The Scoop
Special Services Update - December 11, 2023
Communication, The Scoop & You!
Hello TISD #StarsofSpecialServices!! We have the roles of a lifetime to make a difference in so many lives...it's exciting to see your stories play out and and to see you #shine in your roles!
The Scoop is a place for you to make sure you are in the know and have all the information you need. You are responsible for the information in the SCOOP. If you need clarification, please reach out to your Student Support Specialist or me.
~Keri
Recap of the last SCOOP - See last SCOOP for full details...
- SELA - Don't forget to complete the assessments and spreadsheet for eligible students.
Transition Information Night was a success. Thank you Nancy Newton and Team!
Click the link for the 12 days of Christmas to join in on the fun!
Consent to Excuse Members from ARD committee meetings... continued in this newsletter
NoRedInk and CAT work together - tips
We would like to hear from you ... please complete the Special Services Survey by the end of the day Friday.
Bring Cookies for a cookie exchange Monday at TIC in the conference room from 11:30-2:30 for our polar express day. Enjoy Hot Chocolate with the temperature dropping too!
Tuesday - Dress Comfy and come by to take a selfie with Clark Griswold
Starting Wednesday - Jeans are allowed daily until after Christmas if participating in holiday festivities. Wednesday is Ugly Sweater Day.
See link in title for the rest of the festivities.
Consent to Excuse Member from Attending ARD Committee Meeting
An ARD Committee member is not required to attend an ARD committee meeting (in whole
or in part) if the member's area of the curriculum or related services is not being modified
or discussed in the meeting and the following conditions are satisfied:
The parent and the LEA agree
a. The member's attendance is not necessary; and
b. The member's area of the curriculum or related services is not being modified
or discussed in the meeting; and
c. The parent’s agreement is in writing.
d. The Excusal is documented on the “ARD member not required to attend ARD
meeting” screens in ESPED within Notices.
Also, when a required member's area of the curriculum or related services is being modified
or discussed in the meeting, the required member may be excused from attending an ARD
committee meeting (in whole or in part) if the following conditions are satisfied:
a) The parent and the LEA consent to excuse the member from the ARD meeting
b) The parent’s consent is in writing and
c) The member submits in writing to the parent and the ARD committee input into
the development of the IEP prior to the meeting.
d) The Excusal is documented on the “ARD member not required to attend ARD
meeting” screens in ESPED within Notices AND the input from the member being
excused is documented within the ARD Committee Minutes.
Exception: Tomball ISD Special Services procedures will not allow the administrative
representative, general or special education teacher to utilize the ARD/IEP excusal process
or partial attendance process as they are considered essential personnel in the ARD/IEP
meeting.
Use these 5 strategies to make LRE meaningful for young students with autism
The challenges young students with autism experience can interfere with their ability to benefit from being around nondisabled peers and receiving regular instruction. But their difficulties, which commonly include communication issues, repetitive behaviors, and social skills deficits, don't necessarily have to prevent them from learning in the general education classroom.
IEP teams should consider ways to make a student's time in general education more meaningful than just being in the same room with nondisabled peers and reduce distractions that may prevent him from learning. Otherwise, they may violate their least restrictive environment requirements and set a student up for more difficulties in general education as he gets older. IEP teams must ensure that students with disabilities learn with nondisabled peers to the maximum extent appropriate. 34 CFR 300.114 (a)(2). An education specialist discusses some strategies to consider that can help not only young students with autism but all students in the general education classroom.
"The strategies we talk about for students with autism really help all students," said Claudia Provenzano, an education specialist at the CREC Resource Group in Hartford, Conn. "That's the most important piece of this when you talk about the LRE. You're going to help all the students in the room."
Click Here to See the 5 strategies and summaries
For more Eye on Autism features, click here.
Cara Nissman covers autism, school psychology, and IEP team issues for LRP Publications.
January 23, 2023
Copyright 2023© LRP Publications
YOU BE THE JUDGE
Did omitting life skills from post-school transition plan require comp ed?
A teen with a specific learning disability and a speech-language impairment attended a Colorado district's alternative high school. The teen completed a transition interview before her IEP annual review meeting. During the review, the teen indicated that she would need help with handling money management, paying bills, learning domestic skills, and locating housing.
Despite the assessment data indicating her challenges, the teen's transition plan didn't contain an independent living skills goal. It noted that the goal wasn't applicable because she was a high-functioning individual. Instead, the plan included career employment and post-school education and training goals regarding her work toward owning her own daycare operation.
The parent expressed concerns about the teen graduating early and the adequacy of her transition plan. Ultimately, no substantive changes were made to the existing plan. The parent filed for due process. The teen graduated at the end of her junior year, earning a 3.5 GPA and a regular high school diploma.
In Colorado, beginning with the first IEP developed at age 15, but no later than the end of ninth grade, an IEP is required to include a transition plan. It must identify "appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills," as well as the transition services the student needs to reach those goals.
Was the transition plan in IEP for teen graduating early appropriate? Click on link below to see how the court ruled.
Upcoming Events
Upcoming Dates:
Join us for our December CrossTalk this Friday at The Event Center. We will begin at 8:15 and end with lunch. Come in your Christmas White and Christmas Scarves!
Please join us in celebrating for the next few weeks! Click the link for our calendar of events
https://docs.google.com/spreadsheets/d/10_5VWs85_PVbZ2VLpnmqRs8rZjo4gfvLOXfJ6GmGt8o/edit?usp=sharing
2nd Annual Superintendent’s Fun Run
APRIL 13, 2024
- Check HERE for the rest of the year meetings for Special Services
SHOUT OUTS!
-
Shout out to Nancy Newton who put on a successful Transition Planning Night for parents on Tuesday Night!
Shout out to Sarah Cato for planning and running a successful Saturday Christmas Respite and to all those who came out to help!
Thanik you to the staff for the support of student and staff at GLJH this week and last!
Thank you Jennifer and Danielle for support for behavior classrooms across the district!
Thank you to assessment staff for completing next years campus for students to allow for projections.
Social Media: Twitter
More Information
Be sure and check out and read the other Smore Newsletters being produced by Student Support Staff
PLEASE remember to contact your student support specialist for all questions, concerns, or needs. Thank you in advance.
Student Support Personnel by Campus
Our Student Support Personnel are listed by campus on the link above. This will help ensure you know your student support specialist as well as other campus contacts.