Tomball ISDDepartment

of Special Services

2017-2018Special Education

Teacher Handbook

SPECIAL EDUCATION DISTRICT CONTACT LISTQuestions regarding issues below should be referred to the appropriate special education staff member.

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

CONCERN CONTACTAdapted PE Keri Williams

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

Assistive Technology Eileen Garza

Auditory Impairment Terri D’Agostino/Megan Parker

Behavior Coach Eric Paddy

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

Diagnostic Services Campus Diagnostician / LSSP

ESPED Megan Parker

Extended School Year Services Keri Williams

Homebound Services Keri Williams

In-Home Training/Parent Training Debbie Roth

Legal Issues Dr. Michael Webb/Keri Williams

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

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

Occupational Therapy Tammy Hilligeist / Leslie McIntyre/Kimbra Hunter

PASS/AB Program - Elementary/Secondary Debbie Roth

Physical Therapy Cindy Baird

SHARS Keri Williams

Specialized Support – Elementary / Secondary Kathy Bonds

Special Olympics / LIP Program Events Lori Waldrop

Speech Therapy Jeanette Guzman

STAAR Alternate 2 Lori Waldrop

STAAR / STAAR-A Megan Parker/Kathy Bonds

Transition Keri Williams/Sara Pennington / Stephanie Sandate

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

Tomball ISD Campus Information

Elementary SchoolsCES – Creekview Elementary (K-5)CFES – Creekside Forest Elementary (K-5)CPES – Canyon Pointe Elementary (K-4)DPES – Decker Prairie Elementary (PK-4)LES – Lakewood Elementary (K-4)RES – Rosehill Elementary (PK-4)TCES – Timber Creek Elementary (K-5)TES – Tomball Elementary (PK-4)WCES – Willow Creek Elementary (K-4)WES – Wildwood Elementary (PK-4)

Intermediate SchoolsNIS – Northpointe Intermediate (5-6)OIS – Oakcrest Intermediate (5-6)TIS – Tomball Intermediate (5-6)

Junior High SchoolsCPJHS – Creekside Park Junior High (6-8)TJHS – Tomball Junior High (7-8)WWJHS – Willow Wood Junior High (7-8)

High SchoolsTHS – Tomball High School (9-12)TMHS – Tomball Memorial High School (9-12)Tomball Star Academy (9)

TAEC/Connections Academy

CES

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

CFESDevelopmental K-5 (1) Specialized Support

CPESSLL K-4 (2) Specialized Support

DPES

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

LESPASS Specialized Support

RES

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

TESDevelopmental K-4 (2) Specialized Support

TCESPASS K-5 Specialized Support

WCES Developmental K-4 (2) Specialized Support

WES

SLL PPCD (2) PPCD (2) Specialized Support

NISPASS Specialized Support

OISSLL (1) Specialized Support

TIS

AB PASS Developmental (2) Specialized Support

CPJHSPALS 6-8 (2) Specialized Support

TJHS

AB PASS PALS (2) Specialized Support

WWJHS

PASS PALS (2) Specialized Support

THS

PASS PALS (2) SOJT Specialized Support

TMHS

PASS PALS (2) SOJT Specialized Support

SPECIAL EDUCATION PROGRAM LOCATIONS

SPECIAL SERVICES CAMPUS CONTACT LIST

CES CFES CPES DPES LESPEIMS - Ramona Brizzard x4105 PEIMS - Peggy "Robanne" Roberts

x4129PEIMS - Peggy "Robanne" Roberts

x4129 PEIMS - Ramona Brizzard x4105 PEIMS - Peggy "Robanne" Roberts x4129

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

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

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

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

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

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

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

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

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

RES TCES TES WCES WESPEIMS - Ramona Brizzard x4105 PEIMS - Peggy "Robanne" Roberts

x4129PEIMS - Peggy "Robanne" Roberts

x4129PEIMS - Peggy "Robanne" Roberts

x4129PEIMS - Peggy "Robanne" Roberts

x4129Diag – Rosmari Boyrie x1613 (bilingual) Diag – Terri D'Agostino x4609 Diag – Kelsey Young x3214 Diag - Angela Alonzo x3415 Diag - Courtney Taylor x5408

