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Special Education

Special Education. Changes for the 2010-11 Year. How Has Special Education Changed?. Increase in autistic students Increase in OHI students (ADHD) Special Ed students are now part of the Federal and State accountability systems! Yes, that means TAKS M counts now!!

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Special Education

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  1. Special Education Changes for the 2010-11 Year

  2. How Has Special Education Changed? • Increase in autistic students • Increase in OHI students (ADHD) • Special Ed students are now part of the Federal and State accountability systems! Yes, that means TAKS M counts now!! • Limited budget funding means we must do more with less !

  3. What Does That Look Like at White? • General education teachers will become responsible for and own the success of all included SPED students • General educators will own the grade level curriculum • ALL students will be assessed against the curriculum • Differentiated strategies and appropriate accommodations will address the needs of many students.

  4. What Does That Mean for Special Education at White? • Special ed teachers will be the creators of accommodations and modified curriculum materials • Special ed teachers will attend all co-planning sessions with their content area teachers • Special ed teachers will deliver focused intervention for special ed students (through pull-outs, small groups, re-teach/pre-teach

  5. Cont.. • Special ed teachers will be the providers of in-class supports for reading and math to reduce the student teacher ratio allowing for appropriate small group intervention to occur

  6. Expectations for a Special Ed Teacher at White • Create accommodations and modified curriculum for core areas • Focused intervention in small groups • TAKS intervention in small groups • Increased student support through case management • ALL ARD’s meetings will be student-led • Co-teach/IF will include more models than “drift and assist”. • SPED teachers will attend content area pull-outs and attend all core area co-planning sessions and department meetings

  7. Levels of Support At Ed White • Mainstream Monitor • Instructional Facilitation • Co-Teach • Lab • Resource/Social Skills • ALE

  8. Mainstream Monitor (“0”) • Mainstream Monitor: The least restrictive of all levels this student is able to function with minimal or no support from special ed other than good case management. This is usually a speech only student and/or a student who takes TAKS or TAKS Acc

  9. Instructional Facilitation (“2”) • In-class support is provided by a certified special ed teacher or para-professional. Facilitator will provide support to 1-2 classes at a time with no more than 2 classes being serviced at a time. Facilitator should be present 40-80% of the period. Designed for students needing some in-class support but can function independently.

  10. Co-Teach (“3”) • In-class support is provided by a certified special education teacher. Teacher will provide extensive modifications/accommodations to both the curriculum and the work. Special ed teacher will be present in the class 80-100% of the time and will co-plan lessons and develop curriculum with the general ed teacher. This is the highest level of inclusion support predominantly for TAKS M students.

  11. Lab (“0”) • Lab classes are offered only for math and ELA and are designed for students whose modifications and accommodations exceed what can be provided through co-teach. Lab classes are taught by a highly qualified special education teacher. This student usually has severe cognitive deficits or qualifies for services as MR. Student will take TAKS ALT or TAKS M.

  12. Resource/Social Skills • Resource is a special education class designed for co-teach students who need additional academic support in order to keep them from being placed in a lab class or to support the academic curriculum. The class is tutorial for assignment completion or specific to TEKS objective re-teach to ensure student success. • Social skills is taught specifically for students needing behavior skills that will help them be successful in the general ed classroom.

  13. ALE (“0”) • The most restrictive learning environment at the home campus. This setting is for students with severe physical and cognitive disabilities who require such extensive modifications to the curriculum that they need a specialized setting. These students are taught by a highly trained special education teacher and one or more para-professionals assisting. They are assessed through TAKS ALT.

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