1070(b) refer to the 2005-2006 PEIMS Data Standards • §89.1070(b)(1) See Chart 1 on page 2.97 • §89.1070(b)(2) See Chart 2 on page 2.98
§89.1070(c) (c) A student receiving special education services may also graduate and receive a regular high school diploma when the student's admission, review, and dismissal (ARD) committee has determined that the student has successfully completed:
§89.1070(c)(1) (1) the student's individualized education program (IEP) and met one of the following conditions: (A) full-time employment, based on the student's abilities and local employment opportunities, in addition to sufficient self-help skills to enable the student to maintain the employment without direct and ongoing educational support of the local school district; (B) demonstrated mastery of specific employability skills and self-help skills which do not require direct ongoing educational support of the local school district; or (C) access to services which are not within the legal responsibility of public education, or employment or educational options for which the student has been prepared by the academic program;
§89.1070(c)(2 & 3) (2) the state's or district's (whichever is greater) minimum credit requirements for students without disabilities; and (3) the state's or district's minimum curriculum requirements to the extent possible with modifications/substitutions only when it is determined necessary by the ARD committee for the student to receive an appropriate education. • For more information refer to the 2005-2006 PEIMS Data Standards • §89.1070(c) See Chart 3 on page 2.99
Academic Achievement Record(Transcript) • Diploma • Standard, undifferentiated • Program seal on the AAR denotes the graduation program completed • Courses with modified content apply to the minimum high school program only and cannot be counted toward the Recommended or Distinguished Achievement Programs • Diplomas not awarded for GED
VAC Instructional Arrangement • Vocational Adjustment Class (VAC) • Instructional arrangement • Student is placed on a job with regularly scheduled direct involvement by special education personnel in the implementation of the student’s IEP (§89.63(c)(9)) • For more information about VAC, refer to the 2005-2006 Student Attendance Accounting Handbook. • 6. Vocational Adjustment Class (VAC) - Code 08 • Page 50
§89.63(c)(9) (c) Instructional arrangements/settings shall be based on the individual needs and individualized education programs (IEPs) of eligible students receiving special education services and shall include the following. (9) Vocational adjustment class/program. This instructional arrangement/setting is for providing special education and related services to a student who is placed on a job with regularly scheduled direct involvement by special education personnel in the implementation of the student's IEP. This instructional arrangement/setting shall be used in conjunction with the student's individual transition plan and only after the school district's career and technology classes have been considered and determined inappropriate for the student.
For More Information • Graduation Requirements • http://www.tea.state.tx.us/rules/tac/chapter089/ch089aa.html#89.1070 • Division of Curriculum • http://www.tea.state.tx.us/curriculum/ • Email • firstname.lastname@example.org
Results • Students who are Deaf or Hard of Hearing are identified and receiving services by six months of age and continue to receive services, as appropriate, up to age three.
Results • Preschool students who are Deaf or Hard of Hearing demonstrate improved positive social-emotional skills (including social relationships), acquisition and use of knowledge and skills (including early language/communication and early literacy), and use of appropriate behaviors to meet their needs. • Students who are Deaf or Hard of Hearing participate and perform on statewide assessment on a level comparable with same age peers.
Results • Students who are Deaf or Hard of Hearing age 16 and above have IEPs that include coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals. • Students who are Deaf or Hard of Hearing are competitively employed, enrolled in some type of post secondary school or both within one year of leaving high school.
For More Information • Deaf Services Website • http://www.tea.state.tx.us/deaf/ • Email • email@example.com
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Guidance for Highly Qualified Teacher Requirements for Special Education • Highly Qualified Teacher • Question #1 • Core Academic Subjects • Question #2
Guidance for Highly Qualified Teacher Requirements for Special Education • Who must meet the NCLB highly-qualified teacher requirements? • Questions #5, #9, #12, #15, #52 • Who is not required to meet the NCLB highly-qualified teacher requirements? • Questions #6, #16
Guidance for Highly Qualified Teacher Requirements for Special Education • Full State Certification • Question #31, #32 • Determining Subject Matter Knowledge for New Teachers • Questions #29, #30
Guidance for Highly Qualified Teacher Requirements for Special Education • HOUSE for Experienced Teachers • Questions #33, #34, #42, #46, #48, #49, #50, #51, #63, #65
Elementary HOUSE A Minimum of one creditable year of teaching experience AND Minimum of 24 points • Each of four core academic areas must be represented in 24 points (English/Language Arts; Mathematics; Science; Social Studies) • Points are derived from the following: • 1—Experience teaching at elementary level • 1 point per year • maximum of 12 points • 2—College Coursework in each of four core academic areas • 1 point per credit hour • 3—Continuing Professional Education (CPE) credits • 1 point per 15 clock hours
Elementary HOUSE B Minimum of one creditable year of teaching experience AND College coursework equivalent to a college major in the subject to be taught • For departmentalized elementary teachers only • An elementary education degree does not meet requirements
Secondary Special Education HOUSE Minimum of one creditable year of teaching experience in the subject to be taught AND Minimum of 24 points derived from the following • Meeting the standard for Elementary Highly Qualified—9 points OR • Passing an appropriate TExES Certification Exam—12 points • EC-12 Special Ed • 4-8 Generalist • 4-8 Content Specific AND • Experience teaching in the core academic subject at the secondary level—12 points maximum, including 9 points for Elementary HOUSE, if used (1 point per year) AND/OR • College coursework in the core academic subject area—1 point per college hour AND/OR • Continuing Professional Education (CPE) credits—1 point per 15 clock hours NOTES: • College coursework and CPE credits may not be counted twice—for both elementary and secondary HOUSE • Special Education strategies and modifications may count for 6 points of college coursework and CPE credits • Special Education TExES may not be used to demonstrate subject competency
Guidance for Highly Qualified Teacher Requirements for Special Education • Certification Exams • Questions #55, #61, #62 • NoFlexibility for Teachers of Students Assessed on Alternate Achievement • Question #64
For More Information • Special Ed website for NCLB guidance • http://www.tea.state.tx.us/special.ed/guidance/hqsped.pdf • Special Education Guidance Document • http://www.tea.state.tx.us/special.ed/guidance/hq.html • Email • firstname.lastname@example.org