Texas School Alliance Meeting of Special Education Directors
San Antonio, Texas
AGENDA
 October 3, 2012, lunch starts at 11:45 AM-Review360®
Session begins at 1 PM
Board bus @ 6:00 for dinner @ Paesanos 1604 – eSped.com, Inc.
 October 4, 2012, 8:00 AM -5:00 PM, lunch Earnest Facilitations
TEA—Gene Lenz, 1 PM
Board bus @ 5:30 for dinner @ La Hacienda de Los Barrios – Voyager
 October 5 @ 8:00 AM - Elvin Houston, Walsh, Anderson, Gallegos, Green,
& Treviño P.C.
 October 5, 2012, ends at noon
QUESTIONS and RESPONSES
Texas Education Agency, Gene Lenz will address:
Gene greeted the group. Thanked Alliance members for the invitation. He provided a current TEA
Organizational Chart. New Commissioner is a nice man and asks many questions. He is a former
Prosecutor.
1. I would like to put back on the table the issue of PBMAS and SPP and the duplication of reports
which interpret data in different ways.
Response: Will be looking at doing away with SPP. Feds would require us adding some ethnic
groups to PBMAS. Presently focused on African American and Hispanic in Texas as far over
identification. Try to use our Texas program since it works.
2. Issue of applying for an AYP waiver with the DOE.
Response: Provided handout/letter from Sept.6 which has the basis for a waiver. Gene and Cory
Green will be presenting to various groups soon regarding this issue. Have not applied for a waiver
yet. Letter, Sept. 6th published first, then in TX Register it was published for State review. Provides
opportunity for public comment. Received emails from some saying STAAR was anti-Christ. SE
used to getting many comments, but NCLB has received at least 50 and are not used to receiving any
comments. 3 points are most controversial, bullet 1 on p.2, bullet 2 on p.3 and last bullet on p.4.
TEA will be asking for a waiver. TEA feels that what the State is doing fully meets what is required
without extra requirements. We don't want to get rid of choice or SES, but we want to implement it
better, not necessarily under requirements given. Will put Feds on notice that more waivers will be
coming between Dec. and March. Legislative session will not a quiet session. Have heard Feds are
not willing to negotiate on HQ. Teacher evaluations will be up for discussion. Have received
comments from TCASE regarding paperwork for waiver. Also from Supt. and organizations. Many
don't like bullet 1. Will submit waiver within a few weeks, hopefully. Legislature could change a lot of
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what we know now.
3. Any next steps in the offing for RDSPD?
Response: RDSPD created in R4 and HISD is a member. R 4 is the fiscal agent. Had to come up
with work a rounds as HISD is the only member right now. Now he 270 kids and they are all from
Houston ISD. Thanked SAISD and R20 for starting the idea. Richardson asked what is the
difference if they are presently a single member district? R20 has RDSPD with 2 locations, SAISD
and East Central. Have a bigger critical mass and $ go further. Have almost eliminated the need for
contract interpreters. Gene's hope is that R4 as the pilot will do well and demo to others that this is a
model to try. Problem across the State is having RDSPD for all districts that are affordable.
4. The draft of the new State Accountability System indicates a limit/cap on the number of SPED
students passing a modified or alternative state assessment which can be counted in the numerator.
What are the thoughts on what that cap might be? Will it mirror the federal 1%/2% cap? There also
seems to include some items from PBMAS, such as the percentage of students graduating on the
recommended plan along with graduation rates related to the 4/5 year cohort. It appears that AEIS
will hold us accountable for these items. Will we continue to receive a separate rating in PBMAS and
if so, why? Will this be done only at the district level? Will there be any blowback on campuses?
Response: Not been party to development of the new system. Asked but hasn't heard back from
staff yet. Go to the website to stay informed. Plan for final accountability system to be determined by
March. Accountability is made of multiple systems including some items of PBMAS. Will be trying to
eliminate duplicate items in accountability.
5. The Texas Physical Therapy Practice Act has now changed to require that all Physical Therapists
re-evaluate clients every 30 days. The specific language and samples of questions PTs working in
schools are asking and the response of the PT Board Representative are attached. I am concerned
that we also need clarification from TEA that the phrasing used in this ice act that refers to reevaluation is not considered falling under the same definition as found in the IDEA and so does not
require consent, nor ARD/IEP committee review, but is more in alignment with the process of
collecting data to monitor a student's progress. I wonder if it is also an option for TEA to consider a
possible means of advocating for districts with the PT Board as this unnecessarily increases staffing
and mileage reimbursement costs especially for large school districts as well as impacts the utilization
of personnel resources that are already limited in availability.
Response: TEA will start a process where they engage the licensing Board. May need help from
TCASE etc to explain difference between clinical and educational. Do not want to interpret as Board
is saying now. Progress monitoring could be evaluated every 30 days in schools. In this Act it
doesn't allow PT assistants to evaluate clients. Gene said give Board benefit of the doubt that they
didn't clarify enough for non-clinical settings. Humble brought up issue with SLPs and problems that
licensing Board is creating. We can’t get SLPs and/or have SLPs to supervise SLPAs. Don't want a
war. Need some compromise. Many graduates at BS level without jobs. Look at a system where
SLPs with CCCs do the more complex therapy. Unfair to grads and kids needing speech.
6. Can they comment on whether the 15% rule will go away?
Response: Gene thinks 15% will go away at the beginning of legislative session, but no guarantee.
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7. It’s getting more difficult to qualify for High Cost funds - any chance of lowering the threshold?
Response: Federal law requires a threshold. Amount of $ capped. Question was do you want
more $ for less kids or more districts (kids) get some $.
If not in compliance can't get the $. TEA in agreement of 95% or better compliance can qualify. If
you rate "Meets Requirements" can apply for it. One recommendation was to let districts know ahead
of time if could possibly qualify. Gene said TEA needs to clarify what requirements allow you apply
for HC Funds.
8. What is happening with Task Force for Related Services?
Response: First need to have TEA staff on same page and then will create a task force. Point of
concern is that related service may be disconnected from instruction. Looks like separate subjects in
IEP. Humble expressed that there is a huge problem with vacancies in speech, OT, PT. Can go to
private sector for much more money. Can't keep people much less talk quality. HISD stated that
there is law and there is interpretation of the law. When monitored, there are too many
interpretations. Don't want to just meet compliance. Want to have quality for kids in Texas.
SAISD stated that we are being held hostage. Parents need to understand what services
educationally we provide. Gene said we must have choices. So many people love what we are
doing for kids. Allow choice, Charters are a good example. There is an expectation gap for what is
required by law and what is desired, the entitlement. Good programs ultimately deliver. Choice will
be an issue for the legislature. Gene does understand procedural hostages. Floresville ISD asked
Gene to address Speech licensing Board, as well as, PT Board.
Janna, TCASE, stated that it is ridiculous the amount of $ spent on contracted speech. Gene
suggested start building the story of what is actually happening in districts. Need a compelling story.
Need some alternatives.
9. Houston ISD - Have availability for digital books for some students in SE, but other groups, such
as, ID eligible students can't access these resources which requires districts to purchase separately.
We need the State to support the need for us to have the option to purchase for any child.
Response: Gene asked for HISD to write it up for him and he will get the info to the right people.
(HOUSTON ISD)
For the integrated service delivery model we use I think the best resource is what is on our operating
guidelines at http://hisdoses.wikispaces.com/Occupational+Therapy
Information to forward to Gene in following up with my questions regarding access to digital texts
Texas Assistive Technology Network provides the following
http://www.texasat.net/docs/AIM%20doc%20with%20URLs.pdf .
