tomball isd department of special services · tomball isd department of special services 2017-2018...

Tomball ISD Department

of Special Services

2017-2018 Special Education

Teacher Handbook

SPECIAL EDUCATION DISTRICT CONTACT LIST

Questions regarding issues below should be referred to the appropriate special education staff member.

All special education support staff members are located at Special Services, 281-357-3140.

CONCERN CONTACT

Adapted PE Keri Williams

ARD Forms/State Folders/PEIMS Megan Parker / PEIMS Office

Assistive Technology Eileen Garza

Auditory Impairment Terri D’Agostino/Megan Parker

Behavior Coach Eric Paddy

Behavior Specialist / Board Certified Behavior Analyst (BCBA) Debbie Roth

Diagnostic Services Campus Diagnostician / LSSP

ESPED Megan Parker

Extended School Year Services Keri Williams

Homebound Services Keri Williams

In-Home Training/Parent Training Debbie Roth

Legal Issues Dr. Michael Webb/Keri Williams

Low Incidence Programs (PPCD/Dev/PALS/SLL) – Elementary / Secondary Lori Waldrop

Non-Violent Crisis Intervention (NVCI) Debbie Roth / Eric Paddy

Occupational Therapy Tammy Hilligeist / Leslie McIntyre/Kimbra Hunter

PASS/AB Program - Elementary/Secondary Debbie Roth

Physical Therapy Cindy Baird

SHARS Keri Williams

Specialized Support – Elementary / Secondary Kathy Bonds

Special Olympics / LIP Program Events Lori Waldrop

Speech Therapy Jeanette Guzman

STAAR Alternate 2 Lori Waldrop

STAAR / STAAR-A Megan Parker/Kathy Bonds

Transition Keri Williams/Sara Pennington / Stephanie Sandate

Visual Impairments / Orientation & Mobility Samantha Hoffman / Wendy Lewis / Debi Long

Tomball ISD Campus Information

Elementary Schools CES – Creekview Elementary (K-5) CFES – Creekside Forest Elementary (K-5) CPES – Canyon Pointe Elementary (K-4) DPES – Decker Prairie Elementary (PK-4) LES – Lakewood Elementary (K-4) RES – Rosehill Elementary (PK-4) TCES – Timber Creek Elementary (K-5) TES – Tomball Elementary (PK-4) WCES – Willow Creek Elementary (K-4) WES – Wildwood Elementary (PK-4) Intermediate Schools NIS – Northpointe Intermediate (5-6) OIS – Oakcrest Intermediate (5-6) TIS – Tomball Intermediate (5-6) Junior High Schools CPJHS – Creekside Park Junior High (6-8) TJHS – Tomball Junior High (7-8) WWJHS – Willow Wood Junior High (7-8) High Schools THS – Tomball High School (9-12) TMHS – Tomball Memorial High School (9-12) Tomball Star Academy (9)

TAEC/Connections Academy

CES

SLL K-5 (2) Specialized Support VI cluster site

CFES Developmental K-5 (1) Specialized Support

CPES SLL K-4 (2) Specialized Support

DPES

AB PPCD (2) PPCD SSL (1) Specialized Support VI cluster site

LES PASS Specialized Support

RES

PPCD SLL (1) PPCD (2) SLL K-4 (1) Specialized Support

TES Developmental K-4 (2) Specialized Support

TCES PASS K-5 Specialized Support

WCES Developmental K-4 (2) Specialized Support

WES

SLL PPCD (2) PPCD (2) Specialized Support

NIS PASS Specialized Support

OIS SLL (1) Specialized Support

TIS

AB PASS Developmental (2) Specialized Support

CPJHS PALS 6-8 (2) Specialized Support

TJHS

AB PASS PALS (2) Specialized Support

WWJHS

PASS PALS (2) Specialized Support

THS

PASS PALS (2) SOJT Specialized Support

TMHS

PASS PALS (2) SOJT Specialized Support

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SPECIAL SERVICES CAMPUS CONTACT LIST

CES CFES CPES DPES LES

PEIMS - Ramona Brizzard x4105 PEIMS - Peggy "Robanne" Roberts

x4129 PEIMS - Peggy "Robanne" Roberts

x4129 PEIMS - Ramona Brizzard x4105

PEIMS - Peggy "Robanne" Roberts x4129

Diag - Tawnya Burch x5208 Diag - Kelsey Young x3814 Diag - Cathy Williams x2817 Diag - Shawna Living x (bilingual) Diag - Cathy Williams x3619

LSSP - Jon Flynn x5303 LSSP - Jon Flynn x3814 LSSP Intern – Hannah Hyatt x2815 LSSP - David Marchand x LSSP – Daniel Fair x 4123

SLP - Jessica Holly x5305 SLP - Keri Burns x3814 SLPA - Jessica Vences x2829 SLP – Brenda Knopffler (bil) x 3014 SLP - Kelly Robles x3615

PT - Cindy Baird x4112 PT - Cindy Baird x4112 SLP - Beth Darbe x2829 SLP - Alicia Barnard x3014 PT - Cindy Baird x4112

OT - Tammy Hillegeist (evals) x 4117 OT - Tammy Hillegeist x4117 PT - Cindy Baird x4112 PT - Cindy Baird x4112 OT - Leslie McIntyre x4111

