FBISD Special Education Programs and Services
Parent Education Night
December 8, 2015
Special Education Department,
Fort Bend ISD
Placement and Services
Least Restrictive
Environment
Justifications
Extended Year
Services (ESY)
Transition Plans,
including Post
Secondary Goals (if
applicable)
State Assessment
Decision Making
Graduation
PLAAFP – Present
Placement – including
Levels of Academic and
Functional Performance
Frequency, Duration, and
Location
Assurances &
Deliberations
IEP Goals and Objectives
(including Behavior IEPs)
Supplementary Services
(includes related services,
in-class support, AT, etc.)
Committee
Agreement
Full Individual
Evaluation/
Eligibility Determination
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, TBD
Program 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, TBD
Program 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 Ritter
Program 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
Least Restrictive
Environment
Justifications
Extended Year
Services (ESY)
Transition Plans,
including Post
Secondary Goals (if
applicable)
State Assessment
Decision Making
Graduation
PLAAFP – Present
Placement – including
Levels of Academic and
Functional Performance
Frequency, Duration, and
Location
Assurances &
Deliberations
IEP Goals and Objectives
(including Behavior IEPs)
Supplementary Services
(includes related services,
in-class support, AT, etc.)
Committee
Agreement
Full Individual
Evaluation/
Eligibility Determination
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,
Michelle.LeBleu@Fortbendisd.com
• Executive Director, Deena Hill,
Deena.Hill@Fortbendisd.com