My questions regarding this process for districts are as follows:
1. We have resources for supporting student who meet the definition of a student with print
disability, but this definition does not include all students with disability who might be identified by
the ARD committee to require access to accessible digital books. How does the district access these
materials for these students?
a. Previous email discussions with TATN and TEA folks have provided the following information:
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i. From Brett Pitt - As you know, this is something I have been trying to resolve statewide for several
years. Conceptually, Beth is right, but we don’t yet have a good mechanism to actualize the concept!
I believe that since Texas contracts directly with Learning Ally to produce DAISY Audio files that
those students would have access to Learning Ally files as long as they have a need for materials
identified using the rule language in TAC Section 66 highlighted below. I believe this to be true for
Bookshare as well with the single problem being when Bookshare converts instructional materials into
accessible formats from materials they acquire from the NIMAC. We are working on contract
language for the future that will require publishers to provide two NIMAS files; one for the NIMAC
and one for the Agency that we can then provide to Benetech (aka Bookshare) and Learning Ally.
That way the materials are created from a source that came from us and not the NIMAC.
Comment: Access to accessible digital books and other state adopted curricular materials does seem
to be a viable option, but in the meantime, I do not believe that we can access these materials for
the “non-print disabled” student as these organizations have restricted agreements with the
publishers.
Based on the Texas Administrative Code §66.121. Special Instructional Materials
1. An Admission, Review and Dismissal (ARD), 504, or ADA committee determines that a student
requires accessible instructional materials.
2. The student’s specific need for accessible instructional materials is written in an individualized plan
developed for the student under the Rehabilitation Act, §504; the Americans with Disabilities Act; or
the Individuals with Disabilities Education Act.
3. Textbook coordinators in each district or charter school order books through the Texas Education
Agency, Instructional Materials and Educational Technology Division.
Comment: The problem here is that we can currently only access instructional materials in Braille,
large print or audio formats through the TEA IMET. We need access to accessible digital materials. A
resource for this information on how districts might access these materials might be in checking with
districts that are currently going to all digital textbooks. I don’t know if these actually exist in Texas,
but I keep hearing rumors.
Forms to request OT, PT, or AT services can be found at:
http://hisdoses.wikispaces.com/OSES+Operating+Guidelines . In these online operating guidelines,
forms and procedures for accessing OT and PT services can be found under the “related services”.
Online courses to support the use of the UDL computer workstation are available for Houston ISD
Special Education Services personnel by logging on to
www.projectsharetexas.org<http://www.projectsharetexas.org ( http://www.projectsharetexas.org/
)> and searching for courses beginning with "SPED-HISD".
10. Question concerning ARD schedule and what has to be written?
Response: Conflicting info from TEA and Conservators. HISD was given info to only list SE
services. Other districts under monitoring have had to have schedules exactly match between ARDs
and class schedules. Gene will take the info back for clarification. When classes change then
schedules are a mismatch. SAISD was cited for this during monitoring for RF. What specificity is
required and what does this have to do with anything? All of these things are not required by Law!
Why are we making up a bunch of requirements and wasting people's time when they would be
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teaching kids? Gene said need to find the Goldilocks place that meets requirements. Hard to come
to true meeting of minds on this. TEA made a TX form and not being used very much.
11. CCISD was cited for not having a Transfer ARD. District adopted previous IEP, but were cited
anyway. Supposed to have 30 days to finalize.
Response: Gene will review the case and provide clarification regarding transfer ARDs.
12. If vouchers were to happen would we have to use proportionate share?
Response: Depends on how written. Interesting question. She was asking about School Choice.
General Discussion
Accountability
1. Grad rate and AYP determination. How are districts addressing students who remain until they
are 21 or 22? How have districts structured the process so that this group does not create an issue
for grad rate and the 4 or 5 year cohort? Is anyone worried about this except me? (NORTH EAST
ISD)
Response: Yes others are worried. Some did not make AYP due to grad rate. Appeal process is
grueling. Asked how are you tracking the data? How are you identifying kids early on? NISD stated
they have had similar issues. Looking carefully at all kids. If Life Skills students have met criteria to
graduate, then allowing to graduate. If need to return for more academics or vocational training, then
develop a plan that is individualized. Could be for one day a week, part time etc. NEISD had a conf
call with R13 in Austin and were told not appropriate to graduate automatically and then allow to
return. Houston says there are 2 conflicting laws. Amarillo says when in a smaller district, she had
kids spend an extra year in elem. and again in MS. NEISD stopped that practice to keep kids with
same age peers.SAISD uses grad as an option with ability to return to school in an alternate setting
with post secondary students. This helped the grad rate as they elect to come back. Federal and
local funds can be used for post secondary.NEISD is funding out of local as the students are not with
a teacher more than 20 hours per week. HISD has one community college class. R20 rep. said
completion of IEP indicates graduation. If student opts back in, then new IEP would be created. It
would be a mismatch if graduated and continued IEP. Agrees it is not best practice. SAISD stated
that some kids do well with school support and after graduation and support is gone, can't keep a job
and may ask to return to school.
2. How do districts track students who are eligible for services but not in attendance (ie.
Private school, Headstart, Speech Only Walkins)? I am having a particularly difficult time keeping
track of Head Start. (SOCORRO ISD)
Response: NISD has a campus called "intervention campus" that tracks these students. HeadStart
is different. May contact ron.stephens@nisd.net for more info.. NEISD has separate org. code for
tracking groups of kids.
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Autism
1. Autism - What issues seem to be arising as we serve this population of students? (NORTH EAST
ISD)
Response: Numbers growing in all districts. FISD stated they are seeing more students with AU and
syndromes. United ISD stated that they are having parents request cameras in classes. TCASE is
surveying districts to see how they feel about use of cameras. Katy ISD has a parent pushing for
cameras in classes. Gone to Board and legislature. Attorneys say can't have audio and video.
Aldine is having similar experience. NISD has some cameras but they are the property of the police
dept so not up for public record request. Cameras are not in classrooms, only public areas like
hallways, cafeteria etc. Lubbock has some cameras in classes to help teachers observe self
teaching. Humble has used SKYPE with Homebound students. Paraprofessional is with the student
while SKYPE going on. No recording allowed during sessions. This is an all day session with a
second grader. NISD has SKYPED ARD meetings, also used in Alternative School setting.
TCASE provided link to the following line DSM Autism Update May Have Little Impact, Study
Finds http://www.disabilityscoop.com/2012/10/02/dsm-autism-little-impact/16573/
Northside ISD asked about extended day care for after school care. Some kids can't manage in
regular programs like the Y or daycares. Humble flexing staff hours to allow staff to assist kids in
after school care. Have done training of staff in after school programs or daycares. Thinking of
starting a specialized after school program through the Y. Also do transportation to some specialized
programs in the community. NISD runs their own after school programs. Some funded through
Grants, City etc. Some are tuition-based programs. Fund extra staff if needed. NEISD has their
own after school program at all elem. schools. They don't fund extra staff for SE kids. SAISD works
with Y. Don’t fund extra staff, but alter ratios so kids can be successful.
NISD is also providing protective sleeves purchased from Granger. There are 2 types. Helps reduce
bites and scratches and Workman Comp claims. Risk Management came up with the suggestion.
Mainly used with Life Skills classes. Humble has bought Karate jackets. Cy Fair takes many kids
with SE needs in their after school programs. They make adjustments as needed.
2. How does the school district address/provide in-home training for students with autism spectrum
disorders and required by the 11 Strategies in the Texas State Board of Education Rules &
Regulations? (DALLAS ISD)
·
How is the “need” for the service assessed?