COTA - Kim McClendon x4116 COTA - Kim McClendon x4116 OT – Kimbra Hunter x4117 OT - Tammy Hillegeist x4117 VI – Debra Holvey

VI - Samantha Hoffman x4133 VI - Samantha Hoffman x4133 VI – Debra Holvey VI - Wendy Lewis x4133 O&M - Debi Long x4133

O&M - Debi Long x4133 O&M - Debi Long x4133 O&M - Debi Long x4133 O&M - Debi Long x4133 APE - Kevin Erb x4118

APE - Joe Heckathorn x2477 APE - Joe Heckathorn APE - Kevin Erb x4118 APE - Joe Heckathorn

RES TCES TES WCES WES

PEIMS - Ramona Brizzard x4105 PEIMS - Peggy "Robanne" Roberts




x4129

Diag – Rosmari Boyrie x1613 (bilingual)

Diag – Terri D'Agostino x4609 Diag – Kelsey Young x3214 Diag - Angela Alonzo x3415 Diag - Courtney Taylor x5408

LSSP – David Marchand x 1613 LSSP - Jon Flynn x3814 LSSP - Gail Beal x4104 LSSP Intern- Olga Champagne x3405 LSSP- Dr. Michelle Howard

SLP - Dana Carter x1625 SLP - Keri Burns x3814 SLP - Amber Keown x3248 SLP – Amy Sigler x3448 SLP - Rebecca Stuckey x5502

SLPA - Cordy Regino x1625 PT - Cindy Baird x4115 SLPA - Cordy Regino x3248 PT - Cindy Baird x4115 SLPA- Jessica Vences

PT - Cindy Baird x4115 COTA - Kim McClendon x4116 PT - Cindy Baird x4115 OT – Kimbra Hunter x4114 PT - Cindy Baird x4115

OT - Tammy Hillegeist x4117 OT – Tammy Hillegeist x4117 COTA - Kim McClendon x4116 VI – Debra Holvey OT- Leslie McIntyre x4111

VI – Debra Holvey VI - Samantha Hoffman x4133 VI - Samantha Hoffman x4133 O&M - Debi Long x4133 VI – Debra Holvey

O&M - Debi Long x4133 O&M - Debi Long x4133 O&M - Debi Long x4133 APE – Kevin Erb x4119 O&M - Debi Long x4133

APE - Kevin Erb APE - Joe Heckathorn APE - Joe Heckathorn

APE – Kevin Erb x4118

NIS OIS TIS TJHS WWJHS PEIMS - Peggy "Robanne" Roberts


x4129 PEIMS - Ramona Brizzard x4105 PEIMS - Ramona Brizzard x4105 PEIMS - Ramona Brizzard x4105

Diag - Angela Alonzo x1426 Diag - Courtney Taylor x5614 Diag - Darlene Vela x4215 Diag – Jerry Hilbert x4417 Diag – Shannon Ugo x1216

LSSP – Daniel Fair x1426 LSSP- Eugene Stanley x5628 LSSP - Gail Beal x 4104 AF –Stephanie Sandate x4417 AF – Sara Pennington x1212

SLP- Kelly Robles 5th x4127 SLP - Alicia Barnard x5628 SLP - Jeanette Guzman x4215 LSSP – Donna LaRue x4417 LSSP – Eugene Stanley x1212

SLP – Amy Sigler 6th x1483 PT - Cindy Baird x4115 SLPA – Kelli Baker x4215 SLP - Diana Samson x 4417 SLP- Beth Darbe x1303

PT - Cindy Baird x4115 OT - Leslie McIntyre x4111 PT - Cindy Baird x4112 OT - Tammy Hillegeist x4117 PT - Cindy Baird x4112

OT – Kimbra Hunter x 4114 VI – Debra Holvey OT – Tammy Hillegeist x4117 VI - Samantha Hoffman x4133 OT – Kimbra Hunter x4114

VI – Debra Holvey O&M - Debi Long x4133 VI – Debra Holvey O&M - Debi Long x4133 VI – Debra Holvey x4133

O&M - Debi Long x4133 APE - Kevin Erb x4118 O&M - Debi Long x4133 APE - Joe Heckathorn O&M - Debi Long x4133

APE - Joe Heckathorn APE - Kevin Erb

CPJHS THS TMHS Special Services

PEIMS - Ramona Brizzard x4105 PEIMS - Ramona Brizzard x4105 PEIMS - Ramona Brizzard x4105

Diag - Tawnya Burch x4934 Diag - Jerry Hilbert x2268 Diag – Shannon Ugo x1140

Diag - Darlene Vela AF – Stephanie Sandate x2266 AF – Sara Pennington x1054

LSSP - Donna LaRue LSSP - Donna LaRue x2270 LSSP - Eugene Stanley x1055

SLP – Jessica Holly SLP – Diana Samson x2274 SLP – Jeanette Guzman x1061

SLPA - Kelli Baker OT - Tammy Hillegeist x4117 SLPA - Jessica Vences x1061

OT – Tammy Hillegeist x4117 VI - Samantha Hoffman x4133 PT - Cindy Baird x4115

VI - Samantha Hoffman x4133 O&M - Debi Long x4133 OT - Tammy Hillegeist x4117

O&M - Debi Long x4133 APE - Joe Heckathorn VI – Debra Holvey

APE - Joe Heckathorn x2477 O&M - Debi Long x4133

APE - Kevin Erb x4118

CAMPUS TEACHER AND PARAPROFESSIONAL ASSIGNMENTS

CES CFES CPES DPES LES

SS - Jeanne Bellosillo x5255 SS - Danete Pribiliski x3873 ** SS - Mandy Medcalf x3071 ** SS - Stephanie Marsh x3660

