Dept.+Chair+Meeting+Minutes

** Elementary Special Education Department Chair Meeting  ** Welcome and Celebrations Rhonda/Melinda Forms referenced in these notes are attached to the email or are available on the wiki ( http://geographic-cohorts.wikispaces.com ) ** Support Specialists  ** There is a revised process for requesting consultations from your campus Support Specialists. Also, with fewer Support Specialists working in the district, they will focus primarily on special education students. The case manager will complete the consultation request form and send it to their campus Principal or Assistant Principal; the Principal or AP will email the form to the Support Specialist serving your campus and copy Steven Teter. Steven is the Special Education Supervisor for Middle Schools and he also supervises the Support Specialists who provide general support to campuses. Forms must be filled out completely—if not, they may be returned for additional information before a consultation can be scheduled. A campus may request a consultation using the process outlined above for a general education student who has been involved in the SST process and has received documented general education interventions at the Tier II and possibly Tier III levels. Completed forms must be received in order for the Support Specialist to become involved with a student—please do not ask the Support Specialist to “take a look” at a student while they are on campus. ** New ACHIEVE Flow Chart ** Robyn Boegel Robyn Boegel share the revised flow chart for referral to an ACHIEVE program. A multidisciplinary team met last year and worked on streamlining and revising the process and flowchart to make it easier to use. Part of the new process is to keep home campuses more involved with students who leave to participate in the program at Jollyville or Teravista. There is also an Action Plan that will be developed prior to the student leaving the home campus, which will outline what behaviors are preventing the student from participating effectively at the home campus and level of mastery that will indicate when they would return to the home campus. There will also be records kept of contact that the home campus has with the program campus. **Review 360 data will now be required for referrals to the ACHIEVE program. ** Responsibilities of Special Education Teachers ** Angela Solis & Alison Hern Dept Chairs - Please make sure that your team members are aware of the responsibilities that are outlined in the case manager handbook. Letters to parents from case managers should have been sent out during the first week of school. The charts in the handbook are a handy reference for things to do prior to, during and after ARD meetings. A review of this information was provided to new staff members at the during new teacher training before school. It is available on the wiki for review at anytime during the school year. It is a district expectation that all sped teachers will follow the guidelines in the case manager handbook. Forms from the wiki should not be saved to your computer as they are frequently updated. Use the wiki site to gain access to forms so that you are assured of using the most up-to-date form. ** FBA/BIPs Reminders ** Rhonda Gross FBAs and BIPs are not just for aggressive, acting out type behaviors. Any behavior that is having a negative impact on the student’s ability to profit from instruction may trigger the need for an FBA/BIP. Some districts require that all students with an AU eligibility have a BIP in place. We are not requiring this in our district—but many students who have ASD have social and behavioral issues that may need to be addressed by an FBA/BIP. Also, students who have extensive amounts of Student Support (1:1 or shared support) may need a BIP (unless the support is only for health/physical reasons). Also, please remember that Notice and Consent are required for a Functional Behavior Assessment. Contact your Diagnostician or LSSP for assistance with this. ** IHT Reminders ** Rhonda Gross In Home Training processes are changing. Current In-Home Trainers have received training this week from Mary Cardiff. Rhonda shared some links in the attached PowerPoint that are resources for finding out more about In-Home Training and Parent Training. After school social groups are not considered In-Home Training. The In-Home evaluation process is cumbersome and Mary Cardiff is going to try to put together a task force to revise the process. After an ARD in which goals & objectives and a specific time and duration have been identified for in-home training, a request for an in-home trainer will be sent to Mary Cardiff. There will also be a form signed by the trainer and the parent that outlines expectations and responsibilities. Progress documentation will be maintained by the trainer. ** Schedule of Service Reminders ** Melinda Bracamontez Please make sure that time is recorded as a weekly time for instructional services on the schedule of services page. ** Confidentiality Modules/Sensitivity Training ** Angela Solis/Alison Hern Confidentiality and Sensitivity modules are available on the wiki. Make sure to review with your team. We also need to make sure we are models for People First language on our campuses. Also, be aware that the district is working on guidelines for the use of Social Media (texting, tweeting, social media sites such as Facebook, etc.). **// Reminders: //** **  Geographic Cohort Meetings- Visit Our Wiki Page    ** ** http://geographic-cohorts.wikispaces.com    ** The schedule is posted with locations for meetings this year. We’ll be working on agendas soon—please let us know if you have suggestions. **  TAKS Accommodations Manual   ** The new manual was posted to the TEA website and the first page highlights changes. There is a link on the wiki to the manual. **  TAKS Alt    ** Melinda Bracamontez reviewed the eligibility criteria for TAKS ALT. The fourth criterion is sometimes too narrowly interpreted. A student can do pencil paper tasks and still be eligible for TAKS-Alt—reading the description makes it clearer. Also, there are some students who may be eligible for TAKS-Alt that are not receiving services through an FAC program. If you need clarification, please ask Alison or Angela or one of the supervisors or Support Specialists. TAKS-ALT cannot be combined with other tests for the different subjects. If a student is eligible for TAKS-ALT then they take that test for all subjects. Teachers giving the TAKS-ALT must have specialized training and the timelines are different than for the other tests, so the eligibility for TAKS-ALT must be determined early in the year. **  Supplemental Aids Support through Region XIII-AGC    ** Region XIII is asking for submission of supplemental aids for feedback in order to create a resource for teachers in the region. We ask that you please submit any supplemental aids that you use to the website. The deadline is Friday, September 24, 2010. **  Teacher Portal    ** General education teachers have access to the Teacher Portal. This information can be printed and used for three year reevaluations. It contains information that you would normally have to dig through the cumulative file to find. Special Education teachers do not have access at this time. **  2010-2011 Budget    ** Money is tight this year. Campus SpEd funds were released to campuses. The Principal is the budget manager for these funds. If you need to know how much money your campus received, please contact Alison or Angela, but know that the Principal is the one who ultimately decides how these funds are allocated. Your team needs to plan carefully to make sure that the money you are allocated will last the year. In previous years, we were able to help campuses with subs or other funding when your campus money was gone. We will not be able to help with that this year. **  Special Education Feedback Form   ** Please provide feedback to the Special Education Department at any time using this form. It can be sent through campus mail to Linda Noy at the Special Education office at the Admin Bldg. You do not have to put your name on the form. These feedback forms provide valuable information to department leadership about any concerns or suggestions you may have. This form is available in the Resources section of the wiki. End of meeting (except for the exciting lock down!)
 * Meeting Notes: September 21, 2010 **



