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Instructional Leadership Learners with Disabilities Special Education Fort Bend ISD

Instructional Leadership Learners with Disabilities Special Education Fort Bend ISD. Katie Wiseman Administrative Internship II University of St. Thomas Dr. Laird February 17, 2013. Topics To Be Covered. Special Education Students by Disability Fort Bend ISD

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Instructional Leadership Learners with Disabilities Special Education Fort Bend ISD

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  1. Instructional Leadership Learners with DisabilitiesSpecial Education Fort Bend ISD Katie Wiseman Administrative Internship II University of St. Thomas Dr. Laird February 17, 2013

  2. Topics To Be Covered • Special Education Students by Disability Fort Bend ISD • Special Education Students by Ethnicity Fort Bend ISD • Special Education Students by Instructional Setting FBISD • FBISD STAAR Results Special Education Students 3-12 • District Special Education Instructional Services • Description of Instructional Services and Expectations • Appropriate Instructional Activities • Accommodations & Modifications • Resources Available to Administrators

  3. Special Education Students by Disability % % % % %

  4. Special Education Student by Ethnicity

  5. Special Education Students by Instructional Setting VocAdj= Vocational Mainstream= Inclusion Res Care=Residential Care Full Time EC=Early Childhood Mild/Mod/Severe=PPCD; Lifeskills; FLITe Resource=Self-Contained and Inclusion Homebound= Services provided within the home setting

  6. Special Education Students STAAR Results Grades 3-8 2011 %

  7. Special Education Students STAAR-Modified Results Grade 3-8 2011 % %

  8. Special Education StudentsSTAAR Alternate Results Grades 3-8 2011 %

  9. Special Education StudentsEnd of Course STAAR Results 2011 % % %

  10. Special Education StudentsEnd of Course STAAR-Modified Results 2011 %

  11. Special Education StudentsEnd of Course STAAR Alternate Results 2011 % % %

  12. Types of Instructional Services • Co-Teaching • Inclusive support • Resource • Behavior Intervention Classes (BIC) • Adapted Behavior Classes (ABC) • LifeSkills • Functional Living and Independence Training (FLITe) • Preschool Program for Children with Disabilities (PPCD) • Related services and Speech Therapy

  13. Co-Teaching • Is: • Two Certified Teachers • Joint Delivery of Instruction • Beneficial to Entire Class • Provided Every day • Is not • Provided by a Paraeducator • Like a helicopter – hovering • Putting all of the Special Education students in one general education classroom • Provided on an “as needed basis”

  14. Inclusive Support • Is an ARD’d service • Can be provided by special education teacher or parapeducatorin general education setting • General education teacher provides all direct instruction • Special education personnel provide additional support, modifications, re-teaching and behavior management to target student(s) • May not be needed every day

  15. Resource (Out of Class Support) • Special education student goes to special education classroom for a portion of the day for a specific subject. • Special education teacher is teacher of record and plans, delivers, and evaluates instructional progress • All instruction provided based on enrolled grade level TEKS

  16. What should you see in Resource? • Students working on individual tasks • Instruction on enrolled grade level • Use of assistive technology • Teacher and paraeducator (if applicable) working with small groups while other students work independently • Students coming and going (Elementary) • High level of structure

  17. Behavior Intervention Class (BIC) • Students with significant behavioral disorders • Behavior intervention(s) in a less restrictive settings has been ineffective • Purpose is to implement a change in behavior in order to integrate student back into resource and/or general education setting as quickly as possible • Emphasis on direct teaching of appropriate behavior and social skills

  18. What should you see in BIC? • Instruction on enrolled grade level • Effective positive behavior management strategies in place • Rules posted • Minimal unstructured time • Reinforcement of positive behavior • Teacher and paraeducator working directly with students

  19. Adapted Behavior Class (ABC) • Designed for students with significant behavioral disorders along with cognitive delay and communication disorder • Most students, but not all, are diagnosed with Autism Spectrum Disorders • Developmentally disordered – as opposed to developmentally delayed • Very specific instructional design utilized • Emphasis on direct, intensive, structured instruction

