LA JOYA INDEPENDENT SCHOOL DISTRICTDEPARTMENT OF

SPECIAL EDUCATION SERVICES

TEACHER HANDBOOK

POLICIES AND PROCEDURES2015-2016

OPERATING GUIDELINES

Enclosed in this manual are standard operating guidelines for the Department of Special Education Services. This is your guide and should be treated as such. Read it carefully and refer to it as needed throughout the school year.Follow all guidelines—do not change or amend any procedures, do not ignore or replace any forms.

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I. STARTING THE NEW SCHOOL YEARWhere Do I Begin

Calendar of Due Dates for Required Forms Confidentiality

II. PLACEMENT GUIDELINESDisability CodesInstructional Arrangement Codes

III. ARD/IEP PROCEDURES AND GUIDANCEConducting ARD Committee Meetings

Purpose of the ARD Committee Meeting Notice of ARD Meetings Parental Involvement in the ARD ARD Meeting without Parents Procedural Safeguards

ARD Committee Required Members ARD Meeting Timelines Agenda for the ARD Committee Meeting Introductions Checklist

Timelines Statement of Conduct and Confidentiality

Exit Procedures and Criteria for SPED-LEP Students Extended School Year Discussion Related Services Discussion

Development of the IEPDetermination of Placement

Assurances Read and Approve Minutes Conclusions What If’s 10 Day ARD

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Amendments to the ARD Committee Meeting Progress Reporting Modifications and Coordination with Reg. Ed.

IV. SECONDARY EDUCATION STUDENT REQUIREMENTSV. PROCEDURES FOR TRANSFER STUDENTSVI. ASSISTIVE TECHNOLOGY VII. BEHAVIOR MANAGEMENT VIII. PROCEDURES FOR INDEPENDENT ED. EVALUATIONIX. CHILD FIND OVERVIEWX. FOSTER PARENT/SURROGATE PARENTS XI. PARENTAL INVOLVEMENTXII. SHARSXIII. FOOD PREPARATIONXIV. PURCHASING MATERIALSXV. PERSONNELXVI. FEDERAL GUIDELINES

TEA Website: http://ritter.tea.state.tx.us/special.ed/rules/comm.html

Legal Frameworks Website: http://framework.esc18.net/

XVII. ADMINISTRATIONAPPENDIX A: TERMINOLOGYAPPENDIX B: REQUIRED FORMS

Confidentiality

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The La Joya ISD maintains records of students requiring special education and related services. The District maintains strict confidentiality of these student records and other personally identifiable information at collection, storage, disclosure, and destruction stages of handling. Parents and other appropriate persons are given proper and needed access to records. Our District establishes and implements policy and procedures which ensure that records are classified, filed, protected, kept confidential, reviewed, and when appropriate, destroyed according to the Individuals with Disabilities Education Act (IDEA), and the Family Educational Rights and Privacy Act (FERPA). Parents of students receiving special education and related services are notified annually of the availability of these policies and procedures. The written policies and procedures concerning education records are available to the public via our District website.

All information concerning a student with disabilities is confidential and may not be discussed with anyone except those who have a legitimate educational interest in the student with disabilities. Persons participating in the ARD meeting will refrain from making any personal attacks on school staff, students, or parents. All participants are expected to speak in a courteous manner and in a conversational tone. This expectation must be followed in order to facilitate a safe and collaborative environment.

Special Education Federal Regulation

§300.563. Record of Access.

Each participating agency shall keep a record of parties obtaining access to education records collected, maintained, or used under Part B of the Act, including the name of the party, the date access was given, and the purpose for which the party is authorized to use the records. (Authority: 20 U.S.C. 1412(a)(8), 1417(c))

See Form A which is found in all student folders (Confidentiality Record Access Form).

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STARTING THE NEW SCHOOL YEAR

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Where Do I Begin?

A. Getting Started

1. Review your campus student roster. Refer to Section 2 to help you understand disability and instructional setting codes.

- Special Education teacher is responsible for maintaining the student’s working IEP folder and making sure student has current IEP(s), state testing with accommodations and /or modifications, BIP, and schedule of services.

2. Special Education Case Manager Teachers will gather their assigned student folders and will:

- Review each student folder, including the additional comments page of last two ARDs for any pending assessments, and / or additional information as indicted by the previous ARD Committee members.

- Notify diagnostician of any discrepancies / problems so that corrections can be made accordingly.

3. Verify student enrollments with the campus attendance clerk.

- Look for each student on your roster and note who the homeroom teacher is.

- Ensure that necessary special education services are provided immediately.- Ensure you have the correct student by checking his date of birth and ID #.

4. Compile a list of students, with date of birth and ID number, of those you were able to locate and are enrolled AND those you were unable to locate or may not be enrolled. (Required Form -LJISD Classroom Roster)

- Give a copy of this (Required Form ) to the campus attendance clerk. He/She may be able to locate these students through the computer system. If you find out that a student is enrolled at another campus, let your diagnostician know immediately so that services for this student are not interrupted.

5. Keep this list (Required Form ) and check with the campus attendance clerk at least once a week until you have located every student on your roster. We must have a date of initial contact for each student.

6. Ensure that each student’s special education folder has a contact log (Required Form - Parent/Guardian Contact Log) Use this form to document each time you contact parents: For example: home visit, telephone calls, notices, etc.

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B. COORDINATION OF SERVICES

1. Utilize the Coordination of Services Form for each of your students with a copy of Required Form .

2. Each of the student’s general education teachers must be with a coordination folder. You will need to include in this folder:

- A copy of Coordination of Service form (Required Form)

- Copies of current Modifications/Accommodations

- Copies of current IEPs

- Behavior Intervention Plan (BIP) if applicable. Give a copy of the BIP to the administrator(s)

3. Arrange to meet with each general education teacher (or cluster of special education teachers) give them their modifications/accommodations/BIP’s (if applicable). Each general education teacher receiving a folder must sign (receipt of modifications)Required Form. Keep a receipt of modifications/accommodations in your case load binder by student and chronological order.

- Communication is the key for working with general education teachers in order to meet students’ needs.

- Items #2 and #3 above will be repeated each time the ARD committee changes any of the items in #2.

* Please complete progress report on Special Education Manager at the end of each six weeks grading period. Review it to make sure the student is making progress both in his / her special education and general education classes. If student is NOT showing adequate progress, a staffing is to be conducted with the student (if applicable), the general education teacher whose class the student is not progressing in and the special education contact teacher and the Diagnostician

**If the student has failed two consecutive six weeks a failure ARD must be held to address the student’s IEPs in order to help the child achieve success.

C. EXTENDED SCHOOL YEAR SERVICES

For students with the possibility of requiring ESY Services, complete Extended School Year Supplement on Special Education Manager by the end of the first six weeks or after a vacation when documentation supports that the student will require extended school year services. Please refer to section 3 (ARD/IEP Procedures and Guidelines) for ESY eligibility requirements.

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Calendar of Due Dates for Required Forms Due Dates

STUDENT ENROLLMENT/INITIAL CONTACT 9/4/15CONSIDERATION OF NEED FOR ESY 10/02/15RELATED SERVICES PRESCRIPTION 9/25/15PHYSICIAN’S ORDER FOR FOOD PREP 9/25/15

IEP BINDER: IEP GOALS MONITORING FORM INCLUSION LOG

EVERY SIX WEEKS:SIX WEEKS 1 10/02/15SIX WEEKS 2 11/13/15SIX WEEKS 3 1/15/16SIX WEEKS 4 2/26/16SIX WEEKS 5 4/15/16SIX WEEKS 6 5/31/16

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ARD/IEPPROCEDURES AND GUIDANCE

Conducting ARD Committee MeetingsSPECIAL EDUCATION TEACHERS MUST CONDUCT THE FOLLOWING ARDS

These include:

Annual ARD Change of Instructional Arrangement ARD’s (Full ARD must be used to

discuss LRE) For example: resource to self-contained, mainstream to resource, etc.

Brief ARD and/ Transfer ARD

Examples when to use a Brief/Amendment Form may include:

Developing and implementing new IEP’s Transportation Change of Schedule or Services (without changing instructional

arrangement) Add / Drop Modifications Address issues affecting Student Progress TAKS / STAAR State Assessments FBA / BIP Development Vocational IEP

Note: if you have any questions, please do not hesitate to contact your diagnostician

DIAGNOSTICIANS ARE REQUIRED TO PRESENT AT THE FOLLOWING ARDs

Initials 3 year re-evaluations Manifestation, including change of placement Dismissals Graduation (For Seniors Only) Out of State Transfer student’s annual ARDs And any other ARD where formal evaluations will be

presented/requested

Federal, State and Local Timeline Requirements for Annual ARD Meetings

As per state and federal regulations, annual ARD meetings must be held at least once a year. A year is defined as 365 days. The ARD reviews the student’s IEP’s at least annually, to determine whether the goals for the student are being achieved. The ARD revises the IEP, as appropriate, to address:

• any lack of progress toward the annual goals and in the general curriculum;

• the results of any reevaluation; • information about the student provided to, or by, the parents; • the student’s anticipated needs; and • other matters.

Parents must receive a written notice of ARD meeting at least five school days prior to the meeting.

All annuals must be held on or before the anniversary date of the previous years’ meeting.

In order to ensure compliance that timelines requirements are met, it is recommended that Annual ARD meetings be scheduled at least four to six weeks prior to the anniversary date.

ANYTHING BEYOND THESE DATES IS CONSIDERED TO BE OUT OF COMPLIANCE AND UNACCEPTABLE.

To the extent possible, you are highly encouraged to consolidate reevaluation meetings and other ARD committee meetings for the child. In other words, try and have ONE annual (review) meeting per year only.

Initial ARD Meetings: The admission, review and dismissal (ARD) committee must meet to

develop an individualized education program (IEP) within 30 days of a determination of eligibility.

ALL ARDS MUST BE TURNED-IN WITHIN 5 SCHOOL DAYS AND IN THE

FOLLOWING ORDER: ARD pages 1- including signatures and minutes

NOTE: The Initial placement form is to be used ONLY for initial placement into SPED for the first time.

Goals and Objectives

Transition Supplement and/or Graduation Supplement for Seniors Transportation Supplement ESY Supplement Personal Care Supplement LPAC Supplement VI and/or AI Supplements Autism Supplement Medical Supplements for shortened day/special diet FBA BIPs Consent to Seek Medicaid Benefits Form Parent/Guardian Acknowledgement Form Invitation Note: ALL related service personnel must be invited and parent must agree in writing to

their absence. Teachers must have the written recommendations (and IEPs) to present at ARD in their absence.

Agenda for the ARD Committee MeetingAdmission, Review, & Dismissal (ARD) Team Meeting Agenda

1. Introductions2. Statement of Confidentiality and Conduct3. Purpose of the Meeting

4. Verify Demographic Information5. Review of Assessment Data/Transition Information6. Determination of Eligibility7. Review Previous I.E.P. (Goals and Objectives) 8. Development of the I.E.P.:

Present Competencies Physical

Behavioral Academic Developmental Prevocational/Vocational

Present Annual Goals

9. Determination of Participation in Statewide Assessments10. Discussion of Services to be provided:

Schedule of Services Accommodations and/or Modifications Assistive Technology Related Services Transportation Extended School Year (ESY)

o Regression / Recoupment cycleo Student Historyo Educational Need

11. Determination of Placement12. Read Assurance/Least Restrictive Environment13. Read and Approve Minutes14. Signatures

Introductions Checklist

□Who is chairing the ARD?

□Have everyone introduce themselves around the room

□Pass around a sign in sheet to get everyone’s name and position

□Will parent be taping the ARD? Will school be taping the ARD?

□Remind everyone that the minutes are being taken and not everyone can talk at one time.

□Is there a time limit?