  

Elementary Department Chair Meeting Notes

Tuesday, October 19, 2010 2-4 pm Chandler Oaks Library

Assistive Technology & ESY Viki Johnson 464-5688  ESY: Viki reviewed the handouts that give the timelines for data collection, etc. Review 360 can be used to collect data to support ESY decision making. If you have a student receiving resource services on your campus that looks like they will have a need for ESY, contact Viki to talk to her about their situation. We may want to consider some options for them. Most students who attend ESY are from FAC, SLC & PPCD settings with more severe needs. AT: Consideration forms Viki reviewed the new High Incidence Fast Track form used for students with high incidence disabilities (LD, OHI, SI, etc.). Please use this new form for AT Consideration. Viki would appreciate any feedback about the new form. The Action Plan is filled out only for some students based on the results of the Consideration Guide.  AT Documents: http://geographic-cohorts.wikispaces.com/Assistive+Technology ESY Documents: http://geographic-cohorts.wikispaces.com/ESY

5th-6th Grade Transition Documents Robyn Boegel 464-5670  The procedural timeline begins in August, so you should be starting to work on the action steps that are listed. The first three steps should have completed at this point in the school year. Beginning in November, you should be inviting the receiving middle school to observe any of your identified students of concern. We will email a list of secondary department chairs to you so you know who to communicate with at the middle schools. Steven Teter is working with the middle schools to clarify what is done with the information when it is received and who should receive it.  5 <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">th <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">-to-6  <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">th <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Grade Forms: http://geographic-cohorts.wikispaces.com/Transition+Planning Secondary Department Chair List: <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;"> http://geographic-cohorts.wikispaces.com/Department+Chair+Contacts

In-Home Training Mary Cardiff 464-5149 <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> The identification and provision of in-home training is being revamped. A training session was offered earlier this school year for current in-home trainers and about 40 staff members attended. The district is working to simplify the in-home training needs assessment process. We have requested samples from other districts and will be looking at improvements that can be made. Mary will need volunteers to help work on a task force to improve our assessment process. Mary asked that the trainers who attended the meeting fill out a strengths/interest inventory for providing in-home training. She is developing a database of trainers with various strengths and interests to use to match trainers to the needs of students. There is a new process and forms to be completed for assigning trainers and following up with parents. In home training should address social/behavioral goals. Times and length of service must be very specific and is not provided during the school day. Mary reviewed the new forms and processes, which will be placed on the wiki. Please begin to follow the new process now for upcoming ARD meetings. You do not need to redo any previous ARDs. <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> In-Home Training Forms: <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;"> http://geographic-cohorts.wikispaces.com/In+Home+Training+Needs+Assessment

Report Card Guidance Document Rhonda Gross 464-5458 <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Diana McCauley, who participated in the district committee addressing grading guidance, shared a bit about her experience on the committee. Department Chairs then worked to give feedback to Rhonda on a draft grading rubric for students on a modified curriculum. Rhonda is also seeking volunteers who would be willing to participate in some afternoon meetings (starting at about 2:00pm) to develop the rubrics to be used for grading.