SS - Vacant SS - Devon Carpenter x2838 SS- Justin Stewart x SS - Mary Beth Hill x3665 **

Para - Katarina Robbins Para - Lori Herriford SS - Shelli Breaux x2838 Para - Carol Hughes Para - Stacy Moore

Para - Mary Osgood Para - Amanda Chavana Para - Anne Warmuth

Para - Tracy Schuchart PPCD - Stephanie Johnson x3089 Para- Michelle Judd

SLL - Kimberleigh Nagel x5307 DEV - Susan Stotts x3868 Para - Victoria Cassidy Para - Karen Christensen

SLL - Lindsey Webber x5308** Para - Kalyn Stevens SLL - Pola Hampton x2859 Para- Vacant

Para - Edana Fontenot Para - Julie Tessenyi SLL - Natasha Kellis x2858 AB - Alicia Riddle x3061 PASS - Mary Dawn Lowrey x3658

Para - Vacant Para - Janelle "King" Godoy AB - Derek Taylor x3060 Para - Julie Gray

Para - Tonya Sparks Para - vacant Para- Kathy Hickman Para - Pam Hoffmister

Para - Tyeshia Watts-Enriguez Para - Chasity Marcantel Para - Rhonda Goodrich

Para - vacant Para - Christina McFarland

RES TCES TES WCES WES

SS - Zuzana Boyrie x1693 SS - Wendy Shannon x4639 SS - Samuel Martinez x3261 SS - Jenna Burrow x3440 SS - Barbara Hurst x5450 **

SS - Kim Sepeda x1683 ** SS_ Cori Coombs SS - Deborah Ware x3278 ** SS - Heidi Fails SS - Courtney Hill x5481

Para - Jennifer Vinson Para - Erolene Reyes Para - Jayme Slaughter Para - Annette Sapio Para - Elizabeth Gilbert

PPCD - Kristy LaNeave x1615 Para - Susanna Cianceruso Para- Kristen Mikulenka Para-Amie Souvannarath

Para - Christie Harrison DEV - Ruby Dowling x3306 PPCD - Angela Calkins x5504

PPCD SLL- Savannah Riley PASS - Beth Ann Cornwell x4638 ** DEV - Tabitha Garrett x3305 DEV - DeDe Kidder x3505 Para - Cheryl Johnson

Para- Claudia Salazar Para - Kelly Simmons Para - Alveza Becerra DEV - Jennifer Kelly x3506 Para-Shantell Pierre

Para- Corinne Fogg Para - Karen Smith Para - Dawn Molinari Para - Alyssa Gragg PPCD SLL - Sydney Holmes x5507

SLL - Christina Tomec x1671 Para - Glenda Wilcox Para - Cathryn Brothers PPCD SLL - Karen Burton x5508

Para - Desiree Garcia Para - Maria Ortiz-Sauerez Para - Catherine Hanchi Para - Aide Serna

Para - Tammy Matt Para- Lauren Landry Para - Jenny Gray Para - Anesha Washington

Para - Tiffany Trivette Para - Kimberley Morgan Para - Anuradha Mahoorkar

NIS TIS CPJHS TJHS WWJHS

SS - Anne Steinbacher x1439 SS - Linda Ivins x4317 ** SS - Jamie Izard SS - Helen Rodriguez x4451 SS - Frances Martin x1227 **

SS - Laura Lange x1488 SS - Debora Hedgepath x4262 SS - Catherine Lowell-Huff x4838 SS - Reshawn Brown x4451 SS - Lizmarie Argueta x1227

SS - Lynn Deelsnyder x1487 ** SS - John Montgomery x4312 SS- Sally Reyna SS - Charlene Green x4451 SS - Christianne Hechler

Para - Colleen Steege SS - Hilary Newton Vining x4246 Para - Amber Hammond SS - Grant Granquist x4487 ** SS-Lora Plummer

Para - Vacant Para - Kyneisha Richardson Para - Leslie Glasslock Para - Clara Edwards Para - Sylvia Duca

Para - Kathryn Hutt Para - MerriLynn Sayre Para -Vacant Para - Sylvia Robinson

Para - Cheryl Lewandowski PALS - Melissa Barber Para - Vacant Para - Lauren Burnham

PASS - Connie Caveness x1437 Para - Ashley Walker PALS - Matt Bumgardner Para-Vacant Para - Vacant

Para - Aaron Trent DEV - Brandy Graham x4265 Para - Nicole Truss

Para - Shannon Labonte Para - Kelly Hancock Para-Kelly Harden PALS - Jeanne McDonald x1227

OIS Para - Cheryl Sowell PALS - Charles Hall x5102 Para - Ricky Thomas

SS - Kayla Shonts x5641 Para - Christine Jackson PALS - Tara Towler

SS - Kristin Stolle DEV - Sarah Cato x4266 Para - Vacant PALS - Meghan Svatek x1285