·
Who provides the service?
·
How is amount of time determined?
·
How is the service provided?
·
Where is the service provided?
·
How is it determined that the service will be discontinued?
Response: Dallas ISD has large numbers of students with AU. CCISD has a needs assessment
they use. They have trained staff to provide In Home training services. NEISD has an assessment
and then have tiered services. Could be done at the school by providing materials and info to
parents. Second tier is service in the home. They have a team that assesses and provides support
to schools and families.
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(Northeast ISD) - North East Independent School District In-Home/Parent Training (IH/PT) Service Delivery
Procedures
Statutory Authority
Statutory Authority for In-Home/Parent Training services is located in the Texas Administrative Code (TAC),
Title 19, Part II
(e) For students with autism/pervasive developmental disorders, information about the following shall be
considered and, when needed, addressed in the IEP:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Extended Educational Programming
Daily Schedules
In-Home and Community-Based Training
Positive Behavior Support Strategies
Futures Planning
Parent/Family Training and Support
Staff-to-Student Ratio
Communication Interventions
Social Skills Support
Professional Educator/Staff Support
Teaching Strategies
In-Home/Community Based Training
This training is primarily intended to promote generalization of desired skills and behaviors from school to the
home and/or community settings. The trainers will target identified skills and behaviors that have been
mastered in the educational setting but need generalization of skills to the home and/ or community settings.
The training may address behavior, self-care, communication and socialization skills. It is not intended to
promote the acquisition of new skills nor is it intended to improve
academic skills (i.e. tutoring or the completion of homework assignments). As generalization of the targeted
skills occurs,
The training will shift from the trainer to the parent (via Parent Training) to facilitate long-term maintenance
of the skills and behaviors.
In-Home/Community Based training might also be appropriate for addressing skills and behaviors that have
not been mastered in the school setting, but that are determined to be a serious safety deficit for the child
(e.g., physical aggression, running away behavior, compliance to adult directives). In addition, The training
might address age appropriate functional life skills that are not mastered yet in the school setting, i.e.
toileting, tooth brushing and dressing. These skills should be introduced and routinely incorporated into the
daily school schedule. Teachers will work collaboratively with parents to promote continuity of learning across
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settings. This will ensure that the learning is well into the implementation phase before In-Home/Community
Based Training evaluation is recommended by the ARD committee.
Parent Training
Parent Training is designed to teach parents skills through observation, modeling and participation in a variety
of activities. This training is for parents to acquire an understanding of their child’s disability and for them to
become familiar with the learning principles and effective teaching strategies which will assist in promoting
the generalization of skills from school to home. The various training activities may include, but not limited to,
NEISD district- wide parent trainings that are provided throughout the school year. Informational videotapes
may also be provided as a resource and/or videotapes of staff working with the child incorporating a variety of
research-based strategies. Teachers may communicate with parents by notes or by email.
Parent Training can also consist of direct training by the child’s teacher, an NEISD employee, or contract
service provider who has completed the In-Home/Parent/Community Based Training Institute.
North East recognizes that parents are an integral part of their child’s educational success and with Parent
Training they can learn how to effectively teach the necessary skills for their child to progress towards
independence. It is important for parents to remember that they bear equal responsibility in the education of
their child in the home and community settings, and are required to maintain involvement during Parent
Training sessions. It is also vital that parents understand that Parent Training will not mean that all in-home
areas of concern will be conclusively resolved within a certain time period.
**Neither In-Home/Community Based nor Parent Training is intended to occur throughout a child’s
educational career. Rather, the needs are to be addressed at each annual ARD Meeting or sooner depending
on the student’s individual needs. The evaluation will be reviewed every three years or sooner depending on
the child’s educational needs.
Discontinuation, Decrease, or Increase in Services
Discontinuation, decrease, or increase of either In-Home/Community Based and/or Parent Training services
can only be enacted by the student’s IEP/ARD Committee. Discontinuation usually occurs once mastery of the
training objectives has occurred, or when services are no longer deemed appropriate or desired for any
number of reasons considered and determined by the ARD Committee. A reasonable period of time is needed
and recommended for parent(s) to have sufficient time to implement the skills/strategies recommended by
the trainer.
Sequence of Activities for Determining Need for Services



At the student’s annual ARD meeting, the ARD Committee discusses the possible need for InHome/Community Based and/or Parent Training.
If a need for these services is not present, the ARD Committee must document justification on the IEP
supplement for students with Autism.
If there is a possible need for training, the following Interventions must occur:
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Tier One : Pre-Evaluation Interventions
Teachers, Speech-Language Pathologists, and/or Autism Spectrum Support Evaluation Team (ASSET) providers
may communicate with parents to determine the student’s educational, behavioral, and/or communication
needs for the home and/or community settings. The district staff, and/or the parents may consider and
discuss the following Tier One Interventions listed below. Once the interventions are identified the school
district staff will assist with the implementation of these interventions to promote generalization of skills to
the home and/or community.
1. Parents will be invited to parent meetings provided by the school district which will address issues that
are relevant to having a child with an autism spectrum disorder.
2. Review the website www.txautism.net for prospective interventions during the parent/teacher
consultation.
3. Identify if pictures are needed for a visual schedule to be used at home and/or the community. If so,
parents may discuss the afternoon routines with staff to determine which pictures are needed.
4. Determine if a communication system should be implemented at school and if so should, a
communication system be duplicated for the home setting. Staff and parents may determine if the
communication system should be sent back and forth from school to home to facilitate ongoing
communication. It is very important that parents and staff communicate regularly to allow the child to
have access to a communication system across the environments.
5. Teach parents how to “CHAMP” a variety of activities. Parents can be taught the steps that are
included in CHAMPS as a positive behavioral support.
6. A Behavior-Flip Book is another resource that may be sent home as a visual support to address
problem behaviors that are occurring in the home/and or community.
7. A Reinforcement/Choice Board may be developed using pictures or words based on the student’s
positive reinforcers.
8. Data collection sheets may be provided to document the interventions and the results. Parents can be
explained how to document and analyze the data collected on the forms.
9. Visual supports used during the school day may be duplicated for the home environment (i.e. toileting
schedule, tooth brushing, and hand washing steps etc.)
10. Social Stories and/or Power Cards may be developed. A
Social Stories video and a workbook are available to check out to teach parents how to write a Social
Story.
11. Sensory Break ideas/lists of items may be developed based on the child’s individual preferences. (i.e.
squeeze toys/items, different textures different smells, walking breaks, motor-lab activities, etc.)
Tier Two: Evaluation
1. After approximately nine weeks of implementing Tier One Interventions, the IEP/ARD Committee may
reconvene to review the data and the interventions that were tried. The Interventions can be listed in the
Autism Supplement. The teacher of record/case manager will schedule an ARD and the ARD Committee
will decide if the student needs an assessment to determine the need for In-Home/Community
Based/Parent Training services. Review 360 data will need to be considered at this tier by the ARD
committee.
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2. If an assessment is needed as determined by the ARDC, the Parent and Program Information Form 1 for an
evaluation will be completed by the campus appraisal person.
3. If an assessment is determined to be needed, the Notice of Assessment and Consent for Evaluation for the
In-Home/Community Based/Parent Training Evaluation will be documented on Special Ed. Manager.
Parent is asked to Consent for testing at the ARD.
4. The appraisal person will submit these forms to the designated Central Office facilitator at Central Office
on the 5th floor.
The campus appraisal person will do the evaluation and this should be noted in the bottom box of the
Parent and Program Information Form.
