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Special Edition—Winter/Spring

Contents

Solutions Catalog

1For product details and customized professional development, contact reading@esc4.net.

Show Me HowReading and writing lessons designed to strengthen understanding prior to key grade-level testing periods

Show Me How is a series of instructional units containing

sequential lessons that connect the interrelated roles of

reading and writing across multiple genres and modes.

The lessons follow the gradual release of responsibility

framework in the context of a reading and writing

workshop environment. Lessons are divided by genre

into units that teachers can use as a starting point or a

complete unit of study.

Elementary (Grades 3–5): 501-1665/$350 Middle School (Grades 6–7): 501-166/$350

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Special Edition—Winter/SpringSolutions Catalog

2For product details and customized professional development, contact reading@esc4.net.

STELLAREnd-of-Course Test preparation for high school English

STELLAR modules incorporate multigenre pieces, thematically

linked to seamlessly align to the TEKS and creatively

crafted to inspire inquiry, discussion, and ongoing reflection.

Each module also offers added-value enrichments through

technology, research, listening and speaking, and study skills,

while providing relevant scaffolding options for diverse learners

and gifted and talented students. Modules include summative

and formative assessment options and suggestions for

extensions through reading, writing, listening, and speaking, in

order to support authentic literacy experiences. $50 each.

English I: 501-1663/$50

English II: 501-1662/$50

Download Samples

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Special Edition—Winter/SpringSolutions Catalog

3For product details and customized professional development, contact math@esc4.net.

Supporting STAAR™ Achievement: MathematicsTargeted lessons for the Readiness Standards

Designed to give educators a set of tools to prepare students

for the rigor of STAAR™, Region 4’s Supporting STAAR™

Achievement in Mathematics is the resource to help your

students succeed. Focusing on the readiness standards,

these materials provide classroom-ready lessons utilizing the

research-based 5E instructional model. The materials include

differentiated activities, ELPS supports, and selected-response

assessments. $50 each

Order online by grade level

407-1673 Grade 8 Mathematics

407-1668 Algebra I

407-1672 Algebra II

407-1667 Geometry

Download Samples

407-1666 Grade 3 Mathematics

407-1671 Grade 4 Mathematics

407-1669 Grade 5 Mathematics

407-1672 Grade 6 Mathematics

407-1670 Grade 7 Mathematics

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Special Edition—Winter/SpringSolutions Catalog

4For product details and customized professional development, contact science@esc4.net.

Gateways to Science, STAAR™ EditionFull 5E lessons, ready for use throughout the instructional year, targeted to the tested TEKS requirements Now available for Grades 3–8

The Gateways to Science instructional program creates an interactive environment for students through engaging experiences such as

• hands-on lab investigations;

• cooperative reading strategies;

• use of science notebooks;

• problem-solving activities;

• questioning that promotes inquiry-based discussion; and• curriculum-based assessments that measure student mastery

of concepts and processes.

ORDER ONLINE by GRADE LEvEL

Class Set (1 Teacher, 20 Student): $1,100TE/SE Set (1 Teacher, 1 Student): $300Individual Student Edition: $50 each

Download Samples by Grade Level

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Special Edition—Winter/SpringSolutions Catalog

5For product details and customized professional development, contact science@esc4.net.

Gateways to biologyComplete 5E instructional model lessons for teaching all core concepts and processes quickly and effectively

Gateways to Biology utilizes a less-is-more approach that

maximizes opportunity for student learning of the specific

concepts and processes mandated by the 2010 TEKS for

biology. Features a full-color student edition organized around

thematic units within a spiraling curriculum. More than 50% of the

teacher’s instructional time is based on hands-on experiences,

making learning fun and interesting. In addition, research-based

literacy strategies are embedded to help meet the needs of the

struggling reader.

Teacher Edition 460-1505/$200

Student Edition 460-1506/$80

Download Sample

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Special Edition—Winter/SpringSolutions Catalog

6For product details and customized professional development, contact specialeducation@esc4.net.

Special Education Resources

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Inclusive Strategies for Diverse Learners

Special Education Quick Reference Guide App

(via iTunes®)