□Note for the record one of the following:

a. Parent received notice of ARD timely, agreed to attend and is present at the ARD.

b. Parent waived 5 days notice requirement, agreed to attend and is present at the ARD.

c. Parent was notified, could not attend, yet gave permission for the committee to

convene. A copy of the ARD is being sent to the parent/guardian/adult student, who

is advised to review the action proposed and contact the school immediately if there is

a question.

d. Participated in the ARD via conference call or telephone call.

e. Was notified in writing two (2) times yet did not respond. (List dates of ARD notices) With

documentation of reasonable notice, the committee convened in the absence of the

parent/guardian/adult student. A copy of the ARD is being sent to the

parent/guardian/adult student, who is advised to review the actions proposed and

contact the school immediately if there is a questions. If Change of Placement is

initiated, a copy of the Procedural Safeguards will also be attached.

f. If a parent brings an advocate/legal representation to the ARD meeting, you do not proceed

with the ARD. Contact your diagnostician.

STATEMENT OF CONFIDENTIALITY AND CONDUCTAll information concerning a student with disabilities is confidential and may not be discussed with anyone except those who have a legitimate educational interest in the student with disabilities. Persons participating in the ARD meeting will refrain from making any personal attacks on school staff, students, or parents. All participants are expected to speak in a courteous manner and in a conversational tone. This expectation must be followed in order to facilitate a safe and collaborative environment.

Purpose of the ARD Committee MeetingThe ARD meeting is initiated and conducted for the purpose of determining eligibility, developing, reviewing and revising the IEP, and designing and reviewing evaluations and reevaluations. The purpose of the ARD meeting includes, where appropriate, developing and reviewing functional behavior assessments, developing, reviewing and/or modifying behavioral intervention plans, conducting manifestation determinations, and making interim alternative educational placement decisions. Additionally, the ARD meets to consider transition service needs and/or transition services that might be necessary.

Notice of ARD Meeting ARD meetings must be set up at a mutually convenient time for the

school and the parent. Written Notice of ARD meeting must be accompanied with a notice of

procedural safeguards. Written Notice of ARD meeting must be received by the parent at least

5 school days prior to the scheduled ARD meeting. This time will allow the parents to make arrangements to attend.

Always keep a copy of the ARD notice, as one must be turned in with the ARD paperwork.

ARD meetings cannot be held without the parent being provided with a notice of an ARD meeting at least five school days prior to the meeting. The exception to this is when the parent waives their right to receive this notice within the required time frame. In this event, the parent must indicate in writing on the notice of ARD, that they are waiving their right to receive the notice five school days prior to the meeting. This should be the rule rather than the exception.

Parental Involvement in the ARD

The District must take steps to ensure that one or both of the parents are present at each ARD meeting or are afforded the opportunity to participate at each ARD meeting with respect to decisions related to identification, evaluation, educational placement and the provision of FAPE. If neither parent can participate in a meeting at which a decision is made related to changing the IEP of their child, the District will use other methods to ensure parent participation (including individual or conference telephone calls).

If the District is unable to obtain parent participation in a placement decision, the District may make a placement decision. In this situation, the District would attempt to ensure parent involvement by arranging a meeting at a mutually agreed upon time and place. Records of phone calls made, or attempted, and results of those calls, copies of correspondence sent to parents and any responses received, and documentation of visits to parents’ homes or places of employment and results of those visits are examples of methods that could be used by our District staff.

The District presumes that divorced parents have equal rights under state and federal law to participate in all aspects of their child’s education, unless either or both parents do not have authority under applicable state law governing matters such as guardianship, separation or divorce.

The District makes reasonable efforts to ensure that parents understand, and are able to participate in any group discussions relating to the educational placement of their child. Such efforts would include arranging for an interpreter for parents with deafness or whose native language is other than English.

ARD Meeting without ParentsThe following procedure is recommended in order to help ensure parental participation at an ARD meeting:

Provide at least two written notices at least five school days prior to the meeting; send a copy of the ARD notice with the student; follow up with a phone call; if needed, follow up with a home visit.

Always document on the ARD notice all of the methods utilized to convince the parent to attend the ARD meeting.

If the parent has indicated to have the meeting without them, make sure that a signed invitation has been secured or documentation is provided and indicates in writing that the parent has requested that the meeting be held without them.

If you do not hear back from the parent by the time of the ARD meeting, then reschedule the meeting (only on the first written notice).

The meeting should be rescheduled by sending another written notice of ARD meeting, with the parent receiving the notice at least five school days prior to the meeting.

The same procedures to ensure parental participation as stated above should be followed and documented.

If after the second notice, the parent does not attend and we have secured a signed invitation or documentation of our efforts and feel that the parent knows about the meeting, but is choosing not to participate, then we can feel secure in documenting our efforts to obtain parental participation and then proceed with the meeting. This would also apply in situations of an initial referral in which the student has qualified for services, although parental consent is needed in order to initiate services. In addition, this would also apply in extreme cases where students are being moved from one campus to another, or there is a radical change in the student’s instructional arrangement. For example: resource to a self-contained setting.

A viable option for obtaining parental participation could include participation via conference call.

Procedural SafeguardsOur District considers provision of procedural safeguards an essential part of prior written notice. Procedural safeguards are given to parents (or eligible students) as part of the prior written notice. A Guide to the Admission, Review, and Dismissal Process and the Notice of Procedural Safeguards shall be given to the parent or adult student at the time of initial referral to special education and documented.

At minimum, the parent or adult student will be given A Guide to the Admission, Review, and Dismissal Process and the Notice of Procedural Safeguards at least one time a year and upon the following occurrences:

• initial referral or parent request for evaluation;• at least annually;• upon receipt of a written complaint from parent/guardian

through TEA; • upon receipt of request for due process;• on the date on which the decision is made to remove a child

from his or her educational placement because he or she has violated a code of student conduct and the removal constitutes a change in placement; or

• upon request by a parent.Parent/adult student must sign a receipt each time they are given a copy of A Guide to the Admission, Review, and Dismissal Process and/or the Notice of Procedural Safeguards.

ARD Committee Required MembersThe ARD in our District is composed of a group of certified and/or licensed professionals, teachers, administrators and the parent(s) of the student, the student when appropriate, and other individuals having knowledge or special expertise regarding the student. Administration is represented by someone qualified to provide or supervise the provision of special education. This person will be the principal or his/her designee that is certified in the area of mid-management/principalship. In our District, school personnel that are knowledgeable in the areas necessary to determine an appropriate educational program for a student with a disability attend ARDs. Each ARD that (1) develops, reviews and revises an IEP; (2) designs and conducts an initial evaluation or reevaluation; (3) determines eligibility; (4) conducts a manifestation determination; (5) develops a functional behavioral assessment; or (6) develops, reviews or modifies a behavioral intervention plan, includes:

• The parents of the student with a disability; • At least one regular education teacher of the student (if the student is, or

may be participating in the regular education environment); • At least one special education teacher of the student, or if appropriate, at

least one special education provider of the student; • A representative of the District who is qualified to provide or supervise the

provision of specially designed instruction to meet the unique needs of students with disabilities, is knowledgeable about the general curriculum and about the availability of resources within the District;

• A representative of the student’s school staff; • An individual (Diagnostician, LSSP, Speech Pathologist) who can interpret

the instructional implications of evaluation results (who may be one of the previously listed team members other than the parent);

• If appropriate, the student; and • At the discretion of the parent or the District, other individuals who have

knowledge or special expertise regarding the student, including related services personnel.

In some instances, an ARD member may be excused from attending an ARD meeting or, their attendance may not be necessary.

• A member of the ARD shall not be required to attend an ARD meeting, in whole or in part, at which a student’s IEP is to be developed, reviewed, or revised, if the student’s parent and our District agree that the member’s attendance is not necessary because that member’s area of the curriculum or related services is not being modified or discussed in the meeting.

• A team member’s attendance at an ARD meeting, in whole or in part, at which a student’s IEP is to be developed, reviewed, or revised, may be excused from attending the meeting even though it involves a modification to or discussion of that team member’s area of the curriculum or related services, if the parent and our District consent to the excusal and the team member submits written input to the parent and ARD prior to the meeting.

• A parent’s consent to a team member’s absence from a ARD meeting, whether because their attendance is not necessary or they have been excused and have submitted written input to the parent and ARD, must be given on the appropriate page of the ARD (Special Ed Manager System Forms).

Invite all Necessary Members of the ARD Committee

The following are the members of the ARD committee: Parent / Adult Student Representative of the Local Education Agency (Principal, or Assistant

Principal, or Principal’s Designee) Representative of Regular Education Instruction Representative of Special Education Instruction Someone who can interpret the instructional implications of assessment

(the person who fills this role is contingent upon the nature of the assessment being reviewed)

LPAC representative (if student is receiving bilingual instruction , or being monitored by the bilingual program)

Career and Technology representative (if the student is in, or being considered for enrollment in a CATE course)

Any individual that the district distinguished as having any special knowledge or expertise regarding the child, such as a service provider.

Any individual invited by the parent. ***Note: When a parent has invited (for example: an aunt, grandmother, friend, etc.), have the parent sign a Release of Confidentiality which ensures that the parent gives permission for that person or persons to attend the ARD.

Student of any age (particularly students ages 13 and up whose ARD committees are discussing the provision of transition services)

Some individuals may serve dual roles on the ARD committee. For instance, a representative of special education instruction can also double as the individual who can interpret the instructional implications of assessment. Again, this depends upon the nature of the assessment being discussed.

It is important to remember to ensure that all required members are present and sign the ARD document.

Review of Assessment Data

Review dates of all current evaluations.

Determination of Eligibility/Disability CodesAll school districts in the United States are required by law to identify, locate, and evaluate children with disabilities. Once this has occurred, school districts have a duty to evaluate whether the children are eligible for special education and then begin to develop individualized education programs for them. IDEA and the corresponding regulations define "children with disabilities" as those suffering from at least one of the following conditions:

Intellectual Disability/ID/CODE 06 Hearing impairment/AI/CODE 03 Speech or language impairment/SI/CODE 09 Visual impairment/VI/CODE 04 Deaf-Blind/DB/CODE 05 Serious emotional disturbance/ED/CODE 07 Orthopedic impairment/OI/CODE 01 Autism/AU/CODE 10 Traumatic brain injury/TBI/CODE 13 Specific learning disability/LD/CODE 08 Other health impairments/OHI/CODE 02 Non-Categorical early childhood/NEC/CODE 14

These disabilities must have adverse effects on disabled children in order for the children to be eligible for special education and related services.

34 Code of Federal Regulations § 300.8. Child with a disability. 

(a) General    (1) Child with a disability means a child evaluated in accordance with §§ 300.304 through 300.311 as having intellectual disabilities, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ‘‘ emotional disturbance ’’ ), an orthopedic impairment, autism, traumatic brain injury, another health impairment, a specific learning disability, deaf

blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.    

Review Previous I.E.P. (Goals and Objectives)

Development of the IEP

PLAAFP We must know where each student’s present levels of academic achievement and functional performance is before we can determine where their needs are. We must also know where a student is before we can determine where we can reasonably expect him or her to be within twelve months. A new PLAAFP must be build for every annual ARD.

This is critical in order to develop an effective individualized educational program for a student. Without the PLAAFP, the IEP does not have any data showing the student’s present performance, and thus cannot appropriately determine where the student’s needs currently exist. The PLAAFP is the baseline for creating a high quality IEP. It is a description of the student’s strengths in relation to the standards. The PLAAFP is created using a variety of sources: evaluation, classroom data, accommodations and modifications, parent information and additional supports.

Evaluation-

We want our data, qualitative or quantitative, to assist us in thinking through our student’s current needs. The present levels statement is an objective statement of all information relevant to the student’s educational performance. The information needs to be current and relevant.