5. The campus appraisal person will be assigned by Central Office to complete the evaluation, unless
otherwise determined through a staffing with the Chief Psychologist.
6. The evaluation will be completed by the appraisal staff member, within timelines, and the completed
evaluation will be sent to the designated Central Office facilitator.
7. The completed evaluation report will be sent to the appraisal person at the students home campus, if
applicable.
8. The IEP/ARD Committee will reconvene to review the evaluation. The date of the assessment is
documented on page 1 of the ARD. If services are recommended the following steps will be completed by
the ARD Committee:
 Determination of In-Home/Community Based and/or Parent Training goals and objectives
(recommended areas are listed in the evaluation report)
 Determination and documentation of the amount of services that will be necessary to address
the goals and objectives agreed upon. (Indicated in the related service box on the schedule
page and in the deliberations.)
 Completion of the Autism IEP Supplement with interventions tried and areas to be addressed.
9. The teacher of record/case manager will submit the Determination of Services Form 2 to the designated
Central Office facilitator at NEEC. The appraisal person will follow up with the teacher of record/case
manager to ensure compliance.
10. The designated Central Office facilitator assigns a trainer so services may begin.
11. The designated Central Office facilitator communicates with student’s teacher and the parent and
schedules the training sessions.
Tier Three: Direct Services
1. In-Home/Community Based and/or Parent Training services are provided to the student and/or parents.
2. A Session Summary documentation form of each home visit will be completed by the trainer. Parents will
be required to sign each Session Summary after each visit and a copy of the documentation will be sent to the
designated Central Office facilitator within five days of service.
3. Direct services will involve the promotion of generalization from the school environment into the home.
The services will be entered into Review 360 by the assigned trainer. The direct services might include (but
are not limited to):
a. Modeling instructional techniques in a variety of environments.
b. Creating and implementing behavior management systems in the home setting.
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c. Suggesting environmental modifications to promote more effective functioning for the child in the
home setting.
d. Utilizing peers and family members to facilitate small group participation.
e . Teaching parents information about Autism Spectrum disorders.
f. Fine tuning the process of implementing and following the previously developed visual
visual supports being used in the home and/or community.
schedules and/or
4.
The trainer will send to the designated Central Office facilitator a supplemental pay log with session
summaries that coincide with the dates on the pay log.
5. When the recommended number of In-Home/Community Based and/or Parent Training sessions are
completed the trainer will send a hard copy of the Final Summary of
services to the teacher of
record/case manager and to the
designated Central Office facilitator.
6. An ARD meeting needs to be scheduled by the teacher of record/case manager to review the Final
Session summary if additional training sessions are recommended. If no additional training is recommended
then the Final Summary can be discussed at the next scheduled ARD.
7. The Autism Supplement will need to be updated with the new information. The schedule page will need to
be changed removing the In-Home/Community Based Parent Training services. The trainer may be
contacted prior to the ARD to discuss any questions. The trainer does not attend the ARD.
8. If the student’s goals and objectives have not been mastered, the trainer can make recommendations in
the Final Summary for the ARD committee to review. Based on data collection and documentation of
areas being considered, the ARD committee will need to develop new IEP goals and objectives as
appropriate (see bank of objectives posted on Special Ed. Manager) or discontinue the service.
9. The teacher of record/case manager needs to send to the designated Central Office facilitator a copy of
the IEP goals and objectives, page 1 of ARD, deliberations page, the schedule page and a copy of the
Autism Supplement no later than 3 days from the date of the ARD. The teacher of record/case manager
will notify the appraisal staff when the forms were submitted. The appraisal staff will be the monitors to
ensure that there is no delay in this part of the submission process.
10. If training goals and objectives are mastered and the sessions completed, this information can be
reviewed and documented
at the next scheduled ARD. The Autism Supplement will need to be
updated with the needed information and the Schedule page changed, removing the In
Home/Community Based/Parent Training services from the related service box.
11. Before the ARD committee considers new training objectives, there should be a reasonable amount of
time for the parent to implement the In Home Parent Trainers instructions or recommendations (e.g. 6-9
weeks, no sooner than 4 weeks).
Boerne stated that there are good on-line resources available for teachers and parents regarding
AU training through R13. Round Rock has a team looking at developing a better Needs
assessment. Boerne stated that they use the Needs Assessment in eSped as part of the ARD
process NISD does also. Houston provides In Home training as a related service. They have a
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four step process used. It is a web-based system on
HISDOSES.wikispaces.com/oses+operating+guidelines
3. Do you provide in home training during the summer? (NORTHSIDE ISD)
Response: Yes, if needed and decided in ARD. NEISD suggested specifying the required number
of In Home training sessions. They use Review 360 to track service. NEISD is down to about 30
families receiving in home support. Very much reduced.
4. For students that fall under the AU Supplement, for services considered apart of extended
educational programming are "you" making that a part of Extended Year Services? (LUBBOCK ISD)
Response: NISD considers each individually, but doesn't have a separate program. NEISD does
sometimes. Data is required to support the need for ESY. Humble agreed. FISD is looking at the
data and at times provides a jumpstart prior to school.
5. For students needing transition from over the summer from one campus to another or from one
school year to the next, how are "you" documenting that in ARD? Are "you" including it as ESY or for
students with AU do you include it in the supplement? (LUBBOCK ISD)
Response: Boerne has used for kids having transition difficulties back to school. Document in ARD
and AU supplement. Fort Bend ISD stated that they runs some ESY programs at MS and HS to help
students to transition to new setting, so if moving from elem. to MS would attend at MS for ESY.
6. When an In-Home Trainer has an AU student break his/her glasses, do you pay the employee for
that loss?(EL PASO)
Response: Go through Risk Management as Workers’ Compensation claim. Don't know if glasses
would be paid for or not.
7. CCISD asked if have had any teachers filing charges against students?
Response: Yes, can’t stop teacher from filing against a student. Typically causes very strained
relationships with staff and families. Sometimes nothing happens as a result of the filing.
Compliance
1. In my district LSSPs do not want to place students diagnosed with ODD or ADHD or any other
diagnosis that impacts behavior in BIC but we do not have a separate program designed specifically
for severe behavior/conduct disordered students who are not eligible ED but who are not successful
in general ed because they pose a danger to themselves or their peers or both. Principals housing
BIC programs have latched into this idea, so now the options being presented at ARD are General
Education or DAEP.
I just need advice to bring the conversation back to something that protects campuses but serves kids
within a continuum with the understanding that need drives placement not code. Further, can a child
have a severe conduct disorder and still not be eligible for SPED? Where’s the line? (SOCORRO
ISD)
Response: NEISD stated that you can have a conduct disorder and an emotional disturbance. We
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serve students based on need not disability or code. NISD agrees. CCISD says she is getting push
to place AU eligible students in these classes. Redirection is the main support some of the higher
functioning AU students are receiving. AU units service severe AU students. NISD stated that the
fear may be of placing students that are more like predators in classes with the fragile ED kids.
NEISD encourages LSSPs to describe the areas the student qualifies under and those they don't
qualify under, such as if conduct disorder.
2. Have any districts moved away from holding Transfer ARDs and if so, what process is being used
to monitor 30 day ARDs? (ALDINE ISD)
Response: HISD has moved away from transfer ARDS. They provide comparable services and
then hold placement ARD. Killeen does the same thing. HISD stated that some students transfer in
with services that may not be appropriate. So without transfer ARD, they provide the comparable
service and then have full placement ARD within 30 days. CCISD is fighting this issue in 5th Circuit
as they were cited for not having a transfer ARD. They are appealing. Austin ISD has a brief ARD if
don't decide to adopt other district’s IEP. Then have full ARD within 30 days.
