Welcome Eastwood middle school special education parent orientation Sept. 26, 2013

1. WelcomeEastwood middle school special education parent orientation Sept. 26, 2013

2. Least restrictive In-Class Support Most restrictive environment Today’s Continuum of Services

3. SELF CONTAINED UNITS SSALT Level 3 Previously ISC- Instructional Skills Class SSALT Level 2 Previously  Assistive Living Skills Class SSALT Level 1Previously DSC – Daily Living Skills Class SSC Previously  SCC – Structured Skills Communication Class • Least Restrictive Environment • Most Restrictive Environment

4. Specialized SupportALT III • Mr. Munoz, Mrs. Castanon, Mrs. Sanchez • For students with severe cognitive/learning disabilities. Students mainstreamed in electives and science and social studies • Specialized Support ALT II • Mr. Herrera, Ms. Morales • For students with severe disabilities. Such as mental retardation. The curriculum is primarily developmental focusing on self-help skills with academics. • Specialized Support ALT I • Mr. Mendez, Ms. Cornelia, Ms. Rosales • For students with severe and profound disabilities. • SSC – Specialized Structure Communication Class • Ms. Wooten, Mr. Oliva, Mrs. Henley, Ms. Garay (long term substitute) • For students with communication disabilities. Mainstreamed for minimum amount of time, always with supervision of teacher and/or para educators.

5. Your rights as a parent Procedural safeguards is produced by the Texas Education Agency (TEA) intended to be a guide to parents of students with disabilities in order to help them understand their rights under the law. Must be given: One time a school year Upon initial referral request for evaluation initial complaint filed with TEA Due process hearing complaint Disciplinary action that constitutes change of placement upon your request

6. Prior Written Notice You have the right to be given written information about the school’s actions relating to your child’s special education needs. • at least five days in advance • translate notice in your language • school proposes or refuses to initiate, change identification, evaluation or educational placement of your child (FAPE) • Discontinuing services • Can elect to receive written notices by electronic mail (email)

7. Parental Consent Your informed consent indicates that you were given all the relevant information in your native language or other mode of communication. • Initial Evaluation • Provide special education services • Reevaluations • Override Procedures **Your consent is not required before the school reviews existing data as part of your child’s evaluation or reevaluation that is given to all children unless parental consent is required for all children.

8. Independent Educational Evaluation (IEE) You have the right to request that your child be evaluated, at public expense, by someone who does not work for the school. -Public Expense- means that the school either pays for the full cost or ensures that the evaluation is otherwise provided at no cost to you. The criteria including the location of the evaluation and the qualifications of the examiner, must be the same as the criteria that the school uses when it initiates an evaluation. The school must consider the IEE no matter who pays forit. If a hearing officer determines that the school’s IEE or does not meet school’s criteria the school does not have to pay for it.

9. Discipline IDEA does not prohibit a school form reporting a crime committed by a child with a disability to appropriate authorities. The school may remove your child from current placement for 10 school days or less in a school year. School is not required to provide services. If removed for more than 10 days the school must provide services to allow student to continue access to the general curriculum. Under state law the suspension may not exceed 3 school days When behavior is a Manifestation? • Must conduct a FBA and implement a BIP • If BIP in place modify it as necessary to address behavior • School must immediately remedy deficiencies if it failed to implement IEP • must return child to previous placement unless agreed otherwise

10. Change of placement cont. When behavior is not a Manifestation? your child can be disciplined in the same manner and for the same duration as non-disabled students. Child must continue to receive FAPE. Special Circumstances- School may remove your child to an alternative educational setting for not more than 45 days without regard to your child’s disability if your child: • Carries a weapon/possesses to school or school function • knowingly possesses/uses illegal drugs • sells of solicits the sale of a controlled substance • inflicted serous bodily injury upon another person

11. You are your child’s best advocate • http://www.youtube.com/watch?v=N2T-4N8BR2s&feature=player_detailpage • http://vimeo.com/25676153

12. 7th & 8th grade PARENT Orientation By 7th and 8th Grade Inclusion Team

13. 7th/8th Grade Inclusion • Daniel Gomez- Asst. Principal • Rita Aguilera-Diagnostician • Cindy Gee-Speech Therapist TeachersParaprofessionals Andrea Sandate Denise Gerdes Angela Porras Cesar Chacon Angel Garibay June Cruz Imelda Perez Ruth Lujan

14. Inclusion- how it works • The special education teacher and the regular education teacher work collaboratively to implement and provide accommodations. • During the day there will be a teacher to help the entire class. The time the Special education teacher spends in the class is documented. • Based on student’s IEP a special education teacher might provide support facilitation in the following subjects: Math, English, Reading, Science and Social Studies.