Para - Ivette Kite Para - Shauna Rice Para - Vacant Para - Elizabeth Coats

Para - Vacant Para - Shay Newton Para - Ursula Hart

Para - Debra Montgomery AB - Freda Solomon x 4467 Para - Martha Bonano

SLL- Renee Reznack x5626 AB - Jennifer Liles x4256 Para - Larry Stephenson

Para - Alan Webb Para - Tracy Pettigrew PASS - Cressie Wright x1243

Para - Raymond Rax PASS - Shari Rahm x 4488 Para - Wendy Neely

PASS - Rebecca Wedin x4255 Para - CJ Steele Eggleston Para- Amber Lynch

Para - Robin Mears Para-Vacant (new position)

THS TMHS Connections Academy

SS - Brian Vestal x2435 PASS - Sue Mundkowsky x2271 SS - Danielle Ager x 1119 PASS - Tarence Davis x 1051 SS - Alan Dill x4146**

SS - Brooke Neel x2410 Para- Jennifer Torres SS - Kendrick Broady x 1015 Para-Roopa Ramlogun

SS - Monica Sullivan Para - Kathy Perrotte SS - Haley Agriesti x 1015

SS - Dave Handal x2411 SOJT 1 - Aaron Sandoval x2273** SS - Kelley Zackery

SS - Courtney Rowe x2321 Para - Vera Patton SS - Sara Tate x 1042 PALS - Lori Rando x1058 SOJT 2

SS - Nancy McDonald x2365 SS - Shameka Reed PALS - Stephanie Trzcinski x1052 Marcia Deleyer x

SS - Chad Gainey Para-April Walterich Para - Cherrish Berryman Para - Sophia Doakes

SS - Kimberly Hemmelgam PALS - Meagan Hawthorn x2263 Para-Cameron Bell Para - Laura Linton

SS- Jonathon James PALS - Nancy Newton x2294 Para-Vacant Para - Roopa Ramlogun

Para - Meagan Neubauer Para - Amy Toreson Para - Trisa Richard Star Academy

Para - Allyson Pfeiffer-Ciesluk Para - Tammy Pisani VAC-Shelly Wheeler x1057 Sped Contact - Travis Ling x

Para - James Cunningham Para - Erica Cook Para - Stephanie Dunlap

Para - Kayla Mundkowsky Para - Lisa Ploski

Para- Ghia Carswell Para - Jill Birkner Special Assignment

Para-Marlakenya Dunham SA - Jillian May (LL,CPJH)

Para-Vacant SA - Debra Goodrum

SPECIAL EDUCATION ABBREVIATIONS

ADA The Americans with Disabilities Act

ADD Attention Deficit Disorder

ADHD Attention Deficit/Hyperactivity Disorder

AEP Alternative Education Placement

AI Auditory Impairment

ALD Assistive Listening Device

APE Adapted Physical Education

ARD Admission, Review, and Dismissal

ASL American Sign Language

AT Assistive Technology

AU Autism

BIP Behavioral intervention Plan

CBI Community Based Instruction

CP Cerebral Palsy

DB Deaf-Blindness

ECI Early Childhood Intervention

ED Emotionally Disturbed

ESL English as a Second Language

ESY Extended School Year

FAPE Free and Appropriate Public Education

FAS Fetal Alcohol Syndrome

FBA Functional Behavior Assessment

FERPA Family Educational Rights and Privacy Act

FIE Full Individual Assessment

ICS In Class Support

ID Intellectual Disability

IDEA Individual with Disabilities Education Act

IEE Independent Education Evaluation

IEP Individual Education Plan

ITP Individual Transition Plan

LD Specific Learning Disability

LEP Limited English Proficient

LRE Least Restrictive Environment

LSSP Licensed Specialist in School Psychology

MD Multiple Disabilities

NCEC Non-categorical Early Childhood

O&I Orientation & Mobility

OHI Other Health Impairment

OI Orthopedic Impairment

OT Occupational Therapy/Therapist

PALS Practical Application of Life Skills

PASS Positive Approach to Student Success

PECS Picture Exchange Communication System

PEIMS Public Education Information Management System

PPCD Preschool Programs for Children with Disabilities

PT Physical Therapy/Therapist

SBOE State Board of Education

SI Speech Impairment

SLL Structured Learning Lab

SLP Speech/Language Pathologist

SS Specialized Support

TBI Traumatic Brain Injury

TEA Texas Education Agency

TEKS Texas Essential Knowledge and Skill VI Visual Impairment

INSTRUCTIONAL ARRANGEMENTS AND SETTINGS (Defined by Texas Administrative Code – Texas Education Agency)