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

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

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

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

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

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

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

APE - Kevin Erb APE - Joe Heckathorn APE - Joe Heckathorn APE – Kevin Erb x4118

NIS OIS TIS TJHS WWJHSPEIMS - Peggy "Robanne" Roberts

x4129PEIMS - Peggy "Robanne" Roberts

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

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

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

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

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

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

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

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

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

APE - Joe Heckathorn APE - Kevin Erb

CPJHS THS TMHS Special ServicesPEIMS - Ramona Brizzard x4105 PEIMS - Ramona Brizzard x4105 PEIMS - Ramona Brizzard x4105

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

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

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

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

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

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

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

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

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

APE - Kevin Erb x4118

CAMPUS TEACHER AND PARAPROFESSIONAL ASSIGNMENTS

COMING SOON

SPECIAL EDUCATION ABBREVIATIONSADA The Americans with Disabilities ActADD Attention Deficit DisorderADHD Attention Deficit/Hyperactivity DisorderAEP Alternative Education PlacementAI Auditory ImpairmentALD Assistive Listening DeviceAPE Adapted Physical EducationARD Admission, Review, and DismissalASL American Sign LanguageAT Assistive TechnologyAU AutismBIP Behavioral intervention PlanCBI Community Based InstructionCP Cerebral PalsyDB Deaf-BlindnessECI Early Childhood InterventionED Emotionally DisturbedESL English as a Second LanguageESY Extended School YearFAPE Free and Appropriate Public EducationFAS Fetal Alcohol SyndromeFBA Functional Behavior AssessmentFERPA Family Educational Rights and Privacy ActFIE Full Individual AssessmentICS In Class SupportID Intellectual DisabilityIDEA Individual with Disabilities Education ActIEE Independent Education EvaluationIEP Individual Education PlanITP Individual Transition PlanLD Specific Learning DisabilityLEP Limited English ProficientLRE Least Restrictive EnvironmentLSSP Licensed Specialist in School PsychologyMD Multiple DisabilitiesNCEC Non-categorical Early ChildhoodO&I Orientation & MobilityOHI Other Health ImpairmentOI Orthopedic ImpairmentOT Occupational Therapy/TherapistPALS Practical Application of Life SkillsPASS Positive Approach to Student SuccessPECS Picture Exchange Communication SystemPEIMS Public Education Information Management SystemPPCD Preschool Programs for Children with DisabilitiesPT Physical Therapy/TherapistSBOE State Board of EducationSI Speech ImpairmentSLL Structured Learning LabSLP Speech/Language PathologistSS Specialized SupportTBI Traumatic Brain InjuryTEA Texas Education AgencyTEKS Texas Essential Knowledge and SkillVI Visual Impairment

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

Special Education is defined as specially designed instruction for students with identified disabilities, provided in a special education program or general education setting with modifications, special education support, supplementary aids, and/or other special arrangements.

Speech Therapy (00). This instructional arrangement provides speech therapy to eligible students requiring services in the areas of articulation, language, voice, and/or fluency.

Homebound (01). This instructional arrangement provides special education instruction to eligible students who are served at home or hospital bedside. Students served on a homebound or hospital bedside basis are expected to be confined for a minimum of four weeks as documented by a physician. Homebound or hospital bedside instruction may be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year as documented by a physician.

Vocational Adjustment Class (08). This instructional arrangement provides special education instruction to students who are placed on a job with regularly scheduled supervision by special education personnel. A student in part-time job training/employment receives a minimum of two hours daily of job related and academic instruction. A student in full-time job training/employment receives a minimum of one hour a week of job related instruction.