Data sources may include but are not limited to: data from a Full IndividualEvaluation (FIE) report, performance on state assessments (TAKS/STAAR) and Benchmark data, results from Universal Screenings, Behavior Intervention Plan (BIP) data, norm or criterion reference test results.

Classroom Data-

Another piece we need to look at in creating the PLAAFP is current information related to a student’s classroom performance (do not include information from 3 to 4 years ago). This classroom data comes from a variety of sources, with some examples listed here.

Report card information, performance on previous IEP goals, behavior data (ex. Weekly progress report), Learning Style preferences, Classroom based assessmentsAccommodations and Modifications- Another important thing for ARD Committees/IEP Teams to consider is the accommodations and modifications that have been and/or are currently being provided for the student. It is important that the ARD Committee/IEP Team look at what is and is not working for the student, and make a determination of what else may need to be tried in order to help create success for the student.

Parent Information-Another data source for the PLAAFP is parent information. Parents know moreabout their children than anyone else. Therefore, it is extremely important to include their information in the development of the PLAAFP.

Parents also have the unique opportunity to see their child in a variety of settings, which helps the ARD Committee/IEP Team to determine if the student’sskills and behaviors are specific to a particular situation or setting or if the skills and behaviors are generalized-that is, if the same behavior or skill occurs across multiple settings.

Parents can also give valuable information regarding any changes that have taken place in the home environment or setting that may be affecting a student’s current performance. These changes might be a recent divorce, marriage, birth, death, etc., that has an impact on the student’s daily life.

Finally, parents can also provide valuable information about what is taking place outside of the school setting by way of tutoring or trainings. This information can be used to further determine what types of accommodations might be working that have not yet been tried in school.

Additional Supports-

Related services, speech therapy, and assistive technology

Below are a few examples of PLAAFP’s.

Shelby is a 4 year old enrolled in a PPCD classroom with a disability of autism:

According to her mother, Shelby “plays” with her older sister, but social interaction with peers limited to parallel play in various areas of the classroom. She displays occasional verbal and physical outbursts to demonstrate frustration over shared materials or when she cannot move about the classroom as she chooses. She follows a visual schedule (color line drawings) for her daily routine and can independently manipulate the schedule pieces as she progresses through the day. She has learned to look at the next picture on her schedule and will verbally state what comes next, i.e. “Outside”, “Work Time”. Shelby uses one- and two- word phrases to express wants and needs, primarily with adults. Shelby uses the toilet when taken by an adult, but has not begun initiating the toileting process. Her family reports that she will use the restroom when taken at home, but she refuses to use any other bathrooms (especially public restrooms). Shelby can point to all 26 letters of the alphabet and verbally state their names. She can also verbally identify the numerals 1-20. She can rote count to 20. She can identify her printed name and says, “Shelby” when she sees it. She can also verbally identify the printed names of all of her classmates. Shelby can retell a story that has been read to her several times but cannot answer any questions about the story which require generalization or application of knowledge.

Anthony is a 3rd grade student with a learning disability in basic reading skills. He will take the STAAR Reading Test:

Anthony enjoys hands-on activities and shows master in all subject areas when given the option of completing a project to demonstrate his understanding of the content. He enjoys educational games, songs, and rhymes. He has mastered his multiplication facts of 0’s-12’s by using multiplication rap. Anthony struggles with reading and writing; he complains of headaches, eye fatigue and words on the page that seem to shake, move or reverse. When asked to read or write an assignment, he becomes frustrated in 8 out of 10 situations. His first district benchmark in reading was a 56% and in language arts was 54%. He currently reads 24 words per minute at the 3rd grade level. One month prior to his last district benchmark, he started using a place marker. His reading score increased to 78% and his language arts score increased to 70%. His words per minute in 3rd grade texts increased to 44 words per minute. His frustration level has been greatly reduced; currently he becomes frustrated in 4 out of 10 situations. Anthony’s parents have reported that he is now reading for enjoyment at home.

Isabella is a 4th grade student with intellectual disability and will take the STAAR-Alt Reading:

Isabella is non-verbal and uses many ways to communicate including gestures, facial expressions, eye gaze, vocalizations, word approximations, head nods for yes, head shakes for no, and use of an augmentative communication device she accesses with a head switch. Isabella does best when given tasks in a real-life setting to complete; she struggles with generalization of skills. She utilizes pre-requisite skills to access the TEKS. She needs very direct, individual instruction to acquire new skills. Isabella enjoys having stories read to her or listening to them on tape. When shown a book that has been read to her before that she enjoyed, she will use her communication device to say “Please read it again!” Isabella will use her communication device independently to respond to the teacher to answer questions about the story/book with 80% accuracy. When she is given a question about two familiar stories/books and asked to make a comparison or connection between two, she answers independently

with 40% accuracy. When asked the same questions with peers present, she needs two to three verbal prompts to use her communication device or give a response.

Goals and Objectives

Note: In this section, IEP refers to the individualized goals and objectives, not to the entire ARD packet

Definition

A statement of measurable annual goals, including academic and functional goals designed to…..

Meet the student’s needs that result from the student’s disability to enable the student’s to be involved in and progress in the general curriculum;

And meet each of the student’s other educational needs that result from the student’s disability IDEA-IA of 2004

The special education personnel will present to the ARD committee proposed goals and objectives for the members to consider. At the ARD meeting the drafted goals and objectives will be edited and/or rewritten to reflect the parents’ and other committee members’ concerns about the student’s educational needs.

Annual Goals

Annual goals are to be written in measurable and observable terms in the area of educational needs to determine educational priorities which the student may reasonably be expected to accomplish/matter.

Annual goals are to be individualized to meet each student’s needs.

Goals are to reflect TEKS Objectives, unless the ARD committee determines TEKS to be inappropriate.

Annual goals are statements that describe what a student with a disability can reasonably be expected to accomplish within a twelve month period in the student’s special education program. These goals are skills and/or knowledge that will be mastered, not an activity.

Measurable annual goals are statements that contain four critical components: timeframe, conditions, behavior and criterion. A measurable goal includes the behavior or skill that can be measured at periodic intervals against a criterion of success. The following are the definitions of the four components:

A. Timeframe identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion.

B. Condition specifies the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for a student to reach the goal. The condition of the goal should relate to the behavior being measured. For example, a goal relating to reading comprehension may require the use of a graphic organizer. The graphic organizer is the condition.

C. Behavior clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured.

D. Criterion identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies the amount of growth that is expected.

The following chart shows the natural flow of a written measurable goal.

Timeframe Condition Behavior Criteria In 36 instructional weeks

using decoding skills and oral practice within a 3rd Grade passage

Joseph, a 3rd grade student, will read

70 words per minute with fewer than 10 errors

By May 15, 2016 given a 4th grade story prompt and 30 minutes to write

Linda, a 4th grade student, will write

a three paragraph essay using transition words in sentences and between paragraphs with 5 or fewer errors

By the end of the 2015-2016 school year

given mixed fraction problems using all operations

Jose, a 6th grade student, will solve

85% of all assigned problems correctly

Short Term Objectives

Short term objectives are required for students who take alternate assessments.

Reminder: Progress of students on goals and objectives must be monitored and updated as often as determined by ARD committee. Parent must be provided an update of their child’s progress.

Instructional Objectives

Use Special Ed Manager to generate all IEPs.

The number of objectives is to be kept within a reasonable and manageable number which the student may be expected to accomplish/master by the student’s next annual review.

Objectives should be written in specific, measurable, and observable terms and should reflect the annual goal of the IEP. The objectives should be appropriate to meet the individualized and changing educational needs of the student.

The ARD committee also determines the level of mastery criteria. If the student is to receive either content mastery or mainstream services, these IEPs will be implemented.

Documenting Mastery

All Special Education Personnel will follow the following procedures:

1. The review dates for documenting mastery of IEP objectives are at least every six-weeks grading period unless otherwise determined by the ARD Committee.

2. Evaluate degree of mastery of each objective of the IEP. You may use, but not limited to, Teacher-made tests, Teacher Observation, and District made tests.

3. When reviewing IEP’s use these codes:a) If mastered, write C for complete.b) If not mastered, and the teacher chooses to continue

teaching the objective, write IP for in progress.c) If not mastered, and the teacher feels the objective is

inappropriate to continue teaching it, write N/A for discontinued.

IEP Progress Report

The regular campus generated progress report will be completed and sent to parents at the end of the third week of each six weeks. All teachers and service providers are also responsible for reporting to parents on the progress that students are making toward meeting the annual goals. All IEP goals in Sp Ed Manager must be updated at the end of each six weeks. Teachers and service providers should remember to answer the question whether progress to date would enable the student to achieve the goals by the end of the IEP year. The student’s contact teacher/case manager will send out a copy of this report to the parents.

Use the progress report on Special Education Manager to document progress at the annual review/re-eval ARD.

Participation in State/District Assessments-

The admission, review, and dismissal (ARD) committee determines which assessment is appropriate for each student based upon his or her individual needs. In order to make this decision, ARD committees must be familiar with the statewide assessment options available to students. In addition, ARD committees must be aware of how their decisions impact a student’s academic future. The assessments that are available for special education students are the STAAR, STAAR Spanish, STAAR L, STAAR Accommodated and STAAR ALT.

In order to take an alternative assessment students must meet all eligibility requirements as set by the State.

Documentation of Supplemental Aids-

The IEP documentation should connect the supplemental aids that a student uses to his/her present levels of academic achievement and functional performance (PLAAFP). The IEP documentation should be specific enough that district personnel understands what supplemental aids a student needs in order to be successful.

Attach copies of what the student currently uses, but include a statement that allows for additional supplemental aids that a student may need as new skills are introduced.

Exit Procedures and Criteria for SPED-LEP Students

Refer to the FLOWCHART OF PROCESS FOR EXITING LIMITED ENGLISH PROFICIENT (LEP) STUDENTS RECEIVING SPECIAL EDUCATION SERVICES FROM BILINGUAL/ESL PROGRAMS FOUND AT: http://ritter.tea.state.tx.us/curriculum/biling/LEP_SPED_Exit_Flow_Chart.pdf

STEP 1Student is receiving special education services and is identified as a student with limited English proficiency (LEP).

Student appears to no longer need second language acquisition support in English to address learning needs (or is approaching that point).

Key Admission, Review, and Dismissal (ARD) committee members and key Language Proficiency Assessment Committee (LPAC) members meet to discuss second language acquisition within the context of student’s disability and review data from testing and classroom.

Based on this review, key ARD committee members and key LPAC members identify: 1. appropriate listening and speaking [oral language proficiency test (OLPT)],

reading, and writing assessments*, and 2. appropriate student performance standards to verify that second language

acquisition support in English is not needed to address learning needs.

STEP 2 (BEGINNING OF THE YEAR)ARD committee meets to discuss recommendations, update Individualized Education Program (IEP), and document exit/reclassification decisions. Key members of the LPAC participate in this part of the ARD committee meeting. Decisions relating to exit from bilingual education or English as a second language (ESL) services must also be documented by the LPAC. Use ARD LPAC SupplementPlease see also: http://www.tea.state.tx.us/special.ed/guidance/ardlpac.html

* When it is not appropriate to assess one or more domains due to a student’s disability, the ARD committee and LPAC will provide documentation to support the decision not to assess the domain(s).

STEP 3 (END OF THE YEAR)Key Admission, Review, and Dismissal (ARD) committee members and key Language Proficiency Assessment Committee (LPAC) members meet to discuss and make recommendations for exit/reclassification.

STEP 4 (NEXT ANNUAL ARD FOLLOWING DECISION TO EXIT)ARD committee meets to discuss recommendations, update Individualized Education Program (IEP), and document exit/reclassification decisions. Key members of the LPAC participate in this part of the ARD committee meeting.