Special Education is defined as specially designed instruction for students with identified disabilities, provided in a special education program or general education setting with modifications, special education support, supplementary aids, and/or other special arrangements. Speech Therapy (00). This instructional arrangement provides speech therapy to eligible students requiring services in the areas of articulation, language, voice, and/or fluency. Homebound (01). This instructional arrangement provides special education instruction to eligible students who are served at home or hospital bedside. Students served on a homebound or hospital bedside basis are expected to be confined for a minimum of four weeks as documented by a physician. Homebound or hospital bedside instruction may be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year as documented by a physician. Vocational Adjustment Class (08). This instructional arrangement provides special education instruction to students who are placed on a job with regularly scheduled supervision by special education personnel. A student in part-time job training/employment receives a minimum of two hours daily of job related and academic instruction. A student in full-time job training/employment receives a minimum of one hour a week of job related instruction. Mainstream (40). This instructional arrangement provides special education instruction and/or modifications, including related services, in a general education setting. Special education support may be provided to either the teacher, student, or both. Examples of support include direct instruction, co-teaching, specialized support, in class support, curricular or instructional accommodations/modifications, special materials/equipment, consultation, or monitoring a student’s progress in general education. This support is designed to enable the student to progress in the general curriculum to the maximum extent possible in meeting his/her individualized educational program. Less than 21% of instructional day in special education (41). This instructional arrangement provides special education instruction, including related services, in a special education setting for less than 21% of the instructional day. At least 21% and less than 50% of instructional day in special education (42). This instructional arrangement provides special education instruction, including related services, in a special education setting for at least 21% but less than 50% of the instructional day. At least 50% and no more than 60% of instructional day in special education (43). This instructional arrangement provides special education instruction, including related services, for at least 50% but no more than 60% of the instructional day. More than 60% of instructional day in special education (44). This instructional arrangement provides special education instruction, including related services, for more than 60% of the instructional day. Full time early childhood special education setting (PPCD) ages 3-5 (45). Related Services. Related services are developmental, corrective, or supportive services required for a child with a disability to benefit from his/her education. Related services include:

Occupational Therapy / Physical Therapy

Speech Therapy as a related service

Counseling as a related service

Special Education Transportation

Interpreting services for the deaf

Orientation and Mobility

Assistive Technology

STUDENT FOLDERS

All student records should be maintained in a secure location on the student’s campus as designated by the campus principal. Student records are confidential. Cumulative Folders are processed according to each individual school’s procedure. The records within the cumulative folders are specified by each school campus according to district guidelines. State Audit Folders (rust) are maintained at the Special Services building. State folder documentation is mandated by State and Federal guidelines. State folders contain original signed copies of all:

ARD paperwork

Completed progress reports

Initial evaluations and re-evaluations determining eligibility

Consent for services

Written restraints

State assessment results

Campus Working Folders (manila) will be maintained by the Special Services Staff and will remain in a secure location in the diagnostician’s office at the student’s campus. The folder will contain the student’s:

Current FIE Current ARD Current accommodation/modification page ITP (secondary level only)

Teacher Working Folders will be maintained by the student’s Case Manager and will remain in a secure location in the Case Manager’s office/classroom at the student’s campus. The folder will include the student’s:

Current goals and objectives Current accommodation/modification page & tracking document Current BIP Data collection for the current and 2 previous school years Select work samples related to goals and objectives ESY data collection State and District testing results

o Including but not limited to: benchmark testing, Brigance, i-Ready, STAAR results Student Transition Folder (orange) will be stored in a separate file on the campus in a designated area (typically with the ARD facilitator or Diagnostician). It is the responsibility of the case manager to update the transition folder prior to the student’s annual ARD. See the transition folder checklist below.

Transition Folder Checklist

The Transition Folder Checklist outlines required and optional items to be completed and included with the transition folder. The transition folder should be created prior to the time a student’s transition plan is completed on or before the child’s 14th birthday. TISD requires information to be gathered starting in 6th grade. The transition folder should be stored as a separate file on campus in a designated area (typically with the ARD facilitator or Diagnostician). Additional information may be found in the student’s state audit folder. NAME: DATE OF BIRTH:

6th

grade 8th

grade – on or before student’s 14th

birthday

o One of the following: o One of the following:

Transition Brigance E1 Transition Brigance E1 update

Other appropriate education interest survey or ULS equivalent

Other appropriate education interest survey update or ULS equivalent

o One of the following: o One of the following:

Transition Brigance E2 Transition Brigance E3

Other appropriate career interest survey or ULS equivalent

Other appropriate career choices survey or ULS equivalent

o Transition Plan (review of graduation requirements/exit requirements)

9th

grade 10th

grade

o Updated Interest Inventory (Naviance, Brigance or equivalent )


o Parent Questionnaire (Naviance or equivalent) o Updated Parent Questionnaire (Naviance or equivalent)

o Updated Transition Plan o Updated Transition Plan

o Brigance –Transition Skills Activities, Big Picture Activities by Pro Ed., Naviance Career Activities, ULS or equivalent (minimum of 2)


11th

grade Optional:


Brigance Transition Assessment: Reading level, listening/speaking skills, functional writing, math skills & other areas as appropriate and/or FVA

o Updated Parent Questionnaire (Naviance or equivalent)

Self-Advocacy & Determination Forms Pro-Ed (6th

– 11th

grade)

o Updated Transition Plan Agency Applications/information given to parents/certificates


Planning and Big Picture Forms Pro-Ed (9th

& 11th

grade)

12th

grade and/or ages 18-21

o Updated Interest Inventory o Customized Employment or Vocational Activities Information

o Updated Parent Information o Outside Agency Information and follow up

o Updated Transition Plan o Complete Summary of Performance if appropriate

Withdrawal Procedures When a student withdraws from TISD, the teacher will give the Teacher Working Folder to the campus diagnostician. The campus diagnostician will send both the Teacher Working Folder and the Campus Working Folder to the designated campus PEIMS Clerk.

