SPECIAL EDUCATIONIsabel Buitureida, AP-SpEd

James Pace Early College High School

Tuesday, August 19, 2014

Presentation Items IDEA – FAPE - LRE System Safeguards Status Reports Inclusion Schedule Inclusion and Co-Teaching ARDs and ARD Invitations Coordinating Conferences Review 360 Responsibilities

IDEA-FAPE-LRE In 1990, the Individuals with Disabilities Education

Act (IDEA) replaced the Education of the Handicapped Act . IDEA states that children with disabilities are entitled to a free appropriate public education (FAPE) and that each child's education will be planned and monitored with an individualized education program service plan.

Section 612 of IDEA states:to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children, who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. This translates to Least Restrictive Environment (LRE.)

Texas Education Agency2014 System Safeguards –

Status Reports Break out group sessions - Round off

numbers Review the data and the items in your folder.

Choose a Mascot Use words in the envelop or your own words

to describe your plan of action to help close the achievement gap in SpEd. Your Plan should answer this question:

Is there a need for change?Why or why not?

Choose one presenter

Inclusion/Co-Teaching Inclusion is the practice of

providing a child with disabilities with his or her education within the general education classroom, with the supports and accommodations needed by that student.

Co-teaching is typically defined as two educational professionals working together to service a group of heterogeneous learners. The most common teams of educators found to engage in co-teaching relationships are special and general educators

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Co-Teaching/InclusionThree main changes this year:

First – Each Inclusion teacher in a Tested Area classroom will have a co-planning period with the regular education teacher and an additional planning period for their folder/ARD preparation

Second – Our Inclusion Teachers will remain in the classroom the full class period except for the remedial blocks

Third - the *Co-Teaching/Inclusion plan is that the two teachers Co Plan Co Teach Co Assess * Training will be

ongoing

ARD Meetings and ARD Invitations

Which one of the child’s regular education teachers

must attend the ARD meeting?Our Folder Teachers send out invitations to a CTE teacher

and a Regular Education teacher.

Your Participation in the ARD meeting is a Federal

Requirement.

ARD INVITATION is for the following

Annual Review Purposes of the

invitation are indicated

Transition Re-evaluation Manifestation

Determination Hearing

Possible change of Placement

Do I have to participate in every

decision made by the ARD Team

No. Depends on the child’s needs and purpose of the ARD Meeting.

Each teacher’s input is valuable and this is why we hold Coordinating Conferences during the school year.

Does the ARD team have to get input from the regular education teachers who do not physically attend the ARD meeting?Folder Teachers will get the information during CC’s

Coordinating Conferences

Our Coordinating Conferences are held once every six weeks.

IEP/BIP Distribution will be on Friday, August 29th – Keep these in a Binder or Folder and these should be safeguarded from an unauthorized viewer.

These are REQUIRED meetings. Each teacher regardless of teaching area is required to

attend these meetings. IT IS THE LAW.

This the time that the our Folder Teachers get input from all teachers

During this time, please bring the following information for the SpEd student: Attendance Grades Discipline Questions regarding BIP, IEP, and file of modified student

work

Questions every Regular Education Teacher should

Which students in my class have an IEP ?

Have I personally reviewed each IEP?

Do I remember what these documents say? Am I making a ‘good faith effort’ to

implement each IEP ?

Do I have any proof that I am implementing the IEP?

Do I have students under a BIP?

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Legal Consequences for Failure to Comply with the Law

Regular education teachers who willfully fail

to implement a child’s IEP or BIP plan may be at risk

of personal liability.

by Regular Educators for failing to Implement a Child’s IEP – Group Activity

“It’s not fair to my other students.”“I don’t have time.”“He doesn’t want my help anyway.” I don’t get paid enough for this.”“The parents are the real

problems.”

The 10 TOP EXCUSES

“He’s just lazy.”“No one told me I was

supposed to do anything.”“I am ready to retire

anyway.”“I think this law is

STUPID.” It’s the Folder Teacher’s

responsibility.

!Don’t use the

‘F’ word!

Never utter the word ‘Fair’ with regard to a special education student! Remember, it ‘s not a “fair appropriate public education”- we’re required to provide a “free appropriate public education” to students with disabilities who are in need of special education and related services.

!

Maintain the Confidentiality of

the Students Records. The IDEA

and the Family Education Rights and Privacy Act (FERPA) require all school

personnel to obtain parent consent prior

to releasing information concerning a

student’s “educational

records.”

Review 360 Documentation

Who knows what Review 360 is? What is the information used for? Review 360 Documentation is Vital. Review 360 Training will be

provided. As part of my AP responsibilities, I

must review the documentation on a daily basis.

Part of my job is to help you manage the discipline in your class, I NEED Documentation!

END Have a Great School Year!