**Each campus has an LPAC MANUAL (BINDER). If you have specific questions or need LPAC forms, please refer to your campus LPAC representative and/or the Bilingual Dept. Staff.

SCHEDULE OF SERVICESAny 5th grade student going to middle school needs to have a second schedule of services with the intended schedule for 6th grade. Any 8th grade student going to high school also needs to have a second schedule of services with the intended 9th grade schedule. All high school students need to have two schedule of services (one for the current year and one for the following year) addressed at the annual ARD.

ACCOMMODATIONS AND MODIFICATIONSSpecial Education personnel must, in a timely manner, provide pertinent sections of a student’s IEP to regular education teachers, to include a copy of needed accommodations/modifications and a copy of a behavioral intervention plan (should one be in the IEP. In order to document that the regular education personnel received a copy of the accommodations/modifications as recommended by the ARD committee, the special education teacher should ensure that a signed receipt of modifications (see attached form) is obtained from the regular education teacher. In addition, the special education teacher is responsible for coordinating with regular education teachers to ensure that regular education teachers are aware of what the recommended accommodations/modifications are and understands how to implement them. At least once every six weeks, the special education personnel must provide and obtain from the regular education teacher a Coordination of Services Form. The Coordination of Services Form will ensure that students are receiving the proper supports in the regular education setting. Please stress to the regular education teachers that they have legal and ethical obligations to provide accommodations/modifications as recommended by the ARD committee. It is important that the regular education teachers have proof of accommodations/modifications that can be documented on weekly lesson plans, or on assignments themselves. For instance, if a particular test was read orally to the student, the regular education teacher can simply write on the test itself, Test Was Orally Administered. In addition, on a homework assignment, the teacher can write, Provided Extra Time for Completion, at the top of the assignment.

Use Required Form to document monitoring and coordination with all of the student’s General Education Teachers.

Assistive Technology (AT) Assistive technology (AT) devices or services or both are made available to a student with a disability as required to assist the student to benefit from special education. In such cases, assistive technology may be a part of one or more of the following: special education, related services, and/or supplementary aids and services. The District provides the AT devices in all settings specified in the student’s IEP. (Ex: Don Johnson (SOLO), Auditory Trainers, Alternative Keyboards, Personal Listening Systems, Touch Screen Computers, Kurzweil, etc.)

NOTE: Check with the diagnostician for a list of available resources.

RELATED SERVICES

As defined by federal law, the term related service means transportation and such development, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.

Examples of Related Services include, but are not limited to:AudiologyCounseling ServicesEarly identification and assessment of disabilitiesMedical services (only to diagnose or evaluate a student’s disability)Occupational TherapyOrientation and Mobility ServicesParent Counseling and TrainingPhysical TherapyPsychological ServicesRecreationRehabilitation Counseling ServicesSchool health servicesSocial Work Services in SchoolTransportation

Procedures for Documenting the Frequency, Location and Duration of Related Services The U.S. Department of Education has previously instructed that: "the amount of services to be provided must be stated in the IEP so that the level of the agency's commitment of resources will be clear to parents and other IEP team members.” Each IEP must include the frequency, duration and location of the services to be provided. ARD committees should review all IEPs to be sure that the LEA’s commitment of resources is clear.

The Individuals with Disabilities Act (IDEA) requires that the Individualized Education Program (IEP) for a student receiving related services contain a statement of the “anticipated frequency, location, and duration of those services, 34 Code of Federal Regulations (CFR) §300.320(a)(7). The Federal Register dated August 14, 2006, provides guidance in this area within its discussion of the comments regarding the proposed 2006 IDEA regulations. A comment to the regulations asked for clarification regarding the term duration. The response in the Federal Register was: The meaning of the term ‘‘duration’’ will vary, depending on such things as the needs of the child, the service being provided, the particular format used in an IEP, and how the child’s day and IEP are structured. What is required is that the IEP include information about the amount of services that will be provided to the child, so that the level of the agency’s commitment of resources will be clear to parents and other IEP Team members. The amount of time to be committed to each of the various services to be provided must be appropriate to the specific service, and clearly stated in the IEP in a manner that can be understood by all involved in the development and implementation of the IEP. (Federal Register, Vol. 71 No 156 p. 46667)

Frequency Duration Location How often will the service be provided (daily, weekly)? If a service is provided less than daily or weekly then the conditions for the provision of the service must be clearly specified within ARD documents.

How long will the service be provided? The beginning and ending dates must be specified. How long will each session be (15 minutes, 30 minutes)? If a term (1 class period) is used in the IEP to define duration of service, the term must be defined in the IEP (example: 1 class period = 50 minutes).

Where will the service be provided?

Please remember that you must invite all related service providers to the ARD committee meeting and that IEPs must be included. The parent must agree in writing to excuse any member not present.

Procedures for Requesting Related ServicesAs part of the evaluation process (initial FIE or re-evaluation), the evaluations should be comprehensive enough to point out the need for a related service. In addition, during the student’s annual ARD meeting, the need for related services will always be considered. In the event that a student’s annual review has occurred and at that time the evaluation data did not point out a need for related services, but then later there should be a change in the student’s functioning that might point out the need for a related service, the student’s regular and or special education teachers will consult with the campus diagnostician, the student’s parent and any other personnel that could provide pertinent information. After this consultation, should it appear that there might be a need for the student to receive related services, an ARD meeting will be convened and a recommendation for an evaluation to determine the need for a related service will be made. At that point notice and consent for assessment will be obtained from the parent and or adult student. The Educational Diagnostician or Speech Therapist will complete a request for an evaluation, forward the request and send an email to notify the appropriate personnel of the requested evaluation to ensure it is completed on a timely basis. Upon completion of the evaluation, an ARD committee will be convened in order to review the results of the evaluation. If the evaluation report indicates that the student qualifies for related services, the services will begin immediately as per ARD recommendation.

TransportationWhen starting or changing transportation services, please call Omar Flores at 580-6053 to inform him and also fax a copy to transportation department at 580-6057.

Extended School Year Services

ESY is an individualized instructional program for eligible students with disabilities that is provided beyond the regular school year. The need for ESY services must be determined on an individual basis by the admission, review, and dismissal (ARD) committee. The individualized education program (IEP) developed for ESY must include goals and objectives.

The need for ESY services must be documented from formal and/or informal evaluations provided by the district or the parents. If a student requires a significant amount of time to recoup acquired critical skills, then the ARD committee should discuss whether the student needs extended educational

and/or related services during school breaks. If the loss of acquired critical skills would be particularly severe or substantial, or if such loss results, or reasonably may be expected to result, in immediate physical harm to the student or to others, ESY services may be justified without consideration of the period of time for recoupment of such skills.

La Joya must ensure that extended school year services are available as necessary to provide a free appropriate public education in order to maintain identified critical skills for those students in need of these services.

ESY services are determined by the student’s ARD committee. Services are student need driven and include a variety of options. ESY Goals/Activities are reflected in the student’s current IEP.

ESY services are not limited to particular categories of disability. District information reflects that all disability categories are considered for ESY. Consideration is by individual student need. 

ESY services are not unilaterally limited as to the type, amount, or duration. Consideration of service delivery includes community options/services. 

Transportation, as a related service, is considered and offered to students with disabilities who need this service to benefit from ESY services.

All La Joya staff, including administrators, supervisors, teachers, related service personnel, and teaching assistants, understand the purpose of ESY services and the role staff play in the consideration and delivery of ESY services. La Joya staff will participate in the consideration of ESY services discussion. Those staff involved in the provision of ESY services will be informed of the student’s goals and other information related to ensuring the effectiveness of the services.

La Joya ISD staff will ensure that parents understand information provided to them in regard to the purpose and intent of ESY services and the role they play in the consideration and delivery of the ESY services. When parents have

questions regarding this service, they will know who to ask for further discussion and/or explanation of the process. Parents will participate in the ARD committee discussion regarding the consideration of ESY services. When needed or appropriate, parents will provide documentation to the ARD committee for use in the determination of ESY eligibility. Parents will communicate with district staff and participate in the ESY services as they would for their child’s school year services.

In order for a child to receive ESY services, an ESY supplement must be completed at an ARD meeting. If child qualifies for ESY, an IEP must be developed for ESY services. (Including any related services, if needed.) This IEP is to be comprised of only those objectives that the student:

Previously mastered, as documented at one of the three month reviews before the annual review; and

Has shown regression in after a school holiday; and or summer vacation. ESY form will be completed on every student 6 weeks after child has been in school. The attachment will be put in the student folder for documentation purposes

The reasonable time to recoup the lost skills is not to exceed six weeks. Severe regression must be documented through formal and/or informal evaluation.

If it is determined that ESY services are needed, the ESY supplement will need to be completed. If the annual meeting was already held, and it was determined that the student was not in need of ESY services, but personnel working with the student, or the parent later believe that the student may be in need of ESY services, an ARD committee meeting will be reconvened to consider the need for ESY services. In considering whether ESY services are needed, the ARD committee will review progress reports, updated goals and objectives, information provided by the parent and teacher, and any other evaluation data in order to discern whether a significant amount of time is needed in order for the student to recoup mastered skills after long school holidays and/or summer. Use ESY Supplement on Special Education Manager.

Instructional Arrangement Codes

Instructional Arrangement/Setting Code(s) Code(s)speech therapy code 00homebound code 01hospital class code 02VAC code 08state school code 30resource room codes 41 and 42mild/moderate/severe codes 43 and 44full-time early childhood code 45off home campus codes 91 - 98residential care/treatment codes 81–89

Example:

Number of Periods of Special Education Instruction per Day

8-Period Instructional

Day

7-Period Instructional

Day

6-Period Instructional

Day

5-Period Instructional

DayOne Spec Ed Period Resource (41) Resource (41) Resource (41) Resource (41)

Two Spec Ed Periods Resource (42) Resource (42) Resource (42) Resource (42)

Three Spec Ed Periods Resource (42) Resource (42) Mild/Mod/Sev (43) Mild/Mod/Sev (43)

Four Spec Ed Periods Mild/Mod/Sev (43) Mild/Mod/Sev (43) Mild/Mod/Sev (44) Mild/Mod/Sev (44)

Five Spec Ed Periods Mild/Mod/Sev (44) Mild/Mod/Sev (44) Mild/Mod/Sev (44) Mild/Mod/Sev (44)

Six Spec Ed Periods Mild/Mod/Sev (44) Mild/Mod/Sev (44) Mild/Mod/Sev (44)

Seven Spec Ed Periods Mild/Mod/Sev (44) Mild/Mod/Sev (44)

Eight Spec Ed Periods Mild/Mod/Sev (44)

Use Required Form (In Class Support Documentation Log) to document Inclusion services.

Parental Refusal for Consent or Withdrawal of Consent

If a parent (or eligible student) revokes consent for special education services, that revocation is not retroactive. Therefore, it does not negate an action that has occurred after consent was given and before consent was revoked. The diagnostician will complete the Decline Sp. Ed. Services Form on Sp Ed Manager to provide the parent (or eligible student) along with a copy of the procedural safeguards. If a parent (or eligible student) refuses or withdraws consent in the case of an initial evaluation or reevaluation, our District may continue to pursue these ARD decisions by using due process, including mediation. If a hearing officer upholds our District decisions, the District may evaluate or reevaluate the hearing officer’s decision. If a parent (or eligible student) refuses consent or fails to respond to a request to provide consent for the initial provision of special education and related services, the District will not pursue the provision of special education and related services by using due process, including mediation.

If parental (or eligible student) consent is not given or is revoked for private placement, the District will request a hearing, provided the private placement is not the initial placement for the child.

Determination of Placement (LRE)The District ensures that, to the maximum extent appropriate, students with disabilities are educated with students who are nondisabled. Placement of students in special classes, separate schooling, or other removal of students 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 aids and services cannot be achieved satisfactorily.

