Our Children’s Circle

1. Our Children’s Circle Parent Meeting September 12, 2006

2. The Autism Program I

3. PPCD-STC • Wilmeth: 4 • Webb: 4

4. STC Units • Elementary Units: • Eddins: 2 classes: 10 students • Slaughter: 3 classes: 14 students • Webb: 3 classes: 13 students • Wolford: 2 classes: 11 students

5. Middle School • Dowell: 2 classes 9 students • Johnson Middle School 1 class 4 students

6. High School • McKinney North High School: • 4 students

7. Students in General Education • Elementary 47 students • Middle School 19 students • High School 15 students

8. Total • District wide: • Students in STC program: 73 • Students in General Ed: 81 • Other: 5 • TOTAL NUMBER OF ASD STUDENTS: 159

9. Least Restrictive Environment II

10. What is LRE? • LRE is a balancing act in which the student’s ARD committee must develop an IEP that is consistent with the dual requirements of IDEA: • That the student receive an appropriate education • That the educational program is delivered in the least restrictive setting Source: Turnbull, Stowe, & Huerta, 2007

11. General LRE Requirements • To maximum extent appropriate, children with disabilities are educated with children who are non-disabled. Source: IDEA 2004 Regulations §300.550

12. General LRE Requirements • Special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Source: IDEA 2004 Regulations §300.550

13. Continuum of Services • A school district must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. • The continuum must include alternatives such as instruction in regular classes, special classes, special schools, home instruction, instruction in hospitals and institutions as well as supplementary services such as resource rooms and itinerant instruction. Source: IDEA 2004 Regulations §300.551

14. Determining LRE Child-by-Child • What are the academic educational benefits of a general classroom placement with supplementary aids and services, as compared to the educational benefits of a special education classroom? Source: Sacramento City School District v. Rachel H.

15. Determining LRE Child-by-Child • What are the nonacademic benefits to the student from interaction with the nondisabled peers? Source: Sacramento City School District v. Rachel H.

16. Determining LRE Child-by-Child • What are the “possible negative effects” of the general class placement? If the student is disruptive to other students or “unreasonably” occupies the teacher’s time “to the detriment of other students,” the general placement is not appropriate. Source: Sacramento City School District v. Rachel H.

17. Determining LRE Child-by-Child • The district must maintain a continuum of services and take intermediate steps where appropriate such as placing the student in general education for some services and in special education for other services. Source: Daniel R.R. v. State Bd. Of Educ.

18. Determining LRE Child-by-Child • If it is determined that education in the general education classroom or program cannot be achieved satisfactorily, the district should consider the extent to which the student can be appropriately placed in the general education setting. Source: Daniel R.R. v. State Bd. Of Educ.

19. Transition III

20. Elementary to Secondary • What are the significant difference between elementary and secondary STC? • Educational programs are individualized as determined by the ARD (e.g., methodology) • Some of the differences are inherit in the structure of elementary v. secondary school • Electives • Changing Classes

21. Transition • Extra visit to receiving campus • Before school started another visit was scheduled as needed • Practice opening lockers • Social stories were created • Student was walked through schedule with peer as appropriate • Time to meet new teacher

22. Which Middle School? • Try to maintain a feeder system to guide campus decision • Also have to take into consideration number of students requiring STC services • Sometimes have to wait on student ARD meetings to make final placement decision

23. ESY IV

24. ESY Services • Texas Administrative Code (TAC) Title 19, Chapter 89. • 89.1065 Extended Year Services: • The need for ESY services must be determined on an individual basis by the ARD committee.

25. Need for ESY • Must be documented from formal and/or informal evaluations provided by the district or the parents. • The documentation must demonstrate that in one or more critical area addressed in the current IEP objectives the student exhibited, or reasonably may be expected to exhibit severe or substantial regression that cannot be recouped within a reasonable period of time.

26. That means that.. • The student has been, or will be, unable to maintain one or more acquired critical skill in the absence of ESY services.

27. If… • The loss of acquired critical skills would be particularly severe or substantial, or if such loss results or reasonably may be expected to result in immediate physical harm to the student or to others, ESY services may be justified without consideration of the period of time for recoupment.

28. Other considerations.. • A skill is critical if the loss of that skill would result in: • Placement in a more restrictive instructional arrangement • Loss of acquired skills necessary to progress in the general curriculum • Loss of self-sufficiency in self-help requiring an increase in direct service staff and or amount of time required to provide special ed or related services

29. Program Refinements V

30. Program Refinements • Two priorities for this year: 1. Focus on expanding instructional/behavior management skills for staff working with PPCD-STC and K-1 students. • How to do that? • Provided training for key staff members in the summer

31. And we… • Added the position of Behavior Intervention Specialist (Christy Batson) • Christy’s goal is to provide training and assistance in implementing behavioral principles in the classroom

32. Program Refinements 2. Providing support for ASD student in general education setting • Autism Support Teachers provide information and materials to Resource staff • Support the student by providing social skills information,help with executive functioning challenges, and self-advocacy

33. Staff

34. Expansion of Program • Look at number of students • Student characteristics and needs • Geographic location of students needing services • IEP needs

35. Miscellaneous VI

36. Social Clubs • Middle schools overall have limited number of clubs • All clubs must meet after school • Campuses are open to additional clubs as long as there is a sponsor and the same process is followed for establishing any school club

37. Transportation Issues • Routes are complicated • MISD does not want students on the bus for more than an hour • First course of action is to contact Durham Transportation Services • If the issue is not resolved, contact MISD Special Populations