RESPONSIBILITIES OF CASE MANAGER

Special education instructional representatives are important participants in the ARD process. Case Managers are responsible for bringing the following information and items to the ARD meetings. Purpose: The Case Manager is designed to allow each eligible student with a disability to be tracked by an individual teacher from the special education department. Case Manager’s should be knowledgeable about the student’s program needs, course selections, and maintain parent contact. Additionally, case managers would have the following duties:

Meet with student within the first two weeks of school

Contact parents at the beginning of the school year to introduce yourself and to exchange contact information

Attend ARD/IEP meetings on students they teach and others as appropriate

Secure grades/progress reports from teachers of the student

Contact parents on a regular basis throughout the school year

Track student by checking on grades, meeting at least once every nine weeks throughout the year with the student

Complete any required ESY information

Distribute PLAAFPS, Supplements, Accommodations, State Assessment, Schedule of Services, and Deliberations (Esped: teacher bundle TISD within batch reports) to appropriate teachers and administrators of the student.

Obtain Signatures from all above staff on Verification of Receipt Document and turn in document to Diagnostician. Diagnostician will have filed in state audit folder.

Gather grades, progress reports from teachers for ARD meetings

Work with students on “becoming their own advocate” in preparation for transition to next campus and after completion of high school

Update and archive goals and objectives each grading period

Send progress reports to parent at the end of each grading period

Monitor discipline referrals Note: Inform a Special Services staff member (Diag, LSSP, SLP, or ARD Facilitator) if an ARD is necessary to address academic failure of behavior/discipline issues. Once a student has more than 3 discipline referrals or the child has failed a grading period, an ARD should be convened.

PRIOR TO ARD

1. Give to/review with diagnostician

Accommodations/modifications recommendations

Personal care form

Recommendation for schedule of services

Recommendation for assessment (if applicable) INITIAL ARD MEETING

1. Completed Brigance/STAR Renaissance testing, (if applicable) 2. Student’s most current report card and most recent STAAR data, if applicable 3. Complete PLAAFPS page in ESPED

4. Complete proposed modifications/accommodation page 5. Proposed goals and objectives in ESPED (send a draft copy to parents five day prior to ARD/IEP

meeting) 6. Complete applicable supplements (Transition Supplement/Autism Schedule/Graduation

Plan/Personal Care).

ANNUAL ARD MEETING

1. Completed Brigance/STAR Renaissance, (if applicable) 2. Student’s most current report card and most recent STAAR data, if applicable 3. Completed PLAAFPS page in ESPED 4. Make sure most current progress report is updated and archived 5. Complete draft goals and objectives in draft folder for student (send a draft copy to parents five

days prior to ARD/IEP meeting) 6. Complete proposed modifications/accommodation page 7. Complete applicable supplements (Transition Supplement/Autism Schedule/Graduation

Plan/Personal Care). 8. Attend ARD meeting and share:

Progress on current goals and objectives. o Teachers should provide updated goals and objectives for student on an

anniversary ARD schedule. o Give an updated Progress Report to Diagnostician to file in audit.

ESY recommendations (supported by data) Results of assessment with STAAR information completed Review PLAAFPS page Proposed goals and objectives Proposed modifications/accommodations Recommendations for Schedule of Services (based on data collection)

REVIEW ARD MEETING

1. Review ARD to Recommend Change in Program or IEP

Be prepared to share student’s current present levels of performance based on current assessment and data logs from general education or special education class work

Review modifications/accommodations and if changes are needed, provide proposed modifications./accommodations

Be prepared to present proposed goals and objectives, if needed.

2. Review ARD to Discuss Behavior/Discipline Be prepared to share information relating to student’s behavior with data Be prepared to recommend changes to the BIP based on data Develop & share proposed behavior goals and objectives

NOTE: Any changes in a child’s placement/program without the benefit of an ARD, even with parental knowledge, is illegal.

DISMISSAL ARD MEETING

1. Attend ARD Meeting. Share updated goals and objectives Share competency testing

GRADUATION ARD MEETING

1. Prior to graduation, or the end of the school year, an Annual Review/dismissal (graduation) ARD needs to be held. At this ARD: Review the student’s progress on their current goals and objectives and the results of

TAKS/STAAR testing. Review the graduation plan and the requirements Determine whether or not the student has met requirements and is eligible to graduate. If he/she is eligible to graduate - dismiss from special education, due to graduation. If he/she is not eligible to graduate, develop a plan for the coming school year. (This should

be done even if the student says that he/she is going to go to summer school to make up credits).

NOTE: If student goes to summer school, to complete credit requirements for graduation, another ARD will need to be held at the beginning of the school year to dismiss the student from special education.

AFTER ARD MEETING

1. If parent is not present, diagnostician may give the teacher the ARD papers to send home with the student.

2. File and distribute goals/objectives, accommodations/modifications, and/or BIP to the student’s teacher(s).

ARD DO’S & DON’T’S DO Communicate with assessment team prior to ARD about concerns or possible changes Gather real evidence of progress and carefully review implementation of

modifications/accommodations

Bring well-documented evidence of a student’s progress: o Work portfolio o STAAR scores o District Assessments o Data logs / Review 360 data

Be able to quantify a child’s progress: o How can you prove that the mastery level is 70%, and not 60% or 80%? (data logs/Review 360

data)

Have a rationale and purpose for modifications/accommodations

Give every teacher copies of the IEP that they are to implement (including goals/objectives, Behavior Intervention Plan, and/or modifications/accommodations)

Ensure that teachers have the most current modifications/accommodations to use for the student

Have data to support recommendations for services and supports

DON’T Do not say or do: We don’t have that program

That is too expensive

That program is not for children with this label....