3. How do districts ensure meaningful LRE? (AUSTIN ISD)
Response: Fort Bend ISD had a case they won on LRE. There was not an educational or noneducational benefit. This was a child in Life Skills class. Humble had a long fight that went to
Supreme Crt. NEISD stated you need to make sure services are truly quality. NEISD shared a walk
through form they use See attached (APPENDIX A). These help as they set expectations. Look
for evidence of planning and collaboration.
4. What are districts doing to address the following PBMAS indicators? (ALIEF ISD)

PBMAS Indicator # 13
Overrepresentation in a single ethnic group
Response: Alief has had a never-ending 3. Transfers contribute to the problem. They look at the
data. NISD has looked at crystallized intelligence. Have to choose a test that doesn't discriminate or
show bias. Lubbock has an RtI where the CO team reviews and sets limits. NISD said high move in
rates with IEPs is an issue. HISD has a team of eval staff looking at when child was referred, what
we are doing for the child, progress made, could child be dismissed. Referral process isn't the
problem. It is what we are doing to help the kids in SE. How can we improve? NEISD is looking at
Speech dismissals. Some are carried when don't need to be in speech. Looked at % of kids in
speech at each campus. Also, looking at moving some kids into 504 rather than SE. Some districts
are doing centralized evals for speech. NEISD has 3 SLPS that test all elementary for speech. Team
doesn't do ARDs. They test and write the reports.
Many districts have shortages of SLPs and are contracting. Richardson asked if speech only kids
receive any academic support through SE. Most said, no. Should be tested if need further services.
HISD has a computerized system that tracks RtI, interventions, ARDS etc. Big initiative is in literacy.
Are teaching reading in 9th grade to struggling readers.

PBMAS Indicator # 18

Special education out of school (OSS) placements
13
State rate: 6.0
AISD Difference: 35.7
Response: NISD Supt. addressed to principals to correct at campuses. Keep kids on campus; find
other ways to deal with the behavior other than suspending. Limit days of suspension, don't always
have to do 3 days. Standards went up in PBMAS. NEISD has had Pupil Personnel involved in
addressing admins to reduce. Alief runs district reports by campus so they can compare to each
other. SAISD has schools trained in PBIS and it helps. Katy said while in Spring ISD, they ran weekly
reports by campus regarding suspensions. If had a problem, the campus had to develop an
intervention plan per kid suspended. NEISD did something similar for persistent misbehavior. Janna,
TCASE), stated that this discussion is very important legislatively. Joint committee hearing going on
this month. TCASE may need to gather info on best practices. Can email Janna at janna@tcase.org.
5. What are districts doing to document CTE teachers leaving the ARD after communicating their
information to parents? What are parents signing regarding agreement? (BOERNE ISD)
Response: Some are going to use the excusal form, too much trouble. Change in reg. regarding
CTE. 19TAC.75.1023d1
CTE PBMAS ratings are not good in some districts. Seems to be related to TAKS kids in HS.
6. Who in your district is responsible for 504? Is 504 housed in Special Education? (NORTHSIDE
ISD)
Response: Most have it under SE. Katy, Aldine, SAISD, Ft. Bend doesn't. SAISD has it under C&I.
Ft. Bend has it under Student Support Services. 504 numbers are growing. OCR complaints are
increasing. NEISD had 3 OCR complaints filed and has not heard anything from them since last
spring.
7. How do you handle parent requests for transfers between schools when their child receives
transportation services through special education? (RICHARDSON ISD)
Response: Don't provide. Admin transfers don't provide transportation. Parent choice to move child
so don't provide transportation. Ft Bend just fought this issue. Need to communicate to parents the
rules regarding admin transfers. Killeen does provide some transportation to daycares. El Paso
stated that there is an exception to the rule if it does not provide a financial hardship to the district.
8. How do you handle ARDs for PPCD students who turn 6 during the school year? Do you hold
ARDs for them?
(RICHARDSON ISD)
Response: HISD holds ARDs and does eval prior to ARD. Most change the PEIMS code and do not
have an ARD. Turn off the PPCD eligible code when turn 6.
9. What are your practices for completing the IEP and FIE? (i.e. Evaluation staff complete or ARD
facilitator, etc.) (RICHARDSON ISD)
Response: NISD, Case managers/teachers, complete the IEP and then a campus coordinator
reviews prior to ARD. NEISD, same thing. HISD has teachers or dept. chairs for SE completing
IEPs/ARDs. Ysleta has LSSPs/Diags responsible for completion of IEPs/ARDs. Alief has teacher
14
writing the IEP/ARD and they facilitate ARDs. Aldine has LSSPs/Diags viewing paperwork for
accuracy. They send back to teachers to correct if mistakes and the LSSP/Diag facilitates ARD.
Have to submit draft for review 5 days prior to ARD. HISD has LSSP/Diags in charge of FIE
processes.
Richardson asked if teachers update goals and objectives in electronic system? Yes, update
electronically, send progress report to parents at grading periods and close out IEP progress report at
annual ARD electronically. Parent receives copy.
10. How do you designate electives on the schedule of services? Do you list the actual elective or
do you list a cluster that the elective would come under? (GARLAND ISD)
Response: Most list the actual elective on the schedule. Schedule of service has to match the ARD
schedule exactly. Can do an amendment if schedule changes. SAISD and NISD under a
conservator for RF have been given the directive to have schedules of ARD and class schedule
match. Suggest bringing this subject up to Gene Lenz. HISD stated they only notate the SE services
on the schedule.
11. APE- Direct vs. Consult- Philosophies across the state? (LUBBOCK ISD)
Response: NEISD does a combination of direct and consult as do several other districts. LISD
asked if you continue to provide APE when PE credits are completed? HISD has a team of APE
evaluators. they use a screener first and then decide whether to evaluate or not. If tested and
qualify, campus provides APE by someone trained on campus. Support is given within general ed.
PE. Partners PE is utilized in Round Rock, NEISD and Boerne.
12. What is your policy on Private Duty nurses, and do you have a reg you can share? (YSLETA
ISD)
Response: NISD does allow per legal advice. HISD does not allow. Humble has legal advice not to
allow private duty nurses due to fact that districts have FAPE responsibility. Garrett F. in Cedar
Rapids case. Humble has school nurses, LVNs in classrooms when needed with a health plan. Pay
out of local and federal. but if federal you cannot bill Medicaid. NEISD stated they have about 40
PDN on campus and staff feel some kids don't require PDN. El Paso has a contract for PDNs to sign
as does NISD. El Paso has 11 PDNs, but have seen recent increase.
NORTHSIDE ISD
Subject:
PRIVATE DUTY NURSE GUIDELINES
Office:
HEALTH SERVICES
Reference:
To:
All Principals; Special Education Teachers;
And Nurses Throughout the District
Date:
August 2008
Regulation Identifier: HSV-06
Reissued By: Don Schmidt
I. PURPOSE
The purpose of this regulation is to address the provision of services to students by
Private Duty Nurses (PDN) who may accompany a student to school.
II. PROCEDURE
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An ARD Meeting must take place on the first day (or before, if possible) a student comes
to school with a Private Duty Nurse. An ARD Committee must include the school nurse,
parent, the PDN, as well as all other required staff and relevant related service providers.
The NISD Agreement to Permit Private Duty Nurse on Campus and the NISD Agreement
with Parent to Permit Private Nursing Services on Campus must be signed and completed
prior to the provision of services by the PDN. A copy of the National Criminal Background
Check must be provided by the parent; and the NISD on-line Criminal Background Check
must be completed prior to any PDN coming to campus.