Mainstream (40). This instructional arrangement provides special education instruction and/or modifications, including related services, in a general education setting. Special education support may be provided to either the teacher, student, or both. Examples of support include direct instruction, co-teaching, specialized support, in class support, curricular or instructional accommodations/modifications, special materials/equipment, consultation, or monitoring a student’s progress in general education. This support is designed to enable the student to progress in the general curriculum to the maximum extent possible in meeting his/her individualized educational program.

Less than 21% of instructional day in special education (41). This instructional arrangement provides special education instruction, including related services, in a special education setting for less than 21% of the instructional day.

At least 21% and less than 50% of instructional day in special education (42). This instructional arrangement provides special education instruction, including related services, in a special education setting for at least 21% but less than 50% of the instructional day.

At least 50% and no more than 60% of instructional day in special education (43).This instructional arrangement provides special education instruction, including related services, for at least 50% but no more than 60% of the instructional day.

More than 60% of instructional day in special education (44). This instructional arrangement provides special education instruction, including related services, for more than 60% of the instructional day.

Full time early childhood special education setting (PPCD) ages 3-5 (45).

Related Services. Related services are developmental, corrective, or supportive services required for a child with a disability to benefit from his/her education. Related services include:

Occupational Therapy / Physical Therapy Speech Therapy as a related service Counseling as a related service Special Education Transportation Interpreting services for the deaf Orientation and Mobility Assistive Technology

STUDENT FOLDERS

All student records should be maintained in a secure location on the student’s campus as designated by the campus principal. Student records are confidential.

Cumulative Folders are processed according to each individual school’s procedure. The records within the cumulative folders are specified by each school campus according to district guidelines.

State Audit Folders (rust) are maintained at the Special Services building. State folder documentation is mandated by State and Federal guidelines. State folders contain original signed copies of all:

ARD paperwork Completed progress reports Initial evaluations and re-evaluations determining eligibility Consent for services Written restraints State assessment results

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

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

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

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

o Including but not limited to: benchmark testing, Brigance, i-Ready, STAAR results

Student Transition Folder (orange) will be stored in a separate file on the campus in a designated area (typically with the ARD facilitator or Diagnostician). It is the responsibility of the case manager to update the transition folder prior to the student’s annual ARD. See the transition folder checklist below.

Transition Folder Checklist

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

NAME: DATE OF BIRTH: 6th grade 8th grade – on or before student’s 14th birthday

o One of the following: o One of the following: Transition Brigance E1 Transition Brigance E1 update Other appropriate education interest survey or

ULS equivalent Other appropriate education interest survey update or ULS equivalent

o One of the following: o One of the following: Transition Brigance E2 Transition Brigance E3

Other appropriate career interest survey or ULS equivalent

Other appropriate career choices survey or ULS equivalento Transition Plan (review of graduation

requirements/exit requirements)9th grade 10th grade

o Updated Interest Inventory (Naviance, Brigance or equivalent )

o Updated Interest Inventory (Naviance, Brigance or equivalent )

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

o Updated Transition Plan o Updated Transition Plano Brigance –Transition Skills Activities, Big Picture

Activities by Pro Ed., Naviance Career Activities, ULS or equivalent (minimum of 2)

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

11th grade Optional:o Updated Interest Inventory (Naviance, Brigance or

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

o Updated Parent Questionnaire (Naviance or equivalent)

Self-Advocacy & Determination Forms Pro-Ed (6th – 11th grade)

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

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

Planning and Big Picture Forms Pro-Ed (9th & 11th grade)

12th grade and/or ages 18-21o Updated Interest Inventory o Customized Employment or Vocational Activities

Informationo Updated Parent Information o Outside Agency Information and follow upo Updated Transition Plan o Complete Summary of Performance if appropriate

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

RESPONSIBILITIES OF CASE MANAGER

Special education instructional representatives are important participants in the ARD process. Case Managers are responsible for bringing the following information and items to the ARD meetings.