You have to be in “insert program name” to get....

I don’t teach that....

He has to work at this level because all my other students are …

We use the same IEP for everyone in that class....

I didn’t teach him that concept because he came in after I taught it...

That’s the way I taught it to everyone else and they got it....

We don’t have the staff for that

I am too busy

I have too many students to do that

Do not write AS NEEDED on modifications/accommodation page

Process Prior to a Change of Placement to/from a Program in District In TISD, when considering a change in student programming that requires a move from their current campus within the district, (i.e. SLL, PASS, Dev/PALS, etc.) a Program Specialist or the Lead LSSP must attend the staffing and possibly the ARD meeting. The following steps should be followed:

1. Diagnostician will notify the appropriate Program Specialist/Lead LSSP a minimum of 5 school days prior to the staffing.

2. Staffing will be held at the student’s campus with current service providers/staff to determine if further documentation/strategies are needed or if an ARD should to be scheduled.

i. The top portion of the Program Verification Form A is completed in the staffing. ii. The rest of the Program Verification Form including goals for returning to Home Campus

(considering levels of support and amount of support needed) is filled out in the ARD Committee Meeting.

3. After the staffing, the Program Specialist/Lead LSSP will contact the appropriate campus administrators and will complete the appropriate documentation. Additionally, communication between evaluation staff between sending and receiving campuses is essential.

4. If an ARD is recommended, Diagnostician will collaborate with appropriate special services staff and schedule an ARD including the Program Specialist and current campus service

providers/staff on the notice sent to the parents. The proposed receiving campus does NOT attend.

5. If the ARD committee determines a campus change is required, the Program Specialist will coordinate and share all pertinent information with the receiving campus administration and staff prior to the student’s transition.

6. The diagnostician should upload the Program Verification Form into ESPED with the ARD.

***The Program Verification Form (Annual Review, top portion) must be completed for students in programs prior to every annual ARD. Goals/Objectives must be reviewed/updated at every annual ARD.

These forms must be completed for students in programs even if they are in a program at their home campus. (Programs can/may move).

RESTRAINT & TIME-OUT

Documentation Procedure for Special Education Students

Following the use of restraint by school district employees and/or contracted Security Resource Officers (SRO) these actions are required:

1. On the day the restraint is utilized: a. the campus administrator or designee must be notified verbally or in writing regarding the

use of restraint b. a good faith effort must be made to verbally notify the parent(s) regarding the use of

restraint

2. Within one school day of the use of restraint: a. written notification of the use of restraint must be placed in the mail or otherwise provided

to the parent i. Complete the screens in eSped in ARD Forms:

1. Add Restraint 2. Make sure and fill out completely and save 3. Print copy for parent and copy for special services file

a. ii. Send signed copy to Keri Williams at Special Services

Physical restraint does not include the following:

1. physical contact or appropriately prescribed adaptive equipment to promote normal body positioning and/or physical functioning;

2. physical contact used to promote safety or prevent a potentially harmful action (e.g. holding a student’s hand to keep them from running into the street), or to teach a skill or provide comfort;

3. physical contact or appropriately prescribed adaptive equipment to prevent or limit a student from engaging in ongoing, repetitive self-injurious behavior; or

4. seatbelts and other safety equipment used to secure students during transportation. Time-out Time out means a behavior management technique in which the student is separated from other students for a limited period of time in order for the student to regain self-control. Time out is in an area or place that is not locked, from which the exit is not physically blocked by furniture, a closed door held shut from the outside or another inanimate object. School personnel, volunteer, or independent contractor may use time-out with the following limitations:

1. physical force may not be used to place a student in a “time-out”; 2. this behavior management technique must only be used in conjunction with a variety of positive

behavior intervention strategies and techniques and must be included in the student’s IEP and / or BIP if it is utilized on a recurrent basis to increase or decrease a targeted behavior; and

3. time-out must not be implemented in a manner that precludes the ability of the student to be involved in and progress in the general curriculum and advance appropriately toward attaining annual goals specified in the student’s IEP.

Training in the use of time out must be provided as part of a program which addressed the full continuum of positive behavioral intervention strategies, and must address the impact of time-out on the ability of the student to be involved in and progress in the general curriculum and advance toward attaining the annual goals specified in the student’s IEP. All trained personnel must receive instruction in current professionally accepted practices and standards regarding behavior management and the use of time-out. Please contact Debbie Roth and/or Eric Paddy to schedule Non-Violent Crisis Intervention training. Necessary documentation or data collection regarding the use of time-out, if any, must be addressed in the IEP or BIP. The ARD committee must use any collected data to judge the effectiveness of the intervention and provide a basis for making determinations regarding its continued use.

TOMBALL ISD

CONTINUUM OF SPECIAL EDUCATION SUPPORTS

"Mainstream" (PEIMS Codes 00, 40, 41)

Case managers monitor progress & independent use of accommodations (paper-based, AT equipment, environmental) for students who are fully

included in the General Ed Classroom; the student may need these supports designated by the IEP or be preparing for dismissal from Special Ed services.