The responsibilities of the PDN are as follows:
Provide a copy of doctor orders and care plan to campus nurse.
Provide a report of the student’s health status for the prior eight (8) hours before
school time each day. This report may be provided orally to the school nurse.
Provide nursing notes for the hours at school to include medication, procedures, etc., as
outlined in the prescription.
Personal care services (such as diapering, toileting, positioning and transferring) will be
performed by NISD staff in accordance with the student’s IEP and Northside procedures,
with the PDN assisting. Oral feeding will be the sole responsibility of NISD staff.
See attached (APPENDIX B)
13. What are some names of the attorneys taking the cases against the districts now, and how are
they to work with? (YSLETA ISD)
Response: Dorene Fillpott, Christopher Jonas, Karen Seal, Constance Watermaker, Jim Hollis with
Disabilities Rights Texas, Matthew Finch, Luis Echeverria with Disabilities Rights of Texas. Texas
Rural Legal Aid in San Antonio has been pushing for evaluating students for SE if they have been
legally cited. Marty Cirkiel is around the State. Sean Jackson is with Disabilities Rights of Texas. He
was good to work with. Tommy Ramirez in SA area. Kathryn Newell with Disabilities Rights. Need a
policy change to stop some of the legal actions. CCISD stated that CJ is attending every resolution
meeting. Need to have policy requiring parents to work at campus level to resolve issue. Hearing
Officer says parents just need to show up. CJ does not allow resolution to be held in good faith.
Have tried to fight this. Many times everything resolved and parents are advised to not agree or
sign. Janna at TCASE stated that Van de Putte requested and was given info on what districts are
doing to resolve complaints and legal issues. Good that Van de Putte requested this info. CCISD
averages 25 filings per year. Have also looked into filing a complaint against CJ to State Bar. May
want to consider filing against CJ for frivolous lawsuits. See attached (Appendix C)
14. We would like to know if anyone is using monolingual SLPs w/interpreters to provide bilingual
speech services? If so, what model, training involved, staff required, etc. (ROUND ROCK ISD)
Response: Alief uses this model as does Spring Branch. Alief provides a stipend, $500, for the
bilingual interpreters that are trained and tested. SAISD tests through UTSA and they have to pass
test prior to getting the stipend. If fluency or competency is in question, then they don't review the
16
evaluation with parents. SAISD suggested going out for bid for some services. Humble stated that
TASB doesn't quite get the competition we are against for SLPs, OTs etc. Suggested bringing back
BS level SLP with teacher certification. Strangled by ASHA. BS level should be able to come out and
get a speech job. NISD stated that TEA can push for this in the State. NEISD stated that you can't
bankrupt districts with stringent regs. Many of our BS level SLPS could provide my of the services
needed for kids. We can’t hire BS because districts don't have staff to supervise. Organizations
continue to put SLPs and LSSPs in an elite group, but they are serving in public school system.
Garland asked if TX is considering making speech a related service as is in most places? Janna
said she hadn't heard this. HISD stated that need a more integrated speech model. Access the
environment and what will make the difference for child to be successful. What accommodations can
be put in place in general ed for the child to be successful and participate. Integrated model in class
could be working with teacher, direct with child, monitor how teacher is using strategies given. Janna
stated at the last Alliance Meeting related services was a big topic and Gene promised to have a task
force address the issue. Will bring up to Gene. HISD stated that we have to look at related services
separately not lump all together in the discussion.
15. Do you have a budget director who is responsible for the general accounting of the SPED
budgets, recording transactions and preparing financial reports required by TEA? (EL PASO ISD)
Response: Varies. Some have Business Office and have an accountant in SE. SAISD has a Budget
Analyst
16. If you do have a SPED Budget Director, is this person responsible for MOE? Excess Costs? (EL
PASO ISD)
Response: Responsibilities vary between Business offices and SE.
17. SPP Indicators – Please address how you meet compliance. Any and all suggestions are greatly
appreciated! (EL PASO)
Response: Some info in previous question.
R20 stated that received an email regarding SPP11 that districts shouldn't be held accountable if
timeline off due to parents. May be able to go in and correct. More info coming. Constant
monitoring of timelines. Compliance coordinator used to monitor in some districts, computerized IEP
programs have abilities to run reports to assist with timelines.
18.
1.
2.
3.
SPED Data Control
Do you enter data electronically using the PEIMS 163 form?
Who is responsible for entering this data?
Is there a timeline? (EL PASO)
Response: Most have electronic IEP systems to collect the data and then staff input into PEIMS.
Some have PEIMS Coordinators.
17
Instruction
1. Raising achievement of SPED students - What are the current best thoughts/actions/ideas from
our group? (NORTH EAST ISD)
Response: HISD is trying to get the universal design for learning in place across the district. Trying
to use text readers, digital books, into Book Share. Use Kurzweil as well. Math is an area of
weakness at secondary in math. Trying to build skills of teachers. NEISD works closely with C & I.
HISD moved some SE staff into C & I to look at curriculum through a SE lens. They make all
instructional decisions and bring back info to SE. Beaumont has embraced the inclusion model. Use
C Scope and Benchmark assessments. Does district walk throughs. SAISD does CO walk throughs,
principal and SE coordinator together. Work together not separately with C & I. Cy Fair uses Math
Solutions to train staff, professional and para-professionals. 3 years of cohorts. Math Solutions is
owned by Scholastic and is creation of Marilyn Burns. NEISD has used Math Solutions paid through
Math Dept as week long math camps. SE teachers encouraged to attend. CCISD has looked at low
performing schools and have teams that help campuses develop a plan of improvement
2. Good ways to frequently track progress in math. We have reading licked but are struggling with
progress monitoring in math. (NORTH EAST ISD)
Response: Look at Think Through Math from TEA. Also, Curriculum Assoc. has I Ready Math and
Reading programs which are web-based.
3. How do districts manage scheduling of specialized instruction and adult supports? We know how
to maximize efficient staff use [i.e. scheduling sped students 1st, aka STETSON] ... but how do you
get campuses to do this? (AUSTIN ISD)
Response: Collaborative teaching - use teachers to co-teach and assistants to support kids.
Instructional Assistants can provide specialized instruction. if supervised by a certified teacher.
Student Attendance Accounting Handbook (SAAH) has language regarding this but it is vague.
NEISD uses Stetson model and look at how staff are used. CO SE staff sit down personally with
campus staff to review data before adding any staff. NISD has trained using Tracy Knickerbocker for
Collaborative Teaching.
Janna, TCASE, stated that SAAH has major proposed revisions and changes. Coding of foster
children has changed. On TEA website. Austin ISD stated that there is a mistake in SAAH regarding
citation and will be corrected.
4. How many of your campuses identify both standards [TEKS] and skills [R - phonemic awareness,
fluency, vocabulary, phonics/morphology, and comprehension, and M] deficit profiles for each sped
student? (AUSTIN ISD)
Response: Richardson stated that they don't go into that much depth. Boerne stated that write IEPs
based on needs identified in PLAAFP.
5. We know that students with significant R/M needs [M-takers] need both core instruction and
intervention [tier 2 or 3]. Are y'all having campuses scheduling students [secondary] in intervention
classes without a core instruction [R or M] class?
(AUSTIN ISD)
Response: Core first, some are doubled blocked and it is an ARD decision. Odyssey Math is being
18
used in HISD and Language Reading. Language can be used for any child. Taught by gen Ed and
SE. SAISD uses Read 180.