Purpose:The Case Manager is designed to allow each eligible student with a disability to be tracked by an individual teacher from the special education department. Case Manager’s should be knowledgeable about the student’s program needs, course selections, and maintain parent contact. Additionally, case managers would have the following duties:

Meet with student within the first two weeks of school Contact parents at the beginning of the school year to introduce yourself and to exchange contact

information Attend ARD/IEP meetings on students they teach and others as appropriate Secure grades/progress reports from teachers of the student Contact parents on a regular basis throughout the school year Track student by checking on grades, meeting at least once every nine weeks throughout the year with

the student Complete any required ESY information Distribute any BIP and/or accommodation forms to appropriate teachers and administrators of the

student Gather grades, progress reports from teachers for ARD meetings Work with students on “becoming their own advocate” in preparation for transition to next campus

and after completion of high school Update and archive goals and objectives each grading period Send progress reports to parent at the end of each grading period Monitor discipline referrals

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

PRIOR TO ARD1. Give to/review with diagnostician

Accommodations/modifications recommendations Personal care form Recommendation for schedule of services Recommendation for assessment (if applicable)

I N I T I A L A R D M EE T I N G 1. Completed Brigance/STAR Renaissance testing, (if applicable)2. Student’s most current report card and most recent STAAR data, if applicable3. Complete PLAAFPS page in ESPED4. Complete proposed modifications/accommodation page5. Proposed goals and objectives in ESPED (send a draft copy to parents five day prior to ARD/IEP

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

Care).

A NN U A L A R D M EE T IN G 1. Completed Brigance/STAR Renaissance, (if applicable)2. Student’s most current report card and most recent STAAR data, if applicable3. Completed PLAAFPS page in ESPED4. Make sure most current progress report is updated and a r ch i v ed 5. Complete draft goals and objectives in draft folder for student (send a draft copy to parents five

days prior to ARD/IEP meeting)6. Complete proposed modifications/accommodation page7. Complete applicable supplements (Transition Supplement/Autism Schedule/Graduation Plan/Personal

Care).8. Attend ARD meeting and share:

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

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

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

REV I E W A R D M EE T IN G 1. Review ARD to Recommend Change in Program or IEP

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

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

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

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

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

D I S MI S S A L A R D M EE TING 1. Attend ARD Meeting.

Share updated goals and objectives Share competency testing

GR A D U A TI O N A R D M EE T I N G 1. Prior to graduation, or the end of the school year, an Annual Review/dismissal (graduation) ARD needs

to be held. At this ARD: Review the student’s progress on their current goals and objectives and the results of TAKS/STAAR

testing. Review the graduation plan and the requirements Determine whether or not the student has met requirements and is eligible to graduate.

If he/she is eligible to graduate - dismiss from special education, due to graduation. If he/she is not eligible to graduate, develop a plan for the coming school year. (This should be

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

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

A F T E R A R D M EE T I N G 1. If parent is not present, diagnostician may give the teacher the ARD papers to send home with

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

teacher(s).

ARD DO’S & DON’T’S

DO Communicate with assessment team prior to ARD about concerns or possible changes Gather real evidence of progress and carefully review implementation of modifications/accommodations Bring well-documented evidence of a student’s progress:

o Work portfolioo STAAR scoreso District Assessmentso Data logs / Review 360 data

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

Have a rationale and purpose for modifications/accommodations Give every teacher copies of the IEP that they are to implement (including goals/objectives, Behavior

Intervention Plan, and/or modifications/accommodations) Ensure that teachers have the most current modifications/accommodations to use for the student Have data to support recommendations for services and supports

DON’TDo not say or do: We don’t have that program That is too expensive That program is not for children with this label.... You have to be in “insert program name” to get.... I don’t teach that.... He has to work at this level because all my other students are … We use the same IEP for everyone in that class.... I didn’t teach him that concept because he came in after I taught it... That’s the way I taught it to everyone else and they got it.... We don’t have the staff for that I am too busy I have too many students to do that Do not write AS NEEDED on modifications/accommodation page

Process Prior to a Change of Placement to/from a Program in District

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

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

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

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

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

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

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

the notice sent to the parents. The proposed receiving campus does NOT attend. 5. If the ARD committee determines a campus change is required, the Program Specialist will

coordinate and share all pertinent information with the receiving campus administration and staff prior to the student’s transition.

