fbisd special education programs and services parent education night december 8, 2015 special...
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FBISD Special Education Programs and Services
Parent Education NightDecember 8, 2015Special Education Department, Fort Bend ISD
Placement and Services
Full IndividualEvaluation/
Eligibility Determination
Transition Plans, including Post
Secondary Goals (if applicable)
PLAAFP – Present Levels of Academic and Functional Performance
IEP Goals and Objectives (including Behavior IEPs)
Supplementary Services (includes related services, in-class support, AT, etc.)
Placement – including Frequency, Duration, and
Location
State Assessment Decision Making
Least Restrictive Environment Justifications
Extended Year Services (ESY)
Graduation
Assurances & Deliberations
Committee Agreement
Placement and Services
• Full Individual Evaluation/Eligibility Determination• Transition Plans, including Post Secondary Goals (if
applicable)• Present Levels of Academic and Functional Performance
(PLAAFPS)• IEP goals and objectives (including Behavior IEPs)• Supplementary Services (includes related services, in-class
support, assistive technology, etc.)• Placement, includes frequency, duration and location• State Assessment Decision Making• Least Restrictive Environment Justifications• Extended School Services• Graduation• Assurances, Deliberation, and Committee Agreement
Placement and Services
• Adaptive Behavior Class (ABC)• Coordinator – Dominion Southall• Facilitator – Cheryl Little
Program Description• The ABC program provides educational services for
students who require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical behaviors, low to no communication skills, high need for visual/physical structure, and the need for “ready to learn” behavioral skills.
Placement and Services
• Functional Living and Independence Training (FLITe)• Coordinator – Caroline Faison• Facilitator – TBD
Program Description• Students served with FLITe services typically have severe
cognitive and/or physical impairments . The students may not be independent and often times require full assistance to care for their daily needs. The focus of instruction is visual and auditory stimulation, motor skills development, assistive technology, interaction with others and communication skills. Often times these children are medically fragile and require nursing services.
Placement and Services
• Behavior Intervention Class (BIC)• Coordinator – Dominion Southall• Facilitator – Mildred Williams Diane Jacobs
Program Description• Students served by Behavior Intervention Class (BIC) Services typically
have been identified as having behavior problems that impede their ability to be successful in their current setting. The purpose of the program is to provide in-depth, intensive and small group instruction in the area of academics, behavior, social and emotional development in an academic setting. Students may have a range of academic skills; however, their behavior affects their ability to experience success in a less restrictive environment.
Placement and Services
• Homebound• Assistant Director– Christina Ritter
Program Description• Students who are receiving Homebound services are those who will be
confined to the home for a minimum of 4 weeks (the weeks need not be consecutive) due to a medical condition that is confirmed by a licensed physician.
• Typically, homebound services include teachers and related service personnel providing services in the home setting for a specific amount of time.
• If a student is pregnant, she may receive Pregnancy Related Services (PRS) for 6 weeks after the date of delivery. The pregnancy must be verified by a report from a licensed physician or nurse practitioner.
Placement and Services
• Preschool Program for Children with Disabilities (PPCD)• Coordinator– Dominion Southall• Facilitator – Brenda Morgan
Program Description• Preschool Programs for Children with Disabilities include
services for children ages 3-5 who qualify for special education services. The PPCD classes focus on a developmentally appropriate curriculum in meeting the Individualized Education Plan (IEP) for each student. The purpose of the program is to help children reach their potential through an individualized education plan in a language rich and stimulating environment
• PPCD services includes Hand-in-Hand Program and Early Enrolled Speech Services
Placement and Services
• Life Skills• Elem Coordinator– Caroline Faison• Elem Facilitator – Sherri Butters Cheryl O’Connor• Sec Coordinator – Tresha Hattar• Sec Facilitator – Darin Quintero Erick Powers
Program Description Students served with Life Skills Services typically have significant cognitive disabilities who require a curriculum focusing on (1) academic instruction based on prerequisite skills that are aligned to grade level TEKS, (2) communication/social skills, (3) independent living skills, and (4) vocational/prevocational instruction.