Continuum of Alternative Placements The District provides a continuum of alternative placements to meet the needs of students with disabilities who require special education and related services. These alternative placements are available to the extent necessary in order to implement the IEP. This continuum of placements includes instruction in regular classes, special classes, special schools, and home instruction. In addition, supplementary services (such as a resource room, inclusion, or itinerant instruction) are provided in conjunction with regular class placement.

Determining Placement

In determining the educational placement of a student with a disability, including a preschool student with a disability, the District ensures that the placement decision is made in conformity with the LRE provisions of IDEA. The placement decision is made by the ARD. The placement of each student with a disability is determined, at least annually, based upon his/her IEP. Unless the IEP requires some other arrangement, students are educated in the school they would attend if they did not have a disability. Students are educated as close to their home as possible. In selecting the least restrictive environment, consideration is given to any potential harmful effect on the student or on the quality of services the student needs. Each IEP includes an explanation of the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular and other nonacademic activities, and a justification for removal from regular education. A student with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum. Each student requiring special education and related services is educated in the school that he or she would attend if he or she did not require special education and related services, unless the IEP requires another placement.

PPCD Instruction

PPCD placement for a child between the ages of three to five years is provided when recommended by the ARD. Any three year old child who qualifies for services can attend a PPCD classroom for three hours of instruction either in the morning or in the afternoon or as deemed appropriate by the ARD. Four and five year old students can attend school for the full school day. At each annual ARD the PPCD Teacher will provide information and a contact number for Tropical Texas Behavioral Health (956- 289-7000). This information is not for Speech only students.Homebound Instruction

Placement involving Special Education Homebound instruction is provided when recommended by the ARD. One or more of the following conditions must apply:

• A physician certifies in writing that the student is unable to attend school for medical reasons and states the expected date that the student will be able to return to the school program;

• The student has a handicap so severe that it prevents the student from learning in a school setting or the student's presence in school endangers the health, safety, or welfare of the student or others;

• The student is pregnant, or has given birth, and a physician certifies in writing that homebound instruction is in the student's best interests and should continue for a specified period of time.

Homebound instruction is provided when a student’s condition causes an absence of at least four weeks duration. Note- the four weeks do not have to be consecutive.

Protocol for Monitoring students that have been dismissed from the Special Education Program.Special education students that are dismissed from the program will be monitored by the special education teacher for one year from the dismissal date.

ASSURANCESThe representative of the Local Education Agency, either the principal or assistant principal or the Principal’s Designee must read the assurances and initial each.

READ AND APPROVE MINUTESA member of the ARD should read the minutes and correct/clarify them as necessary.

Correct anything that needs to be changed as the scribe is reading the minutes.

Enter into the minutes that changes were made and minutes were approved.

All members of the ARD committee sign the ARD signature page.

CONCLUSIONS Make sure parents (and/or eligible student) have signed any other

forms – examples: consents, authorization for medical billing, SHARS, etc.

Check if consensus was reached with parent. If not a 10 day recess must be offered and the parent must be provided with a copy of procedural safeguards.

Make sure everyone signed the IEP/Signature Page. Also check to see if anyone disagreed. If there is any disagreement among any member of the ARD, the member of the ARD who is not in agreement must be given an opportunity to indicate in writing why they are in disagreement.

What IF’s

Parent Leaves Say the following to the parent. “We invite you to stay and participate in the ARD process. Even if you

leave this meeting, the ARD committee will continue until we conclude this ARD meeting and have developed an Individual Education Plan for your child..”

Parent does not agree Find out what the parent does not agree with and go back over the

section that they do not agree with and try to reach consensus. Note in the minutes any disagreement by the parent.

Parent does not agree and refuses to check agreed: “Because you the parents have not agreed, the ARD committee will be

in recess for a period of time not to exceed 10 school days. During the recess, the member shall consider alternatives, gather additional data, and/or obtain additional resource persons to enable the committee to reach mutual agreement. The committee will reconvene at______________(give date, time and location). At the time the ARD committee will discuss the issues again to see if a consensus can be reached. This meeting is in RECESS until we reconvene on:___________________________________________________________.”

Make sure time, date & location when you will reconvene are in the ARD minutes. Make sure that you send them a written 5 day notice for the date when the ARD will reconvene.

Invite them to come to the school during the next few days to discuss their concerns.

If the parent fails to show up on the agreed upon date/time as indicted in the ARD and Written Notice of ARD, the ARD meeting proceeds as scheduled.

NOTE: Do not check any “agreement” boxes prior to the ARD meeting. Please do not check any boxes for the parent and do not highlight or mark where the parent is to sign. SHOW the parent where to check and where to sign.

10 Day ARDIntroductions“We are reconvening the ARD held on_____________ because of the District’s recommendations at the ARD. By law we are required to reconvene to give the parent an opportunity to reconsider. We are here today to discuss the disagreements.”

Statement of Conduct and Confidentiality

Give parents a copy of Procedural Safeguards

Present Additional Assessment/Information

“Does the parent or any staff member have any new assessment data or information for the committee to review?”

Go thru Agreementsa. Assessmentb. Eligibilityc. IEP goalsd. Placemente. Transition services if neededf. Statewide Assessment Datag. BIPh. Accommodations / Modificationsi. Schedule of Services

Review Disagreements (In any of the areas listed above)

Review ARD/IEP Recommendations

Ask for Signatures……“Are you still choosing to disagree?”

“You, as a parent, have a right to disagree with the plan proposed by the district. After careful review and discussion, La Joya ISD feels that the plan recommended will provide FAPE for the child. You have a right to disagree; however, the school district will implement this plan pursuant to IDEA.” In this event the ensuing form (Prior Written Notice) must be completed and provided to the parent along with a copy of the procedural safeguards.

Amendments to the ARD Committee Meeting

In making changes to a child’s IEP after the annual ARD meeting for a school year, our District and the parent of a child with a disability may agree not to convene an ARD committee meeting to make those changes through the use of the Amendment to the ARD form. Other members of the ARD shall be informed of the changes made to the IEP. Upon request, the parent will be provided with a revised copy of the IEP with the amendments incorporated.

Examples of when to use/not use the Amendment to the ARD form: The Amendment to ARD form is not to be used in instances where ARD

meetings must be held, such as, but not limited to the following instances: Manifestation ARD meetings, schedule change that will result in changing the student’s instructional arrangement, Review of formal evaluation such as psychological evaluations, FIEs, etc.; conducting evaluation reviews; matters dealing with Least Restrictive Environment issues such as placing a student on special transportation.

Instances in which IEPs can be changed through the amendment process might include:Change to a behavior intervention plan; adding of modifications / accommodations. These are just some examples; again as questions arise, please consult with the educational diagnostician.

4SECONDARY EDUCATIONSTUDENT REQUIREMENTS

Secondary Transition

Beginning not later than the first IEP to be in effect when a child is 14 or younger, if deemed appropriate by the ARD, and updated annually thereafter, the IEP must include appropriate measurable postsecondary goals. These goals must be based upon age-appropriate transition assessments related to training, education, employment and where appropriate, independent living skills and the identification of the transition services (including courses of study) needed to assist the child in reaching those goals.

At the 8th grade annual ARD the committee must address and document whether the child will graduate under the regular plan, Mastery of IEPs, or aging out. The projected date of graduation must also be documented at this ARD.

Transition services are a coordinated set of activities for a student with a disability that are designed to be results-oriented process, focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including:

• Postsecondary education; • Vocational education; • Integrated employment (including supported employment); • Continuing and adult education; • Adult services [e.g., DARS (Department of Assistive and

Rehabilitative Services); Texas Tropical Behavioral Health; • Independent living; and/or • Community participation.

Transition services, written as goals and objectives in the IEP, are based on the individual needs of each child, taking into account the child’s strengths, are written in the present tense (ex: The student will…), are preferences and interests and include activities in the areas of:

• Instruction and related services; • Community experiences; • The development of employment and other post–school adult living

objectives; and • If appropriate, the acquisition of daily living skills and provision of a

functional vocational evaluation.

When a child’s eligibility for special education and related services is ending due to graduation from secondary school with a regular diploma, or due to exceeding the age of eligibility the District will provide the student with a summary of his or her academic achievement and functional performance, which will include recommendations on how to assist the student in meeting their postsecondary goals. This information is included in the Summary of Performance and is required under IDEA.

When appropriate, and with the consent of the parent or eligible student, the District will invite to the ARD meeting a representative of any participating agency that is likely to be responsible for providing or paying for transition

services. If the participating agency fails to provide the transition services described in the IEP, the District will reconvene the ARD to identify alternate strategies to meet the transition objectives in the IEP.

ARD Memberships for Secondary Transition Considerations

If the purpose of the meeting is consideration of secondary transition services, the student (regardless of age) and a representative of any agency that is likely to be responsible for providing transition services are also invited. Representatives of outside agencies may only be invited with the consent of the parent or eligible student. If the student does not attend the ARD, the District takes steps to ensure that the student’s preferences and interests are considered.

5PROCEDURES FOR

TRANSFER STUDENTS

Transfer StudentsUpon enrollment of a new student, the campus principal or designee reviews the records of any new student transferring from another school system whether transferring from a district within Texas or from out of state. If the records indicate that the student has been identified as a student with disabilities and that the student requires special education and related services, a transfer ARD committee meeting is immediately scheduled and/or

held at that campus and, in consultation with parents, given an appropriate temporary placement including services comparable to those described on the student’s IEP. An annual ARD committee meeting is held within 30 days to review the student data from the sending school and to develop, adopt and implement a new IEP. For students transferring from another state, La Joya ISD may also conduct an evaluation if determined to be necessary and develop a new IEP, if appropriate.

In District Transfer Student

1. If the office staff informs you of any transfer student, please call the special education data entry clerks to transfer their data into to your campus.

2. Contact you campus Diagnostician to request the student’s working IEP folder (blue folder) so that they may be able to pick up the folder.

3. If it is urgent that you receive the folder you may ask your administrator for permission to pick it up yourself.

Out of District Transfer Student

1. If the office staff informs you of any student coming from another district or out of state then you will need to use the student transfer intake form.

2. Ask the campus attendance clerk to assist you in finding the contact information for the student’s previous campus.

3. Make phone contact with the previous district/campus or special education office and request information from the student transfer form.

4. Fax a release of information form requesting a copy of all current evaluations and last ARD meeting.

5. The information should be sent by TREX and arrive within 10 days; if not, please submit request again.

7

BEHAVIOR MANAGEMENT

DisciplineFor all students requiring special education, the school’s code of conduct applies. A set of specific procedural requirements must be followed in the event a student requiring special education engages in a behavior that requires a disciplinary intervention. A diagnostician must be present for manifestation ARD’s. Change of Placement/Removals of 10 Days or More

Each student served by the Special Education Programmust be monitored for any removals totaling 10 days ormore. As per Federal Regulations, a manifestationdetermination must be conducted within 10 days of thedecision to change the placement of the student.

300.53634 Code of Federal Regulations § 300.536. Change of placement because ofdisciplinary removals.

(a) For purposes of removals of a child with a disability from the child’s current educational placement under §§ 300.530 through 300.535, a change of placement occurs if —(1) The removal is for more than 10 consecutive school days; or(2) The child has been subjected to a series of removals that constitute a pattern —(i) Because the series of removals total more than 10 school days in a school year;(ii) Because the child’s behavior is substantially similar to the child’s behavior inprevious incidents that resulted in the series of removals; and(iii) Because of such additional factors as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another.(b)(1) The public agency determines on a case-by-case basis whether a pattern of removals constitutes a change of placement.(2) This determination is subject to review through due process and judicial proceedings.