  20. What should you see in ABC? • Visual schedules, students are directed to “check their schedule” • Small groups, individual work stations • Limited whole group instruction • Instruction aligned to enrolled grade level concepts with alternative materials • Teacher and paraeducatorare actively involved with students • Use of reinforcement system • Assistive technology in use

  21. LifeSkills • Students with significant cognitive/developmental delays • Emphasis on functional application of skills • Instruction aligned with grade level content, but focused on prerequisite skills • Preparation for employability upon graduation

  22. What should you see in LifeSkills ? • Instruction linked to grade level TEKS • Focus on functional application of skills • Age appropriate materials • Assistive technology in use • Positive reinforcement being used • Flexible grouping – limited whole group instruction • Student schedules posted and followed • Teacher and paraeducatoractively involved with students

  23. Functional Living, Independence Training (FLITe) • Students with profound cognitive and developmental delay • Many have medical and physical disabilities • Assistive technology and special equipment used frequently • Instructional tasks must be as age appropriate as possible

  24. What should you see in FLITe? • Assistive technology used by students • Daily schedule posted • Limited whole group instruction • Activities are linked to grade level concepts, materials are age appropriate • Hygiene and basic care needs are met privately • Communication with students • Teacher and Paraeducatorsare actively involved with students

  25. Preschool Program for Children with Disabilities (PPCD) • Ages 3 – 5 (No child should begin the school year in PPCD at age 6) • Children are eligible to begin on their third birthday • Focus on early literacy, communication, self-help skills • Instruction aligned with Early Childhood Outcomes

  26. What should you see in PPCD? • Focus on communication and language • Instruction aligned with Early Childhood Outcomes • Teacher and Paraeducatorworking actively with students • Students working in groups and/or individually with staff • Visual schedules in place

  27. Related Services and Speech Therapy • Student eligibility must be Speech Impairment to receive Speech Therapy • Speech therapy is not designed to teach Non-English speaker to speak English • Related services include: Physical Therapy, Occupational Therapy, Orientation and Mobility, Music Therapy, Adaptive P. E., Music Therapy, Counseling, In-Home Training and Transportation. • Must be eligible for Special Education and need specially designed instruction in order to qualify for a related service

  28. Fort Bend ISD Special Education Instructional Expectations? • TEKS is the curriculum for ALL students. • Assessment determines students deficiencies; the IEP determines the course of instruction to increase student progress • Teachers are to implement the IEPs as written so students can make meaningful progress • All instruction is aligned to grade level content • Every teacher has lesson plans – may have a separate lesson plan for each student.

  29. What should you NEVER see in a Special Education Educational Setting? • Staff checking e-mail during instructional time. • Students watching videos, movies, or listening to music unless it is directly teaching a concept. • Instructional materials that are not age appropriate. • Assistive technology devices on shelves not being used by students. • Staff who cannot provide documentation that student services are being delivered.

  30. Accommodations & Modifications • Some students need accommodations or modifications due to a disability. • Some students need accommodations because they learn in a different way. • Modifications MUST be determined by an ARD committee.

  31. What is the difference between an Accommodation and Modification? • Accommodation A change in HOW the material is taught or HOW the student will demonstrate their understanding. • Modification A change in WHAT the student is expected to learn or master.

  32. Who Can Receive Accommodations? • Any General Education Student • Students identified as protected by Section 504 • Students receiving special education • If the accommodation is through a 504 plan or IEP it MUST be implemented all of the time.

  33. Examples of Accommodations • Giving a student more time to complete a task • Giving the student a note taking guide like a graphic organizer • Enlarging the print on a worksheet • Giving the student a copy of your notes • Letting a student use a calculation device like a calculator or multiplication grid • Giving a student reminders or cues to stay on task • Using a peer tutor

  34. Who Can Receive Modifications? • Special education students whose ARD committee has determined students require modifications for educational benefit and in order to advance from grade to grade. • Has to be part of the ARD/IEP document.

  35. Examples of Modifications • The curriculum has been modified to eliminate some objectives • The grading system has been altered

  36. Resources • TEA website: www.tea.state.tx.us • PEIMS Reports/Data Review • FBISD Administrator’s Handbook • Special Education Document Repository • Legal Framework - Region 18: http://framework.esc18.net

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