"In-Class Support" (PEIMS Code 40)

Support systems provided within the General Ed setting with Special Ed personnel (typically paraprofessionals) who monitor

use of accommodations, collect data, and support the student as directed by the teacher/case manager per the student's IEP.

"Direct Student Support" (PEIMS Code 40)

Specialized Support 1

Support systems provided within the General Ed setting with Special Ed teachers, which may include

pre-teaching, direct instruction, re-teaching, instruction in use & implementation of IEP

accommodations &/or modifications.

"Direct Student Support" (PEIMS Codes 41, 42)


Support provided outside of the General Ed. classroom by a Special Ed. teacher.

This may include small group instruction targeted at pre-teach/re-teach of

modified grade level TEKS, interventions for splinter skills, behavioral or social skills support as documented in the

students IEP.

"Program"

(PEIMS Codes 43, 44, 45)

TEKS and IEP based instruction provided in a Special Ed setting

as Modified Curriculum & Instruction required by students

with significant cognitive, behavioral, physical and/or

academic deficits. PEIMS Codes:

00 – No Instructional Setting 40 – Mainstream

41 – Special Ed Setting < 21%

42 – Special Ed Setting at least 21% < 50% 43 – Special Ed Setting at least 50% and no more than 60%

44 – Special Ed Setting > 60%

45 – Full Time Early Childhood Setting

General Education Setting Supports

Co-Teach

Certified Teacher Support in GenEd 100% of Instructional

Block

Pre-teach

Direct Instruction

Re-Teach

IEP/Accommodations Instruction & Implementation

Co-planning with General Ed for Lessons and Student Supports

Preparation of Accommodations and Modifications

Collaboration on Grading and Progress Monitoring

Monitoring Grades

Lead and Support

Team Teaching

Parallel Teaching

Flexible Small Groups

Stations

Behavioral Supports


Certified Teacher Support in GenEd < 50% Instructional Block

Pre-teach

Direct Instruction

Re-Teach

IEP/Accommodations Instruction & Implementation

Co-planning with General Ed Lessons and Student Supports

Creation/Preparation of Accommodations and Modifications


Monitoring Grades

Parallel Teaching

Flexible Small Groups

Stations

Behavioral Supports

In Class Support

Paraprofessional Support in General Ed

Implementation of Accommodations

Support for Academic Content that has been introduced by the teacher

Non-Academic Student Support Services Identified in the ARD

Document

Accommodate/Modify materials and other preparation as directed by a

Certified Teacher


Equipment Use

Behavioral Supports

Personal Care Needs

External Supports

Interconnected Supports that Promote Instructional Services in

GenEd

Type 1 & 2 Accommodations

Self Monitoring Tools

Assitive Technology

Visual Schedules

Materials Adaptations

Differentialed Instruction / UDL

Psych Services / Coaching

IHT / Parent Training

OT - PT - SLP - AT - VI - AI - APE

Health Services

Supplemental Aids

Manipulative Materials

Graphic Organizers / Models

Checklists / Contracts / Schedules

Modified Materials

Braille

Direct Student Support: Face to Face Contact Time

Indirect Student Support: Procedures / Systems

Models and/or Examples (including but not limited to)

Materials & Environment

Personnel

Special Education Setting Supports





Personnel


Certified Teacher Instruction in SpEd < 50% of Instructional Block

Small Group Instruction

Pre-teach of Modified Grade-Level TEKS

Re-teach of Modified Grade-Level TEKS

Interventions for Splinter Skills

Behavioral/Social Skills Support

Planning of Lessons and Student Supports



Monitoring Grades

Small Groups

Stations

Behavioral Supports

Program

Certified Teacher Instruction in SpEd > 50% of Instructional Block

IEP-based Instruction

Modified Curriculum & Instruction Based on Pre-requisite Skills

Small Group Instruction

Individualized Instruction

Behavioral/Social Skills Instruction

Daily Living Skills Instruction

Planning of Lessons and Student Supports


Grading and Progress Monitoring

Monitoring Grades

Individualized Instruction

Small Groups

Stations

Behavioral Supports


Personal Care Needs

External Supports

Interconnected Supports that Promote Instructional Services in GenEd

Accommodations

Self Monitoring Tools

Assitive Technology

Visual Schedules

Materials Adaptations

Differentialed Instruction / UDL

Psych Services / Coaching

IHT / Parent Training

OT - PT - SLP - AT - VI - AI - APE

Health Services

Supplemental Aids

Manipulative Materials

Graphic Organizers / Models

Checklists / Contracts / Schedules

Modified Materials

Braille





Personnel

Conduct Assessment

to determine PLAAFPs

Develop PLAAFPs

Develop Goals and Objectives in Deficit

Areas Identified Through PLAAFPs

Develop Curriculum Matrix for

Student

Develop Lesson Plans with Activities to Teach

Goals/Objectives

Collect Data on Goals and

Objectives on Ongoing Basis

Progress Monitor &

Make Adjustments If

Necessary

Assessment

&

Teaching Process

Accommodations & Modifications - DEFINED

• Adaptations made to the WAY students learn and HOW they are tested

• Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known.

Accommodation

• Adaptations made to WHAT students are expected to learn.

• Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities.

Modification

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