300.530(e)34 Code of Federal Regulations § 300.530. Authority of school personnel....(e) Manifestation determination(1) Within 10 school days of any decision to change the placement of a child with adisability because of a violation of a code of student conduct, the LEA, the parent, and

relevant members of the child ’ s IEP Team (as determined by the parent and the LEA)must review all relevant information in the student ’ s file, including the child ’ s IEP, anyteacher observations, and any relevant information provided by the parents to determine—(i) If the conduct in question was caused by, or had a direct and substantialrelationship to, the child ’ s disability; or(ii) If the conduct in question was the direct result of the LEA’s failure to implementthe IEP.(2) The conduct must be determined to be a manifestation of the child’s disability if the LEA, the parent, and relevant members of the child’s IEP Team determine that acondition in either paragraph (e)(1)(i) or (1)(ii) of this section was met.(3) If the LEA, the parent, and relevant members of the child’s IEP Team determine the Condition described in paragraph (e)(1)(ii) of this section was met, the LEA must take immediate steps to remedy those deficiencies.

Determination of Interim Alternative Educational Settings

The IAES (Interim Alternative Educational Setting) in which a student is to be placed by the District for drugs/weapons/serious bodily injury violations, or by a hearing officer must be selected so as to:

• Enable the student to continue to participate in the general curriculum, although in another setting;

• Allow for the continuation of those services and modifications, including those described in the student’s current IEP, that will enable the student to progress towards meeting the goals in the student’s IEP; and

• Include services and modifications to address the behavior that resulted in the removal to the IAES or that are designed to prevent the behavior from recurring.

These requirements also apply to students for whom there has been a change in placement that exceeds 10 consecutive school days.

CPI/Senate Bill 1196 Training A core team of personnel on each campus must be trained in the use of restraint.

Student Restraint

"Restraint" means the use of physical force or a mechanical device to significantly restrict the free movement of all or a portion of the student's body.

The Restraint Documentation Forms must be submitted to the Campus Diagnostician. The Diagnostician submits the information to the Special Education Piems Clerk and the restraint is entered into the PEIMS database and submitted to TEA for accountability.

The following documentation requirements must be met in a case in which restraint is used by school employees, volunteers, or independent contractors (NEW: Now including Police Officers):   

On the day restraint is utilized, the campus administrator or designee must be notified verbally or in writing regarding the use of restraint;

On the day restraint is utilized, a good faith effort must be made to verbally notify the parent(s) regarding the use of restraint;

Written notification of the use of restraint must be placed in the mail or otherwise provided to the parent within one school day of the use of restraint;

Written documentation regarding the use of restraint must be placed in the student's special education eligibility folder in a timely manner so the information is available to the admission, review and dismissal (ARD) committee when it considers the impact of the student's behavior on the student's learning and/or the creation or revision of a behavioral intervention plan (BIP); and

Written notification to the parent(s) and documentation to the student's special education eligibility folder must include the following: Name of the student; Name of the staff member(s) administering the restraint; Date of the restraint and the time the restraint began and ended; Location of the restraint; Nature of the restraint; A description of the activity in which the student was engaged immediately preceding the use of restraint; The behavior that prompted the restraint; The efforts made to de-escalate the situation and alternatives to restraint that were attempted; and Information documenting parent contact and notification. NOTE: Personnel called upon to use restraint in an emergency and who have not received prior training must receive training within 30 school days following the use of restraint.Use Incident Reports attached in required forms to document

restraints. All restraints need to be sent to the special education office with a SEMS sheet. Restraints are reported in PEIMS.

8

PROCEDURES FOR INDEPENDENT EDUCATIONAL

EVALUATION(IEE)

PARENT REQUEST FOR AN INDEPENDENT EDUCATIONAL EVALUATION (IEE)

The District provides to parents, upon request for an independent educational evaluation (IEE), information about where an independent educational evaluation may be obtained and our District’s criteria applicable for independent educational evaluations.

Parents may request an independent educational evaluation at district expense if the parent disagrees with an evaluation that was completed or obtained by our District.

The parent is entitled to request only one IEE at district expense each time the District conducts an evaluation with which the parent disagrees.

If a parent requests an independent educational evaluation at District expense, our District will, without unnecessary delay, either --

• File a due process complaint to request a hearing to show that the District’s evaluation is appropriate; or

• Ensure that an independent educational evaluation is provided at District expense, unless the agency demonstrates in a hearing that the evaluation obtained by the parent did not meet agency criteria.

When an independent education evaluation is at District expense, the criteria under which the evaluation is obtained, including the location of the evaluation and the qualifications of the examiner must be the same as the criteria that our District uses when the District initiates an evaluation. This is done to the extent that the criteria are consistent with the parent’s right to an independent educational evaluation and that the District may not impose additional conditions or timelines to those that the District uses.

If the parent obtains an independent educational evaluation at private expense, our District in any decision made with respect to the provision of FAPE to the student will consider the results of the evaluation.

La Joya ISD

INDEPENDENT EDUCATIONAL EVALUATION

OPERATING GUIDELINES

In compliance with 34 CRF 300.503 and CRF 300.237, the La Joya Independent School District will implement the following guidelines related to a parent or guardian requesting an independent educational evaluation.

If a parent disagrees with all or part of the comprehensive individual assessment provided by the school, the parent may request that the school provide an independent educational evaluation. When this situation occurs, La Joya ISD will:

a. provide for the independent educational evaluation at no cost to the parent OR

b. request a hearing to show that the school’s assessment information is appropriate and that the school is not responsible for providing an independent educational evaluation.

(2) La Joya ISD will provide the parent or guardian a list of individuals qualified to conduct independent educational evaluations-state licensed and/or TEA certified.

(3) La Joya ISD will provide information to parents and persons conducting independent educational evaluations in regard to state eligibility criteria for one or more of the disabilities listed in the Commissioners Rules for special education services.

(4) La Joya ISD will consider the information provided by the independent evaluator in any decision made about the student’s educational program.

9

CHILD FIND OVERVIEW

Child FindIn accordance with federal regulations, the District assumes responsibility for the location, identification and evaluation of all children from birth through age 21 that require special education and related services. All children who are suspected of having a disability

and who are in need of special education are part of the child find process in our District.

The District has a child identification process that includes the location, identification and evaluation of a child suspected of having a disability. Our Special Education Department coordinates the child identification process. The department and its staff use a variety of community resources and conduct many systematic activities in our efforts to identify children requiring special services. Our District staff members consult with appropriate representatives of students attending other service facilities located in our District such as the student’s parents, teachers and administrators of those facilities located in our District in carrying out this process.

Easter Seals under the IDEA, Part C, (the Individuals with Disabilities Education Act, the federal special education law) is responsible for identifying and providing services to children between the ages of birth and age three who are eligible to receive such services due to developmental delays or documented physical or mental conditions that have a high probability of resulting in developmental delay. La Joya ISD and Easter Seals have an interagency agreement intended to ensure that children with disabilities are provided needed services in a timely manner. Our District is responsible for providing an evaluation but is not responsible for the provision of a free appropriate public education (FAPE) for eligible children until the child is age 3.

Note: The written report for the full and individual initial evaluation is completed no later than 45 school days after the parent or guardian’s written consent is received.

• Child is placed and services begin upon the child’s 3rd birthday.

• Initial ARD committee meeting is held within 30 calendar days following completion of the written FIE report or sooner if the date of the child’s 3rd birthday is eminent.

For any EE child, provide (EE Enrollments Form)

Procedures for Out of District Students

Enrolling in Head Starts and TMC’s in La Joya ISD

When a child from out of the district is enrolled in a Head Start or TMC within La Joya ISD boundaries, the special education department will provide speech and related services to any student that qualifies for the services. These services will also be provided to any student who is receiving home schooling.

If a child from out of the district enrolls in a Head Start or TMC in our school district boundaries, the following needs to occur for services to be provided to the student.

1. The parent needs to go to Student Services with Marina Abdullah to complete an Application for Transfer. The phone number for student Services number is 323-2688.

2. The parent must go to the La Joya ISD Intake Center to inform them that their child will be enrolling in a Head Start or TMC in the school district’s boundaries. The phone number for the Intake Center is 580-5429.

3. The parent needs to go to the elementary campus that is designated for that Head Start or TMC to enroll their child. Parent needs to provide proof of income for Pre-K only if enrolling for the ALL DAY Program at La Joya ISD. Parent also needs to have latest pay check stub of both parents or Benefits Award Letter.

10

FOSTER PARENT/SURROGATE PARENTS

FOSTER PARENTS / SURROGATE PARENTS

In accordance with state law, foster parents may serve as surrogate parents for students provided that certain conditions are met.

The conditions are as follows:

1. The Department of Protective and Regulatory Services is appointed as the temporary or permanent managing conservator of the child; and

2. The child has been placed with the foster parent for at least sixty days; and

3. The foster parents agrees to participate in making educational decisions on the child’s behalf and complete a training program for surrogate parents that complies with minimum standards established by agency rule; and

4. The foster parent has no interests that conflict with the child’s interest.

When assigning a surrogate parent, the district must give preferential consideration to a foster parent of a child with a disability. In the event that a foster parent is representing a student who is receiving special education services, please inform the educational diagnostician assigned. A meeting will then be arranged between the special education department staff and the foster parent in order to determine whether the foster parent will be appointed by the district as the surrogate parent for the student. Once this determination is made, training will be conducted by the Department of Special Education Services with the foster parent within 90 days. Use Surrogate Parent Agreement and Selection Form on Sp Ed Manager ARD forms.

Procedures for Enrollment and Placement of Special Education

Residential Facility/Foster Care Students

1. When a special education foster student is identified, the diagnostician or speech therapist will gather information on the disability and on the educational program needed for that student.

2. The diagnostician will inform the vertical team coordinator and counselor via email.

3. The counselor will investigate and determine if a surrogate parent needs to be appointed.

4. Once a determination has been made, the counselor will train the surrogate parent and initiate a surrogate parent activity log and facilitate a visit with the child and the child’s school.

5. The counselor will provide the campus diagnostician with surrogate parent information, a copy of the foster home license, the placement authorization foster care/residential care forms, and activity log.

6. The campus diagnostician will inform campus staff of surrogate parent assignment, provide transfer documentation and activity log for consideration in the ARD process.

7. The campus diagnostician and contact teacher will insure that the staff and surrogate/foster parent have reviewed the child’s educational records and are knowledgeable of student information prior to the ARD in order to make appropriate ARD decisions.

8. The special education coordinator is responsible for determining if the student meets criteria for reporting on the state Residential Facility Tracker.

9. District training on these procedures will be conducted annually.

10. These forms will be filed in the special education student folder and a copy will be kept in the campus blue folders.

12

SHARS

SHARS (SCHOOL HEALTH AND RELATED SERVICES)

For students with disabilities covered under the Medicaid program, the law allows for school districts to obtain reimbursement for the following services listed in a student’s individual education plan: Occupational Therapy, Physical Therapy, Speech Therapy, Personal Care, Nursing, Transportation,

Orientation and Mobility, Assessments performed by an LSSP, and Counseling. Districts choosing to use Medicaid benefits to receive reimbursement for special education services must first obtain written parental consent to do so. Form (?) is to be utilized for obtaining written parental consent. Consent must be obtained on an annual basis. In order to be in compliance with federal and state laws, La Joya ISD will fulfill this requirement in the following manner. The SHARS clerk will send a rooster to each special education teacher of student’s on their caseload who require Medicaid consent. For these students, each teacher will then be responsible for securing a consent form from the parents on or before each annual ARD meeting.

Billable Services include:

Physical therapy Occupational Therapy Speech Therapy Assessments by LSSPs Counseling by LPCs Orientation and Mobility Personal Care Nursing / Medical Special Education Transportation

1. Special Education Transportation services are reimbursable only on the school days that the SHARS services mentioned above are rendered.