6. How is your district supporting students included in general education secondary math classes algebra/ geometry who are functioning below grade level and expected to take STAAR/STAAR-M?
(DALLAS ISD)
Response: Co-teaching, double blocking, interventions shared previously
7. Are districts counting STAAR M and ALT in 15%? Share the policy their district is using.
(NORTHSIDE ISD)
Response: NEISD said it is an ARDC decision so every ARD needs to address. Basically shouldn't
count. HISD has district policy not to count. Make it a policy not to count so is easier to track.
8. What type of grade reporting are you using for Life Skills at Elem., middle and HS? Are you using
regular report cards plus IEP progress reports in all areas?
(NORTHSIDE ISD)
Response: NEISD has a grade report aligned with STAAR ALT. It is a separate report cards so
looks different than regular report card. See Attached (APPENDIX D)
It is elementary through middle school. HS uses grades. Humble says that OCR has a letter saying
that Life Skills has to have same report card as other kids. IEP Progress report also goes home at
same time. Most districts send report cards with numerical grades even though it is not so
meaningful. Cathy Sartain is helpful with training staff.
9. Do you serve 5yr olds in the same setting with the 3-4 students? (i.e. full day program vs. half
day) (RICHARDSON ISD)
Response: NEISD - No, served in Kinder or life skills. HEB has a Kinder transition program. Ft
Bend asked if districts have life skills for K-2? Most said yes. HISD asked if have Life Skills classes
for truly severe and profound? Most said no. SAISD has a new sensory to optimal learning
environment for some kids that need a more specialized teacher and resources. Only been in
existence for 6 weeks.
10. What do Music Therapy services look like in a district our size? (3,484 total sped students) How
many students are receiving MT, in comparison? How many districts are continuing to use MT as a
service and how are they including the service as a part of classroom instruction? (LUBBOCK ISD)
Response: HEB doesn't do a lot of Music Therapy. Few on direct. Austin has had many MT, but
have discovered that it is not truly MT. Have cleared this up and now have a MT to direct, pull out for
a few. CCISD has 1 MT. She developed Collaboration Station. All kids in self contained settings
attend. Students are bused to 1 facility and it is in a rotation with OT etc. while kids in stations,
teachers get staff dev. This is at elem. At secondary, MT goes to schools. Collab Station is twice
per semester.
11. Do districts allow personally owned electronic devises (phones, iPads, and tablets) to be used by
students and faculty as part of the daily work day? (YSLETA ISD)
19
Response: NISD, yes. District provides a daily password. Richardson has 6th and up that can bring
devices. Has to serve an educational purpose. Don't put in IEPS unless been evaluated for AT and
recommended. Ft Bend - 2nd and up can bring devices. Working on Digital Citizenship. Limited
recommendations in ARDS for i-pads. HISD is developing a policy, struggling with infrastructure
issues. Boerne is piloting Bring your own device( BYOD) at HS. Also creating guidelines for district
to implement.
12. How are schools reading transcripts at the high school to know if a student who comes in for
enrollment was in a Basic or General Ed class? (MESQUITE ISD)
Response: Call district. Counselors handle.
13. How are LEAs assisting teachers with STAAR -Alt modules? (SAN ANTONIO ISD)
Response: NISD has 3 specialists that assist with training. Use early release days for training.
Provide subs for HS Life Skills teacher. CCISD uses time during Collaboration Station for staff
development. Boerne and NISD gave teachers staff development credit for completing modules after
school hours.
14. Is anyone using virtual classes or online courses for homebound?
(SAN ANTONIO ISD)
Response: HISD is using TX Connection. It is their SE time. can be used additionally to support
kids.
15. Any ideas on credit recovery for students with disabilities? (SAN ANTONIO ISD)
Response: LISD using Odysseyware. Modifies instruction. Drops down to 3rd grade level. SAISD
uses E2020, but it is difficult for students and teachers to use. A+ is another program and Plato.
16. Any successful drop recovery initiatives for students with disabilities (SWD)?
(SAN ANTONIO ISD)
Response: CCISD - Home visits to try to recover kids. Bring back to an alternate center. Dallas
has a separate campus for kids to come to both gen ed and SE. HISD has a HS that has evening
hours. Originally designed for newcomers, but now mostly returnees. NISD has EXCEL Academy,
required to attend partial day, have to have 17 hours and passed exit level state assessment. HISD
has some options available for credit retrieval on holidays and weekends.
17. What (if any) are LEAs using for progress monitoring data for students that do not pass state
assessments? (SAN ANTONIO ISD)
Response: Question is referring to reading test - SAISD stated reading dept is requiring all kids to
be given assessment in reading. Seems like double doing for SE kids when already assessed by SE
formally and informally.
18. Does your district have a bulletin or a policy to address the request of parents to have private
providers observe students or provide services to students on campus? (El PASO ISD)
Response; NISD - Has Supt. reg that says no private therapy at schools. If observing have to have
20
criminal background check and someone with like credentials with person observing. Round Rock
does the same. (NORTHSIDE ISD)
Subject:
PROVISION OF THERAPY ON CAMPUS
Regulation Identifier: SUP-04
BY NON-NISD PRACTITIONERS
Office:
SUPERINTENDENT
Reference:
To:
All Personnel
Date:
September 2008
Reissued By: John Folks Ed. D.
I. PURPOSE
The purpose of this regulation is to address the provision of therapy on campus by nonNISD practitioners.
II. GUIDELINES
On occasion, community practitioners/therapists request permission to see NISD students
at school for THERAPY APPOINTMENTS or EVALUATIONS (this includes but is not
limited to evaluations, clinical observations, psychotherapy, physical therapy, occupational
therapy, speech therapy, music therapy, etc.). Northside ISD does not allow non-school
psychologists, psychotherapists, occupational therapists, physical therapists, speechlanguage pathologists, or other non-school practitioners to provide therapy services to
students on school property due to concerns related to District, campus and individual
liability, as well as loss of instructional time for students.
Taking students out of class for therapy appointments on campus may result in
negative outcomes, including the following:
Disruption/loss of instruction
Inadvertent disclosure of confidential, personally identifiable student information
(e.g., identification of specific students as recipients of therapy)
Space and location concerns (offices not available/potential violation of safety
codes)
Barriers to parent involvement in the student’s therapy
Discomfort for the student who must return to class after a therapy session
Demand from other practitioners/therapists for equal time to provide services to
students during the school day
Liability issues (Criminal Background Check, Credentials, etc.)
Attendance issues
Therapy (of any type) is an important clinical service. Thus, students and parents are
encouraged to allocate sufficient time for involvement and full participation in outside
clinical therapy. Given the issues noted above, students and parents are encouraged to
schedule outside therapy appointments at the conclusion of the instructional/school day.
Rarely, there are exceptions. Such may include, for example, court orders requiring
certain services at school, collaboration between outside practitioners and District staff
21
during the evaluation of a student with special needs, students with extenuating
circumstances. In such cases, the campus administrator is directed to call the
appropriate Departmental Director at Student Services 397-3500 to discuss a
coordinated response and plan of action.
III. REQUESTS FOR CONSULTATION OR OBSERVATION
If a private therapist wants to collaborate or consult with the school professional
(counselor, licensed specialist in school psychology, speech therapist, occupational
therapist, physical therapist, music therapist) in regard to the student's education or
related services, a meeting may be scheduled between like professionals. If a private
therapist wants to observe the student in his/her educational environment and/or obtain
information from school personnel, the initial contact should be with the Special Education
Campus Coordinator (for students in special education) or Head Counselor for students in
general education, who will then make the appropriate contact with the campus principal
and respective program specialists.
