Hidalgo ISD

Region One ESC

Objective

• Cameras • Unique Program System Overview

• STAAR Alternate 2

• SE T-TESS Classroom Observations

• Self Contained Teacher Interview Questions/Responses

• Co Teaching for Leaders

Texas Education Code § 29.022

In order to promote student safety on request by a parent, trustee, or staff member, a school district or OECS shall provide . . . a video camera to each school . . . in which a student who receives special education services in a self-contained classroom or other special education setting is enrolled . . . .

SB 1398/HB 61 – Changes to Camera Law

• Limits camera requests to classrooms of parent’s child attends or staff member

• Specific timeline for district’s response

• Expedited TEA review of district compliance

• Recording can be discontinued

• Applies beginning with 2017-18 school year

Requests for Cameras

Who can request?

Parent Board of

Trustees

Principal Staff member

Parent whose

child receives*

special ed in 1

or more self-

contained

classroom or

special ed

setting

School board or

OECS

governing body

Principal or

assistant

principal of

school with

self-contained

classroom or

special ed

setting

Teacher,

related service

provider,

paraprofession

al, counselor,

or aide

assigned to

self-contained

classroom or

other special ed

setting

2017-2018

Requests for Cameras 2017-2018

Parent or staff member request

Child or staff

member’s

classroom/setting

Board, principal or AP request

Classroom/setting

identified by

requestor, if specified

Response Procedures

• Policy must require response to request within 7 school business days.

• Camera must be turned on no later than 45 school business days after authorization.

• TEA can grant extension.

Parents of incoming students When ARD committee places student in self-contained classroom for following year, parent may request camera by later of:

Last day of current school year; or

10th school day after placement decision.

In this case, recording must begin by later of:

10th school day of fall semester; or

45th school business day after request.

Expedited TEA Review

District, parent, staff member, or administrator may request expedited TEA review of district’s:

denial of request to install cameras,

request for extension of time, or

decision not to release video recording.

If TEA determines district is not likely to prevail, district must fully comply regardless of appeal.

How long to operate camera?

• For remainder of school year, unless requestor withdraws the request.

• School must notify parents of each student in regular attendance in classroom/setting:

– 5 days before stopping operation during school year

– 10 days before last day of school, that operation will stop unless authorized person requests

2017-2018

Access to Recordings

•Districts must give access to an employee or a parent of student involved in an alleged incident reported to the district.

•Retain recording until the person has reviewed the recording and a determination has been made whether an incident occurred.

What else is new? • District must designate coordinator in central office.

• Retention period reduced to 3 months unless request to access.

• Incidental visual recording of bathroom or changing area is OK.

• Incidental viewing of recording related to job duties (e.g., maintenance) is also OK.

What do we do now?

• Review your local procedures.

• Look out for updates to:

– TEA rules

– TASB Policy EHBAF

– TASB sample regulations

– TASB Model Student Handbook

STAAR Alternate 2

Participation Requirements • ARD committee determines whether a student with a

significant cognitive disability is eligible to take a STAAR Alternate 2

• The decision is based on multiple sources of

measurable, objective evidence and student’s educational need

• If eligible, they will take assessment in ALL enrolled

courses for that school year

Medical Exception

Students who are medically fragile and can not attend to or tolerate any academic interaction

Medical Exception circumstances

• in the final stages of a terminal or degenerative illness

• receiving extensive short-term medical treatment due to a medical emergency or serious injury in an accident

• unable to interact with peers or staff without risk of infection or contamination to him/herself or others

• receiving non-academic homebound services due to medical issues and does not receive academic instruction

No Authentic Academic Response (NAAR)

Students who are unable to respond authentically to any verbal, visual, or tactile stimuli during academic instruction due to level of cognition rather than a medical condition can qualify for a NAAR exception if the student:

No Authentic Academic Response (NAAR) circumstances:

• does not show any observable reaction to a specific stimuli.

• exhibits only startle responses. • tracks or fixates on objects at random and not for a

purpose. • moves or responds only to internal stimuli. • vocalizes intermittently regardless of changes in the

environment around them. • unable to receive any visual, auditory, or tactile

information during the assessment.

Unique Learning Curriculum

What is the Unique Learning? • Curriculum designed for students with

special needs to access the general curriculum.

– Online Monthly Lessons

– 30 lessons in k-12 per month

– 25 lessons in Preschool, 21 lessons for transition

– set of interactive tools

– designed to meet instructional needs.

Differentiated Materials

• 3 levels to participate in activities

– Level 1: requires maximum support

– Level 2: picture and/or other direct support in learning and comprehension

– Level 3: independently demonstrate comprehension of modified information

Region 20 SE-TESS

Teacher Interview Questions and Responses

Diana Saenz

Co-Teaching

is a service delivery option…

it is one way that students

may receive their services

33

Inclusion

Confusion

This Photo by Unknown Author is licensed under CC BY-NC-ND

Adapted from ©2003, Stetson and Associates, Inc.

©2016, Region One Education Service Center, Division of Instructional Support

Mainstream

External Support Internal Support Specialized Support

curricular or instructional

modifications

direct instruction homebound

curricular or instructional

accommodations

helping teacher hospital class

special material/equipment team teaching speech therapy

consultation with the student

and teacher regarding

student’s progress

co-teaching resource room/services

staff development interpreter self-contained

(mild, moderate, severe)

reduction of student to

teacher ratio

education aides off home campus

material adaptations tutor nonpublic day school

supplementary aids / services support facilitation/

in-class support

vocational adjustment

class/program

supplementary aids /

services

residential care and

treatment facility

itinerant teacher state supported living

center

content mastery center

General Education Classroom Alternative Location

Member Visitor

19 TAC § 89.63

Instructional Arrangements

and Settings

Co-Teaching

The how

36

STEP

1

• Identify students that benefit from co-teaching (IEP)

STEP

2

• Recruit and prepare teachers for early implementation

STEP

3

• Address logistics • discuss classroom roster (ratios)

• build master schedule: consider teacher assignments and collaborative planning time

STEP

3

• schedule students with disabilities first

• finish traditional scheduling process

STEP

4

• Check quality of implementation (monitor, monitor, monitor)

STEP

5

• Assess outcomes and revise program (Why monitor a problem if you are not going to fix it?)

Co-Teaching

…is defined as two teachers (cooperating teacher and teacher candidate)

working together with groups of students-sharing the planning, organization, delivery and

assessment of instruction, as well as the physical space.

Both teachers are actively involved and engaged in all

aspects of instruction

38

•Team Teaching

•Alternative or Differentiated Teaching

•Supplemental/Extended Teaching

•Parallel Teaching

•Station Teaching

•One Teach, One Assist

•One Teach, One Observe

45

Co-teaching strategies do not follow a specific

hierarchy

Hierarchy

Co–Teaching

IS

• At least 2 credentialed professionals—indicating that co-teachers are peers having equivalent credentials and thus can truly be partners in the instructional effort.

• Co-teachers working to ensure that their instructional strategies engage all students in ways that are not possible when only one teacher is present

• Teachers responding effectively to diverse needs of students, lower the teacher student ratio, and expand the professional expertise that can be applied to student needs

IS NOT

• Teachers teaching alternating subjects

• One person teaching while the other makes materials or grades student work;

• One person teaching a lesson while the others sit, stand, and watch without function or assignment;

• When one person’s ideas determine what or how something should be taught;

• One person acting as a tutor

Graciela Avalos gavalos@esc1.net Noelia C. Perez noperez@esc1.net Diana Saenz dsaenz@esc1.net

956-984-6000