Special Education Matters...
BRUSH COUNTRY CO-OP
January 2011
Volume 1, Issue 1
Introducing Our Newsletter
Brush Country Co-op is pleased to announce our newsletter! Our intention is to provide
In this issue:
Introducing Our
Newsletter
you with helpful, topical information each six weeks concerning special education that may
1
impact your district. We will highlight current happenings with BCC, including tips and
suggestions that will enhance the services we provide. We will share articles, legal updates, and
other resources all related to special education today.
10 Suggestions for
Writing Effective
ARD Minutes
1
Yikes! Transition is
Right Around the
Corner!
1
We want this newsletter to be a resource for your district so that it’s considered a
consistent source of information. We hope you will look forward to its arrival.
~Dru Childs, BCC Director
10 Suggestions for Writing Effective ARD Minutes
1.
10 Things Neither
Dave Ever Wants to
Hear Again
PLAAFP—a what?
Document quality instead of quantity.
6.
Distinguish discussions from decisions
A. Program must be individualized
7.
Explain any issues of disagreement
B. Must be included in the LRE
8.
Reflect movement of steps to remove the
child from a more to a lesser restrictive
placement
9.
Seek agreement as you go
Remember the 4-part FAPE test:
2
C. Coordinated and collaborated
with stakeholders
2
D. Must demonstrate academic and
non-academic benefit
Special points of interest:
Next Support Staff meeting
2/11/11
TAKS Accommodation Tools
samples
http://www5.esc13.net/agc/ac
commodations.html
the current program
2.
Document the school’s responsiveness to
parent concerns
3.
Document consideration of assessment
4.
Document collaboration (use names)
5.
Document how the child is benefiting from
10. Document parent input and/or concerns
The goal for ARD meeting minutes is to write
the information so it is clear to those who are
not present at the meeting.
~ Elvin Houston, Walsh, Anderson, Brown, Gallegos, & Green
Yikes! Transition is Right Around the Corner!
The concept of transition is simple. First, help students and their families think
about their life after high school and identify desired outcomes. Then, design their
school and community experiences to ensure that the student gains the skills and
connections necessary to achieve those outcomes. Having a transition plan that is
clearly linked to postsecondary outcomes should enhance student engagement at
TAKS-Alt Assessment
08/11 Modules 1-4 available
01/03/11—04/15/11
assessment window
CPI Training Dates @ BCC
02/22/11—Initial
03/22/11—Refresher
04/19/11—Refresher
Register with Becky at
[email protected]
the secondary level. The following are examples of postsecondary goals.
Measurable
By Fall of 2013, Kevin will attend courses which
specialize in academic, functional, and occupational
prep for individuals with disabilities at the community college.
Within 3 months of graduation, Kevin will obtain
supported employment that allows him to work to
his maximum stamina and incorporates the use of
assistive technology.
After graduation, Kevin will continue to live with his
parents and participate in his daily care routines to
the maximum extent possible.
~ National Secondary Transition Technical Assistance Center
Not Measurable
After leaving high school, Kevin plans to attend
courses at a community college.
Upon completion of high school, Kevin will express
his preferences related to employment options,
given picture symbols and the iTalk2.
Kevin enjoys looking at books, listening to his iPod,
watching his sister play video games, sitting with
family for meals, and making music on his electronic
keyboard.
BRUSH COUNTRY CO-OP
410 E San Patricio
Mathis, TX 78368
Tel: 361-547-3284
Fax: 361-547-2666
Website: www.bcc.esc2.net
~Contributors~
Director, Dru Childs
Instructional Coordinators
Rachel Hoff, Lisa Barrera
Instr. Facilitator/VI Teacher
Veronica Garza
Behavior Specialist
Mary Jo Howell
Bil. Diagnostician
Maria Garcia
Transition Specialist
Don Rearick
School Social Worker
Margarita P. Rodriguez
10 Things Neither Dave Ever Wants to Hear Again
1. “We don’t have the money for that.”
Instead, focus on why the service, device, or
accommodation is needed for the child. Cost and
convenience can play a part, but it must be an
appropriate part.
2. “This isn’t fair! What about the other kids in the
classroom?”
IDEA is purposely structured not to be fair. Congress
put together this law to meet the needs of children
with disabilities regardless of the rights of regular ed
students.
3. “What IEP? Nobody told me about an IEP!”
Beware of IEPs that encourage passive-aggressive
self-help. Make sure every service is tied to a need so
it will be implemented without resistance.
4. “ED students—you can’t do anything with
them!”
Address assessments, identify deficits, and implement
programming. ED students can obtain both academic
and behavior progress.
5. “I know he’s not dyslexic, but he’s failing TAKS
so get him the dyslexic bundle.”
Don’t look for shortcuts to student performance.
Expect more from kids and look at each individual
student progress.
6. “They already decided at the staffing and they
aren’t changing.”
No predetermination. Parents must have meaningful
participation in the ARDC process.
7. “Everybody gets four hours of homebound.”
Equal treatment does not mean equal benefit. You
must individualize per student needs.
8. “No matter what the federal law says, we expel
for that! Besides, he is SI only!”
Remember, federal law ALWAYS preempts state law.
If you’re in the family, you’re in! All laws applicable
to special ed students apply to you.
9. “Don’t bring him back to school until he’s
medicated.”
Parents make educational, religious, and medical
decisions for their child except in cases of abuse or
neglect. Under IDEA, school duties are not contingent
on a child being medicated.
10. “Does he have modifications in MY classroom?
Well, they’re just a crutch and I only implement
them as needed.”
Implement as specified in the IEP. Modifications are
appropriate when they are needed, not because they
sound good. If they aren’t needed, go back to ARD
and readdress them.
~David Hodgins, Thompson & Horton and David Richards, Richards Lindsay &
Martin, LLP
PLAAFP—a what?
Power Tools IEP Tip
The Present Level of Academic Achievement and Functional Performance (PLAAFP) provides a
summary showing a student’s present performance and determines where the student’s needs
currently exist. It includes information on all areas that are affected by the child's disability and
how the disability impacts the child's progress within the general education curriculum.
Information for the PLAAFP is gathered from the evaluation, classroom assessments, and formal
standards-based testing along with the comments and observations of teachers, parents and
other knowledgeable individuals. Goals and objectives (IEPs) address the needs based on where
the student can reasonably be expected to be in twelve months.
Examples
PLAAFP
Maria reads 3rd grade narrative text at 70 words
correct per minute (wcpm)
Non-Examples
Importing PLAAFPs into ARD p3
1.
2.
3.
4.
5.
6.
7.
In ARD p3 Section E, click
“Use single expanding text
field”
Click “Use list” box
Select teacher(s) who
drafted the PLAAFP
Click “Update”
Click “Yes” to add the
PLAAFP
Click “Close”
Edit PLAAFP as necessary
Maria has difficulty reading 3rd grade level text
John has difficulty following classroom rules
John follows classroom rules using visual cues
Carmen used one-word utterances to communicate wants and needs
Michael is able to add 3-digit by 3-digit numbers
with regrouping using a calculator
Ahab follows the steps of the scientific inquiry
process utilizing a graphic organizer without assistance
Matsuki identifies events leading to the American
Revolution on a timeline when information is
presented orally
~2009 Texas Education Agency/Education Service Center, Region 20
As measured on the EOWPVT-R, Carmen’s expressive language is at 19 months and as measured by
the ROWPVT-R her receptive language is at 26
months
Mike has limited mobility but he has good ROM in
upper extremities
Jennifer reads at a pre-Primer level
Martin gets along well with some of the other
children in his class
Children first...