2. Any of the services mentioned above that are being provided must be in the student’s Individual Education Plan (IEP)

3. A current Special Transportation form must be on file.4. A current Personal Care Supplement must be on file in the current

ARD/IEP.5. Parental Medicaid Consent must be on file in the current ARD/IEP

(Required Form-Consent to Seek Medicaid Benefits).

RMTS(Random Moment Time Study) PROCEDURES

RMTS – A federally accepted statistically valid random sampling technique that determines what portion of the selected group of participant’s workload is spent performing Medicaid reimbursable activities.

The participant must answer the following questions for every sampled moment

1. Were you providing personal Care Services? Yes or No

If Yes: Was the Services defined on the student’s IEP? Yes or No

2. Who was with you?

No One / AloneStudent, Special Ed. (Age 0-2), (Age 3-20), (Age >20)Student, Special Ed. Life skills (Age 0-2), (Age 3-20), (Age >20)Student, Not Special Ed.Student MultipleA student’s family memberCommunity ContactStaff Meeting

Staffing (no students/ family present)Staffing (student and family present)On the phone with parentDistrict Staff- administrator, school nurse, District Staff related service providerSHARS Service ProviderNon SHARS Service ProviderDistrict TeacherOther Please Specify below

3. What were you doing?

Typically a 2-4 sentence description that provides sufficient information.

The activity description should be a detailed response, as to what the participant was doing

Keep in mind that the person coding the moment has no idea of the participant’s job description, tasks performed or why they are performed. It is up to the participant to provide the information needed for independent coders to code the response accurately.

If the participant was not working the moment should indicate whether the participant was on paid/unpaid time off. (spring break, winter break)

4. Why were you performing this activity? Why must match the What # 3

*To provide a direct medical service as defined on a student’s IEP*To provide a direct medical service not defined on a student’s IEP*To provide an educational service as defined on a student’s IEP*To provide an educational service not defined on a student’s IEP

*To determine a student’s eligibility for school health related service*To determine a student’s eligibility for other services*To improve health services for the district’s students*To provide or obtain information to or from a student’s family regarding school health related services.

13

FOOD PREPARATION

SPECIAL EDUCATION STUDENTS SPECIAL DIET OR FOOD PREPARATION

Please follow the following procedures when a parent indicates that his/her child has special diet needs:

1. Request parents to bring a prescription from the student’s physician stating the need for a special diet, special food preparation method.

2. The original doctor’s request, attached to Required Form-Eating and Feeding Evaluation and Information card is to be submitted to the campus cafeteria manager. Copies should be given to the school nurse and to file both in the student’s working folder (blue folder) and in his/ her eligibility folder.

3. After gathering special diet prescription, you may want to meet with parents to discuss child’s food and what procedures to follow if child refuses to eat the prescribed food.

4. Also, in the best interest of the child, the parent/guardian must be invited to come and model feeding the child during the first days of school. Services providers, nurse/ nurse assistants and paraprofessionals must be available to sit and watch how parent feeds child. Before parent leaves, assist in feeding child and ask any questions you might have. Make sure to leave open lines of communication with parents in case any other questions arise.

14PURCHASING MATERIALS

Funding Sources:

192—State/Local Funding

224—Federal Funding225—Federal Funding/Pre-School

(See attached guidance on allowable/non-allowable purchases)

Requisitions:

All purchase order requisitions need to be approved by the special education department prior to forwarding to business office. When you submit a purchase order for example: Walmart, it is imperative that you purchase only the items that are on the purchase order, do not substitute items and quantity.

All conferences or trainings pertaining to special education must be approved by the special education director.

Reimbursement for meals shall be $36.00 per calendar day. Meal reimbursement shall be $8.00 for breakfast. Departure time must be 6:30 a.m. or earlier. Return time to district shall be at least 6:30 a.m. or later to claim allowance. Lunch will be at $14.00 if departure time is 10:00 a.m. or earlier and return time to district must be at least 12:00 noon or later to claim allowance. Dinner will be paid at $14.00 if departure time is 6:30 p.m. or earlier and return time to district must be at least 6:30 p.m. or later to claim allowance. Lunch is not reimbursable to employees attending meetings during scheduled working hours. Itemized receipts are required. If any employee pays with a credit card, the itemized receipt must be submitted.

Meals for non-overnight trips will be allowed only when employee is to serve as a sponsor, driver, or chaperone traveling with students for school-sponsored activities or events. Reimbursement will be at the same rate as provided and approved for students. (Breakfast-$5.00, Lunch-$6.00, Dinner-$7.00) The time schedule defined above for each meal applies for non-overnight trips as well.

ALLOWABLE/NONALLOWABLE PURCHASES:

IDEA-B Funds (Special Education) can only be expended to meet the unique educational needs of an eligible child to enable that child to receive specially designed instruction towards IEP objectives. Routine supplies, materials, software, equipment, furniture, etc. are not allowable.

This chart is not intended to be all-inclusive but is designed for the sole purpose of providing examples.

Yes Noinstructional software routine classroom suppliesinstructional materials and supplies unique to special education (adapted)

state adopted textbooks

printing materials (ink and paper) postagesupplemental textbooks office and clerical suppliesprofessional books/magazines food (unless for life skills IEP goals)instructional equipment and furniture that is not routine

clothing, uniforms, shoes

assistive technology devices (necessary and reasonable)

books for college credit for staff

Teachers must submit all Receipts to the Special Education Secretary in a timely fashion.

15

PERSONNEL

Highly Qualified/Certified Personnel The District employs the number of certified and/or licensed personnel and support personnel, consistent with the highly qualified teacher standards under the No Child Left Behind Act, necessary to implement the special education and related services required in each child’s IEP. The District ensures that all personnel necessary to carry out Part B of IDEA are appropriately and adequately prepared and trained,

including that those personnel have the content knowledge and skills to serve children with disabilities.

Consultation Time Time is scheduled during the school day for personnel who provide special education and related services or regular education to consult with each other, other personnel and parents.

Personnel Development The District provides a system of personnel development to meet the requirements of special education regulations, including, but not limited to, in-service training on special education and related services, to regular and special education instructional, related services and support personnel. Training is provided, as appropriate, to regular and special education staff, related services staff and transportation operators. This training addresses issues of confidentiality; the specific needs of special education students being transported, and implementation of the least restrictive environment.

Paraprofessionals/Instructional Assistants In our District, each paraprofessional in special education is appropriately trained and a qualified person (certified and/or licensed in the area of specialization to which such paraprofessional is assigned) provides direct supervision.

Sole and Multiple Program Employees In our District, each employee who provides direct services to students with disabilities within the special education program is appropriately identified and coded, for funding purposes, based on the amount of time, during the workday, dedicated to the implementation of IDEA-B program activities.

16

FEDERAL GUIDELINES

Go to:

http://www.esc18.net

and select the Legal Framework

or go directly to :

http://fw.esc18.net/frameworkdisplayportlet

Select: Enter your county district number

Type: “108912”

Click: “Continue”

Local, State, and Federal Guidelines are included in the Legal Framework.

You will also find various resources including the ARD Guide and Procedural Safeguards (in both English and Spanish).

TEA Website: http://ritter.tea.state.tx.us/special.ed/rules/comm.

html

17

ADMINISTRATION

PBMAS—PERFORMANCE BASED MONITORING ANALYSIS SYSTEM

In accordance with state mandates, La Joya ISD will strive for compliance in all Special Education PBMAS indicators as outlined by the Division of Performance-Based Monitoring. The district Special Education PBMAS Core Team will be responsible for developing and implementing the CIP (Continuous Improvement Plan) via activities including, but not limited to, data analysis, planning, and

monitoring. The Core Team is also responsible for addressing any non-compliance identified through a CAP (Corrective Action Plan).

PEIMS— PUBLIC EDUCATION INFORMATION MANAGEMENT SYSTEM

La Joya ISD utilizes a computer information system to provide an efficient method of collecting and generating student data as necessary for special education program management. This collection of data generates state and federal reports. It also provides other administrative information critical to program planning, management, and efficiency. We at La Joya ISD strive to follow all the requirements as specified in the PEIMS manual.

CURRICULUM

La Joya ISD has the responsibility to provide educational and related services to students eligible for Special Education services in the least restrictive environment. Students with a disability shall have the opportunity to participate in all available educational programs and activities, alongside their non-disabled peers, to the maximum extent possible.

All students, regardless of special needs or condition, will be provided a well-balanced curriculum. In Texas, the state standards are found in the TEKS—Texas Essential Knowledge and Skills. Students with special needs shall be instructed in those same TEKS in a manner appropriate to their needs. The ARD committee has the responsibility to develop an appropriate IEP (individual educational plan), which includes scientifically research based interventions, strategies, and supplementary materials and may include modifications and/or accommodations as appropriate to allow the special needs student an opportunity to access the general curriculum and make satisfactory progress.

APPENDIX A:TERMINOLOGY

COMMON ACRONYMS USED IN SPECIAL EDUCATION

ADA American with Disabilities Act

ADD Attention Deficit Disorder

ADHD Attention Deficit Hyperactivity Disorder

AI Auditory Impairment

ARD Admission, Review and Dismissal Committee

ATD Assistive Technology Device

AU Autism

BIP Behavior Intervention Plan

DB Deaf/Blind

ECED Early Childhood Education for the Disabled

ECI Early Childhood Intervention

ED Emotionally Disturbed

ESY Extended Service Year

FAPE Free and Appropriate Public Education

FBA Functional Behavioral Assessment

IDEA Individuals with Disabilities Act

IEP Individualized Education Plan

ITP Individualized Transition Plan

LD Learning Disabled

LDAA Locally Developed Alternative Assessment

LRE Least Restrictive Environment

MD Multiple Disabilities

MR Mental Retardation

NCEC Non-Categorical Early Childhood

OCR Office of Civil Rights

O & M Orientation and Mobility

OI Orthopedic Impairment

OHI Other Health Impaired

OSEP Office of Special Education Programs

OSERS Office of Special Education Rehabilitation Services

OT Occupational Therapy

PDD Pervasive Developmental Delay

PDAS Professional Development and Appraisal System

PPCD Preschool Program for Children with Disabilities

PT Physical Therapy

SDAA State Developed Alternative Assessment

SI Speech Impairment

SLP Speech Language Pathologist

TAAS Texas Assessment of Academic Skills

TAKS Texas Assessment of Knowledge and Skills

TBI Traumatic Brain Injury

TEA Texas Education Agency

TEC Texas Education Code

VAC Vocational Adjustment Class

VI Visual Impairment

GLOSSARY OF SPECIAL EDUCATION TERMS

ENGLISH SPANISH

Ability test Prueba de habilidad

Above average Arriba del promedio; superior al término; medio

Abstract reasoning Razonamiento abstracto

Achievement test Prueba de aprovechamiento

Adaptive behavior Conducta adaptativa

Adaptive physical education Educación física adaptativa

Age equivalent Equivalente de edad

Age equivalent scores Puntuaciones de edad

Age norms Normas de edad

Annual goals Metas anuales

Annual review Revisión anual

Aptitude test Prueba de aptitud

Articulation Articulación

Assessment Evaluación

Assistive Technology Asistencia tecnológica

Asthma Asma

Attention Span Periodo de atención

Attitude Actitud

Audiogram Audiograma

Audiologist Audiología

Audiometer Audiómetro

Auditory discrimination Discriminación auditiva

Auditory memory Memoria auditiva

Auditory recall Evocación auditiva

Auditory sequential memory Memoria de secuencia auditiva

Autism Autismo

Autistic Autístico

Average Medio; promedio; típico; ordinario

Avoidance behavior Conducta de evitación

Avoidance response Respuesta de evitación

Basal Básico

Battery (tests) Batería de exámenes pruebas

Behavior Conducta

Behavior disorder Desórdenes ó trastornos de conducta

Behavior Intervention Plan Plan de comportamiento intervención

(BIP)