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

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

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

RESTRAINT & TIME-OUT

Documentation Procedure for Special Education Students

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

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

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

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

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

1. Add Restraint2. Make sure and fill out completely and save3. Print copy for parent and copy for special services file

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

Physical restraint does not include the following:1. physical contact or appropriately prescribed adaptive equipment to promote normal body

positioning and/or physical functioning;2. physical contact used to promote safety or prevent a potentially harmful action (e.g. holding a

student’s hand to keep them from running into the street), or to teach a skill or provide comfort;3. physical contact or appropriately prescribed adaptive equipment to prevent or limit a student from

engaging in ongoing, repetitive self-injurious behavior; or4. seatbelts and other safety equipment used to secure students during transportation.

Time-outTime out means a behavior management technique in which the student is separated from other students for a limited period of time in order for the student to regain self-control.

Time out is in an area or place that is not locked, from which the exit is not physically blocked by furniture, a closed door held shut from the outside or another inanimate object.

School personnel, volunteer, or independent contractor may use time-out with the following limitations:1. physical force may not be used to place a student in a “time-out”;2. this behavior management technique must only be used in conjunction with a variety of positive

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

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

Training in the use of time out must be provided as part of a program which addressed the full continuum of positive behavioral intervention strategies, and must address the impact of time-out on the ability of the student to be involved in and progress in the general curriculum and advance toward attaining the annual goals specified in the student’s IEP.

All trained personnel must receive instruction in current professionally accepted practices and standards regarding behavior management and the use of time-out.

Please contact Debbie Roth and/or Eric Paddy to schedule Non-Violent Crisis Intervention training.

Necessary documentation or data collection regarding the use of time-out, if any, must be addressed in the IEP or BIP. The ARD committee must use any collected data to judge the effectiveness of the intervention and provide a basis for making determinations regarding its continued use.

TOMBALL ISDCONTINUUM OF SPECIAL EDUCATION SUPPORTS

"Mainstream" (PEIMS Codes 00, 40, 41) Case managers monitor progress & independent use of accommodations (paper-based, AT equipment, environmental) for students who are fully included in the General Ed Classroom; the student may need

these supports designated by the IEP or be preparing for dismissal from Special Ed services.

"In-Class Support" (PEIMS Code 40)Support systems provided within the General Ed setting with Special Ed personnel

(typically paraprofessionals) who monitor use of accommodations, collect data, and support the student as directed by the teacher/case manager per the student's IEP.

"Direct Student Support" (PEIMS Code 40)Specialized Support 1

Support systems provided within the General Ed setting with Special Ed teachers, which may include pre-teaching, direct instruction, re-

teaching, instruction in use & implementation of IEP accommodations &/or modifications.

"Direct Student Support" (PEIMS Codes 41, 42)Specialized Support 2

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

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

modified grade level TEKS, interventions for splinter skills, behavioral or social

skills support as documented in the students IEP.

"Program"

(PEIMS Codes 43, 44, 45) TEKS and IEP based instructio

n provided

in a Special Ed setting as Modified Curriculu

m & Instruction required

by students

with significant cognitive, behavioral, physical

and/or academic deficits.

PEIMS Codes:00 – No Instructional Setting40 – Mainstream41 – Special Ed Setting < 21%42 – Special Ed Setting at least 21% < 50%43 – Special Ed Setting at least 50% and no more than 60%44 – Special Ed Setting > 60%45 – Full Time Early Childhood Setting