Co-Teaching Quick Reference Guide

Pocket Guide to behavior Strategies

Pocket Guide to

BEHAVIOR

STRATEGIES

Provided by

Region 4 Education Service Center

Product ID: 741-1687ISBN-13: 978-1-937403-09-6

www.theanweris4.net

741-1687_Pocket Guide to Behavior Strategies_COVER.indd 1 5/22/2012 2:29:05 PM

Special Education Quick Reference Guide

Region 4 Special Education Department

www.theansweris4.net

ARD–Admission, Review, and Dismissal CommitteeBIP–Behavior Intervention PlanCBA–Curriculum-Based AssessmentCBI–Community-Based InstructionCBVI–Community-Based Vocational InstructionCTE–Career and Technology Education DAEP–Disciplinary Alternative Education ProgramFBA–Functional Behavioral AssessmentECI–Early Childhood InterventionESY–Extended School YearFAPE–Free Appropriate Public EducationFERPA–Family Educational Rights and Privacy ActFIE–Full & Individual EvaluationIDEA–Individuals with Disabilities Education ActIEE–Independent Educational EvaluationIEP–Individualized Education ProgramLEP–Limited English ProficientLPAC–Language Proficiency Assessment CommitteeLRE–Least Restrictive EnvironmentLSSP–Licensed Specialist in School PsychologyMDR–Manifestation Determination ReviewOCR–Office for Civil RightsOSEP–Office of Special Education ProgramsPLAAFP–Present Level of Academic Achievement and Functional Performance PPCD–Preschool Program for Children with DisabilitiesSLP–Speech Language PathologistSBOE–State Board of EducationTAC–Texas Administrative CodeVAC–Vocational Adjustment Class

01 Orthopedic Impairment (OI)02 Other Health Impairment (OHI)03 Auditory Impairment (AI)04 Visual Impairment (VI)05 Deaf Blind 06 Intellectual Disability (ID)07 Emotionally Disturbed (ED)08 Learning Disabled (LD)09 Speech Impairment (SI)10 Autistic (AU)13 Traumatic Brain Injury (TBI)14 Non-Categorical Early Childhood (NCEC)

For a student to be eligible for special education and related services, there must be an identified disability condition and educational need.

Related Services are supportive services required to assist a child with a disability to benefit from special education. Some common examples include:

Audiological Services Counseling Services Interpreting Services Music Therapy Occupational Therapy (OT)Orientation & Mobility (O&M)Physical Therapy (PT) Psychological Services School Health ServicesSocial Work Services Transportation

ARD Consensus Members• Parent• Administrator• General Education Teacher• Special Education Teacher• Adult Student• Individual who can interpret

instructional implications of evaluation results

Required as Appropriate• CTE teacher if student is CTE• LPAC representative if student is LEP• VI teacher if student is VI• AI teacher if student is AI

00 No Instructional Setting 01 Homebound 02 Hospital Class 08 Vocational Adjustment Class40 Mainstream 41 Resource < 21% 42 Resource 21–50% 43 Resource 50–60% 44 Self-Contained >60% 45 Full-Time PPCD 50 Residential60 Non-Public Day School70 TX School for the Blind71 TX School for the Deaf97 Off Home Campus

• A parent may refuse consent for initial placement into special education.• A parent may revoke consent in writing for his or her child‘s receipt of special education services after the child is initially provided

special education and related services. If this request is made by a parent, contact the special education director for district procedures for parental refusal.

TEA encourages the resolution of any disputes at the lowest level possible. Methods for resolving disputes include but are not limited to:

• ARD meetings• Conferences with teachers• Meetings with district staff such as campus

administrators and/or special education director, superintendent, or school board

• Mediation through TEA• Complaint with TEA• Due process hearing through TEA

• Parents should be given a 5-school-day written notice for ARD meetings.

• Meeting should be held at a mutually agreeable time and place.

• The notice should include the purpose of the meeting and who will be participating.

• An interpreter should be used as appropriate.• If a parent is not in attendance, the school should—

• Keep detailed record of attempts to make contact;

• Keep copies of any correspondence with the parent; and

• Keep records of home visits and the results of visits.

• School districts are required to provide the most current version of A Guide to the Admission, Review, and Dismissal Process to parents of students with disabilities prior to the first ARD committee meeting or upon a parent’s request.

• A copy of Notice of Procedural Safeguards: Rights of Parents of Students With Disabilities must be given to parents one time per school year. Additionally, it must be given in the following circumstances:• Upon initial referral or parent request for evaluation• Upon receipt of the first state or due process complaint• Upon a disciplinary removal that constitutes a change in

placement• Upon request by a parent

• Parents have the right to obtain an IEE at public expense if they disagree with the district’s evaluation.

• The school can ask why the parent disagrees, but parents are not required to provide an explanation.

• The school district must either ensure that the IEE is provided or file a due process complaint to show that its evaluation is appropriate.

• A parent is entitled to one IEE at public expense each time the school conducts an evaluation with which the parent disagrees.

• If an IEE is requested, contact the special education director for procedures specific to the district.

If no parent can be identified, a surrogate parent shall be appointed to represent the child. The school district shall provide, or arrange for the provision of, a training program within 90 calendar days of the initial assignment of the surrogate. Source: Special Education Rules and Regulations: Individuals With Disabilities Education Act, State Board of Education

Rules, Commissioner’s Rules, and Texas State Laws by Texas Education Agency, 2010.

