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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.

slide9
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

Special Education

The Child-Centered Process

special education
Special Education:
  • Specially designed instruction,
  • At no cost to the parents,
  • To meet the unique needs of the student
specially designed instruction
Specially Designed Instruction:
  • 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

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

special education1

Special Education

it is: personnel

curriculum

methodology

special education2

Special Education

is not a place.

It’s a SERVICE!!

ideia says that a school must
IDEIA says that a school must:
  • 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
slide18
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.
slide19
Pre-referral

Referral

Special Ed.

G

E

N

E

R

A

L

FIE / Yearly evaluation

Implementation

ARD

principles of idea1
Principles of IDEA
  • Identification
  • FAPE: free appropriate public education
  • Due Process
  • Nondiscriminatory evaluation
  • Individualized education program
  • Least restrictive environment
  • Parent/Guardian Surrogate Consultation
  • Personnel Development, Inservice
  • Confidentiality
disability categories in texas your students may carry one or more of these labels
Disability categories in Texas(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
slide24
Students served in Texas public schools by disability
  • 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?

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

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

child centered process
Child-Centered Process

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
  • What is the curriculum for Texas schools?
slide29
Research tells us that if we intervene at the beginning point of difficulty with intensive, appropriate instruction – special education referrals would be reduced by 50%.
slide30
Pre-referral

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?

What?

Where?

When?

How long?

Response to Intervention Model

Pre-referral Process (Early Intervention Process)
a sense of urgency
A Sense of Urgency
  • 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?

What kind of “Chair” are you?

think share pair
Think, Share, Pair

What statements should you ALWAYS hear at an ARD?

What statements

should you NEVER

hear at an ARD?

iep individual educational program

IEPIndividual 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?
  • Parent(s)
  • Regular Education teacher
  • Special Education teacher
  • Administrator
  • Evaluation personnel
  • Student
  • Others
what would you do
What would you do?
  • 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.
what does the iep have to have
What does the IEP have to have?
  • PLAFP (Present Levels of Academic and Functional Performance)
  • Measurable annual goals
  • Special education & related services
  • Accommodations
slide40
Level of state assessment
  • Dates services are to be provided
  • Participation
    • School activities
  • Transition
  • Progress
  • Age of Majority
what would you do1
What would you do?
  • 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.
lre least restrictive environment

LRELeast 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,

slide44
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?
  • 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...
  • 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;
slide47
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….
  • 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.
slide49
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:

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

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

state performance plan
State Performance Plan:
  • Part of the Accountability System--- why every decision a principal has to make is so important!
overview of spp
Overview of SPP
  • 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
  • Meets Requirements
  • Needs Assistance = Texas
  • Needs Intervention
  • Needs Substantial Intervention
slide54
TEA’s Determination Criteria for LEAs
  • 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 Priorities20 Indicators (Performance and Compliance)
  • FAPE in the LRE
  • Disproportionality
  • Child Find
  • Transition
  • General Supervision
tea public reporting
TEA Public Reporting
  • 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
  • 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:

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
Disproportionalityin Region 2

25 school districts out of 48 were identified as being disproportionate

05-06 data

baseline data and targets
Baseline Data and Targets
  • 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
suggestions
Suggestions
  • 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
  • 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

What will you take back to your staff meeting?

Fill out a “Next Steps” form.

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