General Education Setting Supports

Co-Teach

Certified Teacher Support in GenEd 100% of Instructional

Block

Pre-teachDirect Instruction

Re-TeachIEP/Accommodations Instruction &

Implementation

Co-planning with General Ed for Lessons and Student Supports

Preparation of Accommodations and Modifications

Collaboration on Grading and Progress MonitoringMonitoring Grades

Lead and SupportTeam Teaching

Parallel TeachingFlexible Small Groups

StationsBehavioral Supports

Specialized Support 1

Certified Teacher Support in GenEd < 50% Instructional Block

Pre-teachDirect Instruction

Re-TeachIEP/Accommodations Instruction &

Implementation

Co-planning with General Ed Lessons and Student Supports

Creation/Preparation of Accommodations and Modifications

Collaboration on Grading and Progress MonitoringMonitoring Grades

Parallel TeachingFlexible Small Groups

Stations Behavioral Supports

In Class Support

Paraprofessional Support in General Ed

Implementation of AccommodationsSupport for Academic Content that has been introduced by the teacher

Non-Academic Student Support Services Identified in the ARD

Document

Accommodate/Modify materials and other preparation as directed by a

Certified Teacher

Assistive TechnologyEquipment Use

Behavioral SupportsPersonal Care Needs

External Supports

Interconnected Supports that Promote Instructional Services

in GenEd

Type 1 & 2 AccommodationsSelf Monitoring ToolsAssitive Technology

Visual SchedulesMaterials Adaptations

Differentialed Instruction / UDL

Psych Services / CoachingIHT / Parent Training

OT - PT - SLP - AT - VI - AI - APEHealth Services

Supplemental Aids Manipulative Materials

Graphic Organizers / ModelsChecklists / Contracts / Schedules

Modified MaterialsBraille

Direct Student Support: Face to Face Contact Time

Indirect Student Support: Procedures / Systems

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

Materials & Environment

Personnel

Special Education Setting Supports

Direct Student Support: Face to Face Contact Time

Indirect Student Support: Procedures / Systems

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

Materials & Environment

PersonnelSpecialized Support 2

Certified Teacher Instruction in SpEd < 50%

of Instructional Block

Small Group InstructionPre-teach of Modified Grade-Level TEKSRe-teach of Modified Grade-Level TEKS

Interventions for Splinter SkillsBehavioral/Social Skills Support

Planning of Lessons and Student SupportsCreation/Preparation of Accommodations

and ModificationsCollaboration on Grading and Progress

MonitoringMonitoring Grades

Small GroupsStations

Behavioral Supports

Program

Certified Teacher Instruction in SpEd > 50% of Instructional Block

IEP-based InstructionModified Curriculum & Instruction Based on

Pre-requisite SkillsSmall Group Instruction

Individualized InstructionBehavioral/Social Skills Instruction

Daily Living Skills Instruction

Planning of Lessons and Student SupportsCreation/Preparation of Accommodations

and ModificationsGrading and Progress Monitoring

Monitoring Grades

Individualized InstructionSmall Groups

Stations Behavioral SupportsAssistive TechnologyPersonal Care Needs

External Supports

Interconnected Supports that Promote Instructional Services in GenEd

AccommodationsSelf Monitoring ToolsAssitive Technology

Visual SchedulesMaterials Adaptations

Differentialed Instruction / UDL

Psych Services / CoachingIHT / Parent Training

OT - PT - SLP - AT - VI - AI - APEHealth Services

Supplemental Aids Manipulative Materials

Graphic Organizers / ModelsChecklists / Contracts / Schedules

Modified MaterialsBraille

Direct Student Support: Face to Face Contact Time

Indirect Student Support: Procedures / Systems

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

Materials & Environment

Personnel

Conduct Assessment

to determine PLAAFPs

Develop PLAAFPs

Develop Goals and Objectives in Deficit

Areas Identified Through PLAAFPs

Develop Curriculum Matrix for

Student

Develop Lesson Plans with Activities to Teach

Goals/Objectives

Collect Data on Goals and

Objectives on Ongoing Basis

Progress Monitor &

Make Adjustments If

Necessary

Assessment &

Teaching Process

Accommodations & Modifications - DEFINED

Adaptations made to the WAY students learn and HOW they are testedChanges are made in order to provide equal access to learning and equal opportunity to demonstrate what is known.

Accommodation

Adaptations made to WHAT students are expected to learn.Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities.

Modification