15. Accommodations • In order for you to help yourself it is important that you understand what accommodations are • If used daily some accommodations can be used during the STAAR test

16. Accommodations –what are they? • Accommodation – Change made to HOWcontent is taught and/or learning is assessed. • Modification – Change is made to WHATstudent learns or demonstrates. • Accommodations/Modifications implemented throughout the year should also be included on state exam (STAAR).***accommodations must be followed when administering common assessments, benchmarks, mock testing etc.*** • Examples- extra time, read upon request, spelling assistance, minimizing distractions etc…

17. STATE ASSESSMENTSTAAR and STAAR M • Timed (4hours) Unless stated differently in the IEP determined by the ARD committee • Assessments will increase in length at most grades and subjects. • Overall test difficulty will be increased by including more rigorous items. • The rigor of items will be increased by assessing skills at a greater depth and level of cognitive complexity. In this way, the tests will be better able to measure the growth of higher-achieving students. • In science and mathematics, the number of open-ended (gridable) items on most tests will increase to allow students more opportunity to derive an answer independently. • Students will be required to respond to two writing tasks (including personal narrative, literary, expository, persuasive, and analytic) rather than one task.

18. How studentSare monitored • Daily collaboration with the regular education teacher (Accommodations, modifications, core curriculum, behavior etc.) • Providing support daily in inclusion classrooms. • Inclusion team monitors your child’s grades/behavior via weekly monitoring sheets. • Monitored every grading period (progress reports/report cards). • Block/Admin meeting every 3 weeks. • Closely follow the EMS Pyramid of Interventions

19. How does the inclusion team assist students • Advisory/Enrichment: is a approximately 22 minute period allotted to the regular school schedule where students who need reinforcement can come and receive small group and/or one on one instruction by a qualified teacher or paraprofessional. • Advisory/Enrichment is a valuable time for students. If not abused, students can increase their academic skills. • Advisory/Enrichment is only for academic tutoring and skill building. It is not to be used to complete homework or as an excuse to get out of their regularly scheduled Advocacy class. • Advisory/Enrichment period can be fun and rewarding however, disruptive behavior will not be tolerated. • Students document time spent in Advisory/Enrichment.

20. Cont. • Students are encouraged to attend tutoring with their regular ed teacher: • As a campus we have a tutoring schedule by department available on our EMS website.

21. Barriers we face • Middle school curriculum is extremely rigorous and time sensitive. • It requires students to be independent and to think critically • It requires students to be responsible with classwork and assignments. • STAAR test is extremely demanding (expected commended rate in TAKS to be the passing rate for STAAR).

22. How can parents help? • Check agenda and homework daily! • Sign agenda daily • Homework is given daily especially in math • Register for Power Parent and set triggers • Have teachers numbers and emails handy • Attend all ARDS and school functions • Help your child develop study habits. Please note there is a major test at the end of each 9 week period. • Make sure your child attends tutoring if he/she is struggling. • When in doubt of your child’s progress contact the special education case manager.

23. Late homework Contract 2013-2014

24. Parent resources • www.tea.state.tx.us- released test, current STAAR information and online test. • www.studyisland.com- web based academic tutorial. Students are provided with log in and password by first month of school. • www.4accord.com – free videos on special education info • www.ldonline.org – website on learning disabilities • www.fasttmath.com- intervention program uses the research-validated FASTT system (Fluency and Automaticity through Systematic Teaching with Technology) to help all students develop fluency with basic math facts.

25. Thank you • Questions? • We have computers ready to set up your power parent account.