LPAC/ESL Certification Rhonda Gross 464-5458 <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> There have been questions about the coordination between ARDs and LPACS. Please make sure that key members of LPAC are invited to ARD meetings. ARD paperwork does not go into the LPAC folders or get attached to LPAC forms. The district will continue to provide subs and reimbursement of test fees for teachers who are seeking their ESL certification. The reimbursement will occur after you pass the test. The district does not reimburse you for adding it to your list of SBEC certifications. Upcoming RRISD ESL 2-Day Certification Training Opportunities: Nov 15 & 16 at Cedar Ridge 8:30-4:30; Jan 12 & 13 at Hopewell 8:30-4:30 (register on e-campus).

TAKS-Alt Peggy Wolf 464-6814 TAKS-Alt would not be appropriate for students with learning disabilities. It is designed for those students who have significant cognitive delays. Teachers create the test, administer the test and score the test online—it is a very involved process. Peggy reviewed the requirements for participating in TAKS-Alt. See the link below for additional information about TAKS-Alt and alternate curriculum. Teachers administering TAKS-Alt have to complete 4 online training modules and pass the tests by November 5th. On November 10 <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">th <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">there will be a training session for teachers administering this test – it is already listed on e-campus. This training will focus on practical considerations in giving TAKS-Alt. Campus testing coordinator must know who will take TAKS-Alt and the teacher administering the test to each student in order to enter the students/teachers in the online system. Peggy will be the contact for teachers who have students who take TAKS-Alt – //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Please email her <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;">if you have a student who is not in FAC who is taking the TAKS-Alt test. // <span style="font-family: Arial,Arial;"><span style="font-family: Arial,Arial;"> TAKS-Alt Information: http://geographic-cohorts.wikispaces.com/TAKS+Information

Reminders / Share Out: SEPAC <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> If you are in a consistent room for ARD meetings on your campus, it would be a good idea to have a display with SEPAC information in that room. It would be a good visual to point out to parents. Cactus Ranch has a small bulletin board in their ARD room that has "SEPAC: Special Education Parents Advisory Council." They also posted the name of their campus SEPAC representative and the most recent SEPAC newsletter. SEPAC information on the RRISD website: https://www.roundrockisd.org/index.aspx?page=322

Benchmark Testing <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> The ARD committee can decide whether or not a student with a modified or alternate curriculum will take district benchmarks. Benchmarks may not be modified. If benchmarks are taken, they must be submitted for scoring.

Statements for PLAAFP You may use the following statements on the PLAAFP. If you use the first statement, make sure that you describe how the particular difficulty/concern is being addressed. You must also list actual data sources for either of these statements, "n/a" is not appropriate in either case. For areas in which there are concerns, but they are not at the point that Special Education services are needed or the student is not eligible for the services: <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Current data indicates that there is not a need for specially designed instruction at this time-see deliberations. <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> For areas for which there are truly no concerns: <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Data indicates no concerns at this time.

TAKS Accommodations/Supplemental Aids Graph Paper <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">-We received clarification regarding graph paper directly from TEA. Graph paper that is used to help students align numbers when solving math problems is considered a place holder (not a supplemental aid). This is an accommodation available on TAKS, TAKS Accommodated and TAKS Modified. Proper documentation in the ARD is required for this as with any accommodation. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Page 20, 2010-11 Accommodations Manual //

Transcribing <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">-We are waiting for additional information from TEA about Other Methods of Response/Transcribing. We will share this information as soon as it is received.

SOLO <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">- SOLO is allowable on TAKS; however, the word prediction feature must be turned off. An ARF (Accommodation Request Form) can be submitted if a student needs the word prediction feature.

Supplemental Aids <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">-Region XIII has posted information about accommodations and specifically about supplemental aids from their Access to the General Curriculum group. There are specific examples of supplemental aids for all subject areas with feedback that indicates whether they are allowable, not allowable, or if they might be allowable with modifications or with an ARF. These were submitted by teachers all over the region. Please access this information—it will really help clarify this topic for you. Also, please note that process steps are no longer a supplemental aid that can be used without an ARF. There are samples of this type of aid on the website. <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> http://www5.esc13.net/agc/accommodations.html

Special Education Feedback Form <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Please complete these forms whenever you like about anything to do with Special Education in RRISD. The form is available on the wiki and we will always have copies available at our department chair meeting. You do not have to include your name. Send to Linda Noy at the Administration Building.

Elementary Special Education Teacher Support: <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Angela Solis (3272) & Alison Hern (3273