Behavior model Modelo de conducta

Behavior modification Modelo de conducta

Behavior problems Problemas del comportamiento

Below average Debajo del promedio; bajo la norma

Bilingual Bilingüe

Blind Ciego

Body Awareness Conocimiento del cuerpo

Brain Cerebro

Brain damage Daño cerebral

Campus Plantel

Capacity Capacidad

Ceiling Punto máximo

Central nervous system Sistema nervioso central

Central tendency Tendencia central

Cephalic Cefálico

Cerebral palsy Parálisis cerebral

Chromosome Cromosoma

Chronological age Edad cronológica

Classical conditioning Condicionamiento clásico

Cleft lip Labio hendido

Cleft palate Abertura del paladar

Clinical teaching Enseñanza clínica

Closure Cierre

Cognition Conocimiento ó cognición

Cognitive development Desarrollo cognoscitivo

Communication disorders Desórdenes de la comunicación

Composition Composición escrita

Computer class Clase de computación

Conceptual Conceptual

Conceptual disorders Desórdenes ó trastornos conceptuales

Conditioning Condicionamiento

Conduct disorder Desorden de conducta

Conductive hearing loss Sordera conductiva

Confidential Confidencial

Congenital Congénito

Consent Consentimiento

Consent agreement Acuerdo de consentimiento

Consulting teacher Maestra de consulta

Contingency contracting Contrato de contingencia

Converted score Puntaje convertido

Counselor Consejero (a)

Criteria Criterio

Criterion referenced test Prueba en referencia a los criterios establecidos

Cultural differences Diferencias culturales

Culture fair test Prueba que toma en cuenta la cultura

Culture free test Prueba libre de influencia cultural

Deaf Sordo

Decode Descifrar

Deficit Deficiencia

Delayed reaction Reacción demorada

Delivery systems Sistema de distribución

Developmental disabilities Desarrollo atrasado / retardado

Deviation Desviación

Diagnosis Diagnosis

Diagnostic test Prueba diagnóstica

Differentiation Diferenciación

Directionality Direccionalidad

Discrimination Discriminación

Distractibility Destructibilidad

Due Process Procedimiento debido

Dyslexia Dislexia

Echolalia Ecolalia

Educational Diagnostician Maestro(a) Diagnóstico(a)

Emotional Emocional

Emotionally disturbed Perturbación emocional

Emotional problems Problemas emocionales

Environment Ambiente; medio

Epilepsy Epilepsia

Equilibrium Equilibrio

Error of measurement Error de medición

Evaluation Evaluación

Exceptional child Niños excepcionales

Expressive language skills Habilidad de lenguaje expresivo

Extinction Extinción

Eye-hand coordination Coordinación viso manual

Familial Familiar

Figure-ground disturbance Dificultades con la figura y el fondo

Fine motor Motriz fino

Fluency Facilidad verbal

Genetic Genético

Goals Metas

Grade equivalent Equivalente del grado escolar

Grade norms Normas de grado

Gross-motor test Prueba de motor “grueso”

Group test Prueba para grupo

Handicapped Desventajado (a); incapacitado (a)

Hard of hearing Duro de oído

Health Class Clase de Salud

Hearing impaired Impedimento auditivo

Hemophilia Hemofilia

Impulsivity Impulsividad

Incidence Incidencia

Individualized Education Plan Plan Individualizado de Educación (IEP)

Individual test Prueba individual

Informal test Prueba informal

Integration Integración

Intelligence Inteligencia

Intelligence Quotient (IQ) Coeficiente intelectual

Intelligence test Prueba de inteligencia

Interpreter Intérprete

Intonation Entonación

Inventory Inventario

I.Q. Cociente intelectual

I.Q.Test Prueba de inteligencia

Items Artículos

Itinerant teachers Maestros itinerantesw

Jaundice Ictericia

Language disorder Trastorno de lenguaje

Language pathologist Terapista de lenguaje

Language proficiency Proficiencia de lenguaje

Laterality Lateralidad

Learning disability Impedimento de aprendizaje

Least restrictive educational El ambiente escolar menos restringidoenvironment/LRE

Listening comprehension Comprensión al escuchar, Comprensión auditiva

Long term goals Metas a largo plazo

Long term memory Memoria a largo plazo

Mainstreaming Integración

Mandate Mando ó mandato

Mathematics Matemática

Mastery Maestría

Measurement Medición

Medication Medicamento

Memory Memoria

Mental age Edad mental

Mental deficiency Deficiencia mental

Mental retardation Retraso mental

Mentally retarded Retardado mental

Mode Moda

Motor development Desarrollo motriz

Muscular dystrophy Distrofia muscular

Myopia Miopía

Native language Lengua materna

Neurological exam Examen neurológico

Neurologist Neurólogo

Nondiscriminatory testing Examinar sin discriminación

Nonverbal tests Exámenes no verbales

Norm reference test Prueba en referencia a las normas

Normal curve Curva hipotética de normalidad

Norms Normas

Notification Notificación

Numerical ability Habilidad numérica

Objectives Objetivos

Objective test Prueba objetiva

Occupational therapy Terapia ocupacional

One-to one instruction Instrucción de persona a persona

Ophthalmological Oftalmológico

Ophthalmologist Oftalmólogo

Optometrist Optometrista

Oral Language Lenguaje oral

Orthopedically impaired Impedimento ortopédico

Other health impaired Otros impedidos de la salud

Otologist Otólogo

Paralysis Parálisis

Paraprofessional Para-profesional

Patterning Modelar; moldear

Percent; percentage Porciento; porcentaje

Percentile Percentil

Perception Percepción

Perceptual disorder Desorden perceptual

Perceptual motor development Desarrollo perceptivo-motriz

Performance Rendimiento

Performance test Examen de ejecución

Perseveration Perserveracion

Personality test Prueba de personalidad

Pharynx Faringe

Phonation Fonación

Physical development Desarrollo físico

Physical Education Educación física

Physical handicap Impedimento físico

Physical therapy Terapia física

Placement Colocación

Positive reinforcement Reforzamiento positive

Precision teaching Enseñanza precisa

Present level of functioning Nivel presente de funcionamiento

Present levels of educational Niveles presentes de rendimiento

performance escolar

Primary language Lengua primaria

Prior notice Notificación previa

Procedural safeguards Protecciones de procedimiento

Protocol Protocolo

Pubic law 94-142 Education for Ley Publica 94-142, El acto para la

All Handicapped Children Act Educación de todos los niños deshabilitados

Punishment Castigo

Random Sample Muestra al azar

Range Rango; dispersión

Rapport Simpatía, afinidad

Raw score Puntuación bruta

Readiness test Prueba de disposición

Reading Lectura

Reading comprehension Comprensión al leer

Reading level Nivel de lectura

Recommendations Recomendaciones

Receptive language Lenguaje receptivo

Receptive vocabulary Vocabulario receptivo

Referral; refer Remisión (Referimeinto); referir

Reinforcement Reforzamiento

Reliability Confiabilidad

Remediation Remediación

Resource room Salón de recursos

Resource specialist Especialista de recursos

Response Respuesta

Results of testing Resultados de la evaluación

Sample Muestra

Schedule Horario

Schizophrenia Esquizofrenia

School Appraisal Team Comité escolar de evaluación

School phobia Fobia escolar

School District Distrito escolar

School files Archivos escolares

School Psychologist Psicólogo escolar

School Social Work Service Servicio de trabajo social escolar

Science Ciencias Naturales

Score Puntuaciones; puntajes

Self-acceptance Aceptación propia

Self-concept Concepto de si mismo

Self-direction Autodirección

Self-discipline Disciplina personal

Self-esteem Autoestima

Sensorimotor Sensomotriz

Sensory Sensorial

Sensory-neural hearing loss Pérdida auditiva sensorial

Sensory perception Sensopercepción

Sequence Secuencia

Seriously emotionally disturbed Emocionalmente deshabilitado

Services for the Audiotorially Servicios para estudiantesImpaired Students con impedimentos auditivos

Services for Visually Impaired Servicios para estudiantesstudents con impedimentos visuales

Severely retarded Retardado mental severo

Short term goals Metas a corto plazo

Short term memory memoria a corto plazo

Significant significativo

Skills habilidades; destrezas

Skills sequence approach enseñanza de destrezas en secuencia

Social integration Integración social

Socially maladjusted Mal ajustado socialmente

Stable Estable

Standard deviation desviación estándar

Standards Estándares

Standardized test Prueba estandarizada

Stanine Estanin

State aid Ayuda estatal

State Institution Hospital ó institución estatal

State Plan Plan del estado

Strengths Áreas fuertes

Stigma Estigma

Stuttering Tartamudeo

Support Services Servicios de apoyo

Surrogate parent Padre subrogado

Survey test Prueba de encuestas

Syndrome Síndrome

Syntax Sintaxis

Synthesis Síntesis

Tact Tacto

Tactile Táctil

Tactile perception Percepción táctil

Task analysis Análisis de tarea

Teacher of the Visually Impaired Maestra del Impedimento Visual

Temperament Temperamento

Test Prueba

Therapy Terapia

Tree-year evaluation Evaluación de tres años

Time perception Percepción del tiempo

Token economy Economía de premios

Training Entrenamiento

Trait Rasgo

Trauma Trauma

Treatment Tratamiento

Tutor tutor; maestro particular

Underachiever Estudiante cuyo rendimiento no refleja an potencia

Understanding Comprensivo

Usage Uso

Validity Validez

Variable Variable

Variance Variancia

Verbal comprehension Comprensión verbal

Verbal expression Expresión verbal

Verbal reasoning Razonamiento verbal

Verbal test Prueba verbal

Visual aides Ayudas visuales

Visual association Asociación visual

Visual closure El cierre visual

Visual discrimination Discriminación visual

Visual impairment Impedimento visual

Visual memory Memoria visual

Visual-motor Motriz-visual

Visual perception Percepción visual

Visual reception Recepción visual

Visual sequential memory Memoria de secuencia visual

Vocabulary Vocabulario

Vocational education Educación vocacional

Weaknesses Áreas débiles

Writing Escritura

Writing Readiness Pre escritura

Written Expression Expresión Escrita

Personnel / Personal

IEP Team Members Miembros del Cuerpo IEP

Adaptive Physical Education Maestro de educació fisica adaptada

Assistant Principal Asistente al Director(a)

Bilingual Teacher Maestro(a) bilingue

Counselor Consejero

Educational Diagnostician Educador(a) Diagnostico(a)

Occupational Therapist Terapista Ocupacional

Physical Therapist Terapista Fisica

Principal Director(a)

Psychologist Psicólogo

Resource teacher Maestra de Recursos

Social Worker Trabajador(a) Social

Speech-language specialist Especialista del habla y lenguaje

Teacher Maestro(a)

Teacher of hearing disable Maestro(a) de niños con problemas auditivos

Teacher of learning handicapped Maestro(a) de niños con problemas de aprendizaje

Teacher of visually handicapped Maestro(a) de niños con problemas visuals

Teacher of severely handicapped Maestro(a) de niños con problemas severos de incapacidad

Auxiliary Personnel/Personal Auxiliar

Bus driver Chofer / conductor de autobus

Classroom aide Ayudante de clase

Custodian Conserje

Media Specialist / Librarian Bibliotecaria

Secretary Secretaria

Volunteer Voluntario

Medical Personnel/Personal Medico

Audiologist Audiólogo

Dentist Dentista

Neurologist Neurólogo

Neurosurgeon Neurocirujano

Nurse Enfermera

Oculist Oculista

Ophthalmologist Oftalmólogo

Orthodontist Ortodontista

Orthopedist Ortopedista

Otolaryngologist Otolaringólogo

Otologist Otólogo

Pediatrician Pediatra

Psychiatrist Psiquiatra

Speech Pathologist Patólogo del habla

APPENDIX B: REQUIRED FORMS