Initial Referral: • 60 calendar days to complete FIE• 30 calendar days from date of FIE to go to ARD

Transfer ARD:• Placement ARD must be held within 30 school days

Annual ARD: • On or before previous year’s annual ARD date

Reevaluations:• Must occur once every 3 years • Can occur sooner if parent and LEA agree

ARD Notice:• 5 school days prior to ARD date• Can be waived if parent agrees

Change of Placement:• A change of placement occurs if a student has been removed

from current placement for a series of removals that total more than 10 school days in the same school year.

• MDR must be held within 10 school days of any decision to change the placement because of a student code of conduct violation.

TIMELINES

DISABILITY CONDITIONS

RELATED SERVICES ARD MEMBERS

PARENTAL REFUSALS

SPECIAL EDUCATION COMPLAINT PROCESS

PROCEDURAL SAFEGUARDS

PARENTAL PARTICIPATION IN ARD MEETINGS

INDEPENDENT EDUCATIONALEVALUATION

COMMON ACRONYMS

COMMON INSTRUCTIONAL ARRANGEMENTS

Special Education Quick Reference GuideThis product compiles frequently referenced special education information related to the ARD/IEP process in Texas in a simple, quick, portable format. This information is not intended to be a substitute for applicable federal and state law or local policies and procedures.

PRODUCT ID 741-1609 © 2011 Region 4 Education Service Center. All rights reserved.

A standards-based IEP is designed to ensure that all supports, services, and instruction are directly aligned with student evaluation/assessment, PLAAFPs, and the student’s enrolled grade-level curriculum standards. A standards-based IEP should be written in an objective and measurable manner, allowing for effective and appropriate measurement of student progress. One component of a standards-based IEP is the development of annual goals and short-term benchmark/objectives. The following information should be considered when writing a standards-based IEP.

Standards-Based IEP Goals• Link directly to specific grade-level TEKS/Pre-K Guidelines for a

child’s enrolled grade level. • Describe what a child can reasonably be expected to

accomplish within a 12-month period. Annual goals are skills and/or knowledge to be measured and mastered, not discrete activities.

• Serve as the measurement tool to help determine whether the student is making progress, given implementation of all of the supports and services outlined in the IEP.

• Consist of four components: time frame, conditions, behavior, and criterion.

Short-Term Benchmarks or Objectives• Outline intervals at which the annual goal will be measured

and the steps to be taken between the child’s PLAAFP and attainment of the annual goal(s).

• Consist also of four components: time frame, conditions, behavior, and criterion.

• Required only for students who take alternate assessments aligned with alternate achievement standards, but may be included for other students at the ARD Committee’s discretion.

ELIGIBILITY

SURROGATE PARENT

STANDARDS-BASED IEPS

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Section 504 Quick Reference Guide

Region 4 Special Education Solutions5/2012PRODUCT ID: 741-1703www.theansweris4.net

504: Section 504 of the Rehabilitation Act of 1973 (Anti-Discrimination Law)

ADA: Americans with Disabilities Act of 1990

ADAAA: ADA Amendments Act of 2008

BIP: Behavior Intervention Plan

CBA: Curriculum Based Assessment

CESD: Council of Educators for Students with Disabilities

CFR: Code of Federal Regulations

DOE: Department of Education

FAPE: Free and Appropriate Public Education

FBA: Functional Behavioral Assessment

FERPA: Family Educational Rights and Privacy Act

IDEA: Individuals with Disabilities Education Improvement Act

IEE: Independent Educational Evaluation

IEP: Individualized Education Program

IHP: Individual Health Plan

LEA: Local Education Agency

LRE: Least Restrictive Environment

MDR: Manifestation Determination Review

OCR: Office for Civil Rights

RtI: Response to Intervention

• Section 504 of the Rehabilitation Act of 1973 is a federal law to eliminate discrimination based on disabilities.

• Individuals of all ages are covered.

• Programs and entities that receive federal funding must follow this law.

• No funding is provided to Local Education Agencies (LEAs) to implement Section 504.

• The Office for Civil Rights (OCR) enforces Section 504.

© 2012 Region 4 Education Service Center. All rights reserved.

This product compiles frequently referenced educational information related to Section 504 in a simple, quick, portable format. This information is not intended to be a substitute for applicable federal and state law, local policies and procedures, or specific legal advice.

• Suspensions or expulsions for more than 10 school days constitute a change in placement.

• Students with disabilities who are suspended for more than 10 school days are subject to special rules and regulations under both Section 504 and IDEA. 34 CFR §104.35(a)

• An evaluation that includes a Manifestation Determination Review (MDR) must be conducted prior to any expulsion or suspension that constitutes a significant change in placement and is made by a knowledgeable group of people who decide if there is a direct link between the behavior and the disability.