Placement and Services
• Resource• Coordinators– Cathy Burleson, Rashidi Younger,
Tammy Brown, Sharon Moore, Ashley James• Facilitators – Yuvonne Fields, Gwen Chenier, Joyce
Arthur, Rachel Kent, TBDProgram Description• Students receiving resource services typically require targeted
direct instruction in a small group setting and a change in instructional methodology. Students served with resource services continue to receive grade level instruction with modifications and accommodations
• Resource services typically focus on remediating academic deficits in an effort to return to the general education setting
Placement and Services
• In-Class Support Services (ICS)• Coordinators– Cathy Burleson, Rashidi Younger,
Tammy Brown, Sharon Moore, Ashley James• Facilitators – Yuvonne Fields, Gwen Chenier, Joyce
Arthur, Rachel Kent, TBDProgram Description• Students receiving In-Class Support services (ICS) typically
require specialized instruction and are able to make meaningful progress in a larger group setting. Students continue to receive grade level instruction with modifications and accommodations
• ICS services are provided collaboratively by the general education teacher, special education teacher, and/or special education paraprofessional
• Behavior needs may be also be addressed through ICS services
Placement and Services
• Out of District Placements• Assistant
Program Description• Students receiving Out of District Placement services are unable
to be adequately served within FBISD through the continuum of special education services. Students typically receiving these services have significant emotional and behavioral needs and/or severe cognitive disabilities
• The Out of District Placement decision must occur in an ARD committee and FBISD must enter into a contractual agreement prior to the student receiving services
Placement and Services
• Private School Services • Assistant Director, Nicole RitterProgram Description• Public school districts are responsible for Child Find activities and providing
some special education services to students who are eligible for special education services and whose parents provide home school or have enrolled them in a private school.
• A private school student who lives in another district but attends a private school in the FBISD boundaries may receive special education services from FBISD, if found eligible for private/home school services. Students who live in FBISD boundaries but attend a private school located out of FBISD boundaries, must receive the special education services from the school district in which the private school is located.
• The special education services provided to private/home schooled students are determined annually through a consultation process with parents and administrators of private schools/home school. These services are defined in the Fort Bend ISD Private School Plan.
Placement and Services
Full IndividualEvaluation/
Eligibility Determination
Transition Plans, including Post
Secondary Goals (if applicable)
PLAAFP – Present Levels of Academic and Functional Performance
IEP Goals and Objectives (including Behavior IEPs)
Supplementary Services (includes related services, in-class support, AT, etc.)
Placement – including Frequency, Duration, and
Location
State Assessment Decision Making
Least Restrictive Environment Justifications
Extended Year Services (ESY)
Graduation
Assurances & Deliberations
Committee Agreement
ESYS
• ESY services are special education services that are provided to students with disabilities that go beyond the regular school year. Services must be provided in accordance with the student’s IEP and must be provided at no cost to the parent
ESYS
• The purpose of ESY is to prevent severe regression on previously mastered critical skills on the IEP that is being taught during the school year. The ESY IEP should focus on the maintenance of existing skills or the development of emerging skills.
ESYS
Important terms to know• Critical skills-A critical skill represents
knowledge or skills that impact the overall progress of the student in the general curriculum or in their alternative curriculum as defined in their IEP.
ESYS
• Critical skills-A critical skill represents knowledge or skills that impact the overall progress of the student in the general curriculum or in their alternative curriculum as defined in their IEP.
• ESY must be considered if there is evidence that the student might regress on critical skill(s) that might result in the student needing a more restrictive placement or additional special education services when school resumes.
ESYS
Determining eligibility for ESYS• Critical Skills (reading, math, functional skills such
that lead to independence)• Regression/Recoupment (does student maintain
learned skills during extended breaks in instruction?)• Degree of Progress on Independence or Emerging
Skills (i.e. communication, potty training, etc.)• Interfering behaviors (i.e. severe self-injurious
behavior)
ESYS
• The ARD committee must consider the need for ESYS for every student receiving special education services
• ESYS is typically discussed at the Annual ARD meeting if enough data is available to make decisions. If not, an ARD should be held in late spring to discuss ESYS
• Placement, Eligibility and Programming should not be the determining factor when considering the need for ESYS
• The length of services per day, days per week, and number of weeks should be individualized and determined based on student need and data
ESYS
• Contact Info– Special Education Office• 281-634-1143• Director, Michelle LeBleu,
[email protected]• Executive Director, Deena Hill,