Guidelines for observation include:
Criminal background check of the outside practitioner shall be completed and school
shall verify no criminal history.
Compliance with NISD Board Policy GKC (Local) regarding visitors to schools.
Copy of current resume and credentials (license, etc.) must be collected from
outside practitioner.
Compliance with NISD Board Policy FL (Legal) and (Local) by obtaining a signed
Release of Information (signed by the parent/guardian of the student being
observed).
Like-District personnel shall accompany the non-District observer.
Observation shall be limited to one student per observation.
Teacher shall preserve student confidentiality and not discuss any other student
with the observer.
19. What best practice do you apply to help ARDCs determine the amount of Inclusion support per
subject for each student? (El PASO ISD)
Response: El Paso said problem is staff feel they have to be in the class the entire period. SAISD
said they have teachers or assistants stay the entire period as it causes tracking problems if not. El
Paso does require logins when they provide services in classes. NEISD identifies levels of support.
They have to put together a schedule. Alief was cited for not having frequency, duration documented
for inclusion services. HISD is distinguishing between student support which is recorded in ARD and
teacher support, which they don't record.
22
Staffing/Administrative
1. How many districts have staff to assist with scheduling ARDs, tracking receipt of modifications,
completing parent questionnaires etc)? (SOCORRO ISD)
Response: Killeen has 4 staff that work part time and support campuses per requests from schools.
Schedules run a month or so ahead. SAISD has clerks assigned pertaining to caseload at all levels.
Mainly help with communication, data entry and paperwork. United ISD has clerks at HS. All LSSPs
have clerks assigned to them. Responsibility is to assist Diagnosticians in preparing paperwork.
NISD and NEISD have SE secretaries at HS and some at MS.
2. How do districts handle requests for extra staff? (AUSTIN ISD)
Response: Katy does program reviews from CO level at campuses to make sure staff being
effectively used. HISD has staffing guidelines in place. Requests sent to CO for review. El Paso has
a personnel committee that meets weekly to discuss requests. SAISD reviews data on-line, schedule
reviews and face to face visits. Goes through multiple reviews and levels before staff can be added.
NISD has SE Coordinators meet with campuses to get justification for staff requests. Then goes to
SE Director and then up the chain before any staff are approved.
3. Caseload for SLP (I know we always ask) (SAN ANTONIO ISD)
Response: TASB recommends 1 to 55. NISD adheres to this. If have a SLPA then they have the
same caseload. Ysleta stated that we need to change the way we look at kids coming from ECI.
Most coming out of ECI get speech. Maybe should look at teacher serving for awhile to see if
language develops and then relook at need for speech later. HISD said to look at need. Is it an IEP
needed child or a programmatic need. They have a talking form that the SLP uses with the teacher
SLP will conference with teacher to provide support. Integrated model is best practice.
4. Do you move paraprofessionals up with students when they transition from elementary to middle?
(EL PASO)
Response: NISD identifies paras as a 1 on 1 and try to transition the assistant with students. Austin
does the opposite as they want child to get accustomed to working with others. Boerne said to look
at individually. At times kids become too dependent on the assigned person. SAISD said they build
seniority on a campus. So can stay if vacancy on campus.
5. How is your District structured? Do you oversee Health Services, Regional Day School Program
for the Deaf, 504? (EL PASO ISD)
Response: Please send any organizational charts to El Paso ISD.
6. Do you have special education teachers and paraprofessionals who refuse to implement a
student’s IEP who requires suctioning, tube feeding, etc.? (EL PASO)
Response: Many districts require services to be done by nurses rather than teachers or paras. They
take the conservative approach. Some districts do allow teachers and paras to perform these tasks.
May be other duties as assigned.
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7. When you have had employees placed on “alternate assignments” pending the findings of
investigations, do you make recommendations to the Superintendent regarding the employee’s final
assignment or does your department of Human Resources make these recommendations? (EL
PASO)
Response: Some districts had input others had no input.
8. Staff-to-Student Ratios – what are they for your self-contained classes? (EL PASO)
BIC _____
CRC _____
AIM _____
SLU _____
Response: Austin ISD has a staffing model on AISD SE webpage called Parameters for the
allocation of staff.
http://archive.austinisd.org/academics/docs/sped_Parameters_for_Allocation_Staff.pdf
Training
1. Do you have any particular resources that you provide to your campus administrators to assist
them in understanding the special education process? (RICHARDSON ISD)
Response: NISD uses attorneys to train admins. annually. Richardson has given tools/resources for
admins to have on hand and available. R4 has an app that is SE 101 for .99. Can also buy in print
format. HISD has a created a toolbar available to admins. Austin has an online library.
Transition
1. How do districts define employability for students graduating on the minimum plan with
employability skills? (DALLAS ISD)
Response: NISD bases it on the student. Student may be employed full or part time. May or may
not be receiving minimum wage.
How long must be employed? El Paso said Disability Rights is saying 3 to 6 months. SAISD looks at
a semester. For employability skills don’t have to have paid employment. Nancy Hunter trained staff
in NISD. Her email is nancytx1@yahoo.com If an employee statese he would hire the student if had
a vacancy, can consider the student has employability skills.
2. What types of programs are districts offering for students who are 18+ who may or may not be
employable? (DALLAS ISD)
Response: SAISD has a separate facility. If they can, they work in the community. They have an indistrict training/hiring program. Have a sheltered work program. Use DARS. Some stay at HS and
some go to separate facility. Most of kids at separate facility have been in life skills classes. Ysleta
has a post sec. program. Do a lot of district work like silk screening, hospitality, manage a CO store,
landscaping. These are unpaid, but many hired after complete training. Austin has community based
programs. Link kids up with hospitals, private agencies. Have about 40 kids in programs. Job
coaching provided. Also has Rosedale for unpaid work activities. United ISD has similar programs
that serve all HS. Kids remain registered at the HS. Round Rock is all community based. NEISD is
community based, but do rent an apartment in community to train kids.
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3. What are the major responsibilities of your Transition Specialists and Job Coaches? Can you
please share your job descriptions? (EL PASO ISD)
Response: United ISD has Transition Specialists responsible for transition plans, securing job sites,
1 per HS. HISD recently reorganized and placed under SE/CO as opposed to campuses. Don’t
attend ARDS. DISD rewrote responsibilities and includes SPP13. They train teachers to do plans.
Are on campuses. Ft. Bend reorganized and do not have them teaching. Work on compliance and
getting jobs for kids. Have employability specialists to help student in life skills classes. 8 VACS.
Janna Lilly at TCASE asked for all to send names to her of parents willing to testify regarding public
ed services/anti-vouchers. Her email address is Janna@TCASE.org
NOTES:
Protective Sleeves for Instructional Assistants with Abusive Students
Grainger
1222 S LOOP W
HOUSTON TX 77054-4012
Ph : (713) 748-8280
Fax: (713) 748-1510
3CZN6 Cut Resistant Sleeve with Thumbhole
3NZA2 Cut Resistant Sleeve,18 In.,Thumbhole (Heavy duty)
Attachments:
Appendix A
North East ISD
Quality Indicators in a Specialized Support/ ALE Classroom
Reflective Feedback Form
Appendix B
Northside ISD
Health Services Department-Nursing Services
Agreement to Permit Private Nurse On Campus
Appendix C
Letter to Senator Van de Putte
Appendix D
North East ISD
Grade Reporting of Nine-Weeks Progress for Students Currently Taking STAAR-Alternative or Anticipated to
Take STAAR-Alternative
25