• The knowledgeable group (504 team) must answer two questions during the evaluation of data:

• Was the behavior caused by or directly and substantially related to the student’s disability?

• Was the behavior a direct result of the school’s failure to implement the Section 504 plan services or accommodations?

• A student may be expelled as any other student if the answer is “No” to both questions above.

• A student may not be expelled if the answer is “Yes” to either question above.

Section 504 Quick Reference Guide for Schools

• LRP Publications: www.lrp.com

• DOE: www.ed.gov

• ADAAA: www2.ed.gov/policy/rights/guid/ocr/disability.html

• Equal Employment Opportunity Commission (EEOC): www.eeoc.gov

• Title II, CFR: www.access.gpo.gov/nara/cfr/waisidx_99/28cfr35_99.html

• Questions and Answers on Disability Discrimination under Section 504 and Title II: www2.ed.gov/about/offices/list/ocr/qa-disability.html

• Questions and Answers on the ADA Amendments Act of 2008 for Students with Disabilities Attending Public Elementary and Secondary Schools: www2.ed.gov/print/about/offices/list/ocr/docs/dcl-504faq-201109.html

• Council of Educators for Students with Disabilities: www.504idea.org/Council_Of_Educators/Welcome.html

• Region 4 Education Service Center, Houston, Texas: 713.744.6365, www.esc4.net

To access website resources, visit the Region 4 website at www.esc4.net/specialeducation.

Or scan the QR code.

Who is eligible for protection?

Any child who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such an impairment or is regarded as having such an impairment, and may be based upon academic and nonacademic issues.

Does the:

• Child have a physical or mental impairment?

• Impairment affect a major life activity?

• Impairment substantially limit the child as compared to average peers nationwide?

The ADAAA lowered the standard of “substantial” when determining eligibility. The definition of disability is meant to be interpreted broadly. The LEA should not require extensive documentation or analysis to determine that a child with diabetes, epilepsy, bipolar disorder, or autism has a disability under Section 504 (as per OCR).

Any physiologic disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, cardiovascular, reproductive, digestive and genitourinary, hemic and lymphatic, skin and endocrine, and respiratory.

• The Americans with Disabilities Act (ADA) is a federal law enacted in 1990 and amended in 2008.

• The ADA Amendments Act of 2008 (ADAAA) is a broader civil-rights statute.

• The purpose of ADA and ADAAA is to eliminate discrimination against individuals with disabilities of all ages in private industries, public entities, public accommodations, telecommunications, and private nonsectarian schools.

• ADAAA broadened eligibility for Americans with disabilities under ADA and Section 504.

Any mental or psychological disorder such as intellectual disability, organic brain syndrome, emotional or mental illness, or specific learning disabilities.

Source: 34 Code of Federal Register 104, sections 1–299. *Not intended to be all-inclusive.

• Diagnosis from a doctor trumps all decisions—Myth: A doctor’s report or diagnosis is one part of the data a 504 team must consider for eligibility and services. A single piece of data does not have more weight than another, but all data must be reviewed and considered.

• Dismissal from Special Education Makes a Student Automatically 504—Myth: The Individualized Education Program (IEP) committee may recommend a Section 504 referral but does not determine if a student is 504 eligible. Each student must be reviewed on an individual basis for eligibility and determination if services and/or accommodations are needed.

• Maximize performance—Myth: An LEA does not have to maximize a student’s performance. Accommodations are not chosen to ensure high grades but only equal access as compared to average peers nationwide.

• Revocation of Consent for Special Education Still Allows 504 Services—Pending Misconception: The Letter to McKethan, 25 IDELR 295 (OCR 1996), states that if a parent rejects IDEA services, then the parent also is rejecting 504 services. Since this letter was prior to the ADAAA, consult with your LEA’s attorney for further guidance.

WHAT IS SECTION 504?

AMERICANS WITH DISABILITIES ACT OF 1990/ADAAA

ELIGIBILITY FOR CHILDREN IN SCHOOLS

COMMON ABBREVIATIONS

POTENTIAL PHYSICAL IMPAIRMENTS*

POTENTIAL MENTAL IMPAIRMENTS*

DISCIPLINE AND MANIFESTATION DETERMINATIONS

MYTHS AND MISCONCEPTIONS

HELPFUL RESOURCES

741-1703 Section 504 QRG PMS Colors.indd 1 5/21/2012 3:38:55 PM

Functional Evaluation Deaf or Hard of Hearing Quick Reference Guide

Special Edition—Winter/SpringSolutions Catalog

7For questions on upcoming Region 4 professional development sessions, contact solutions@esc4.net.

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Professional DevelopmentLooking for the latest in professional development from Region 4?

Visit www.esc4.net/PD to see our latest calendar of events and register online.

Special Edition—Winter/SpringSolutions Catalog

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