Special Ed. Quality Review

Structured Learning Class and Prairie View Elementary


  • Diagnostician schedules
  • Staffings
  • Special Education teachers conduct assessments
  • General Education teachers complete ARD input forms and return to the Sp. Ed. teacher.
  • Related services collaborate with Sp. Ed. teacher.
  • Parent input
  • Case managers and related services write the IEP. Current progress and proposed IEP must be sent home at least five school days in advance.

Support Data Reviewed by ARDC

  • FIE

  • Assessment results (STAAR, district benchmarks, DRA, Brigance, ULS GPS, etc.)

  • FBA (if applicable)

  • Current progress (PLAAFP)

  • Inclusion forms (accomodations used, time on task, etc)

  • Parent input


Committee Member Responsibilities

  • Diagnostician: Cognitive testing, Achievement testing, Adaptive Behavior

  • LSSP: Autism or EBD assessments; FBA information

  • OT: assessment that is OT related, current progress

  • SLP: assessment that is speech related, current progress

  • PT: assessment that is gross motor related, current progress

  • AI: assessment that is AI related, current progress

  • VI: assessment that is VI related, current progress

  • BI: FBA information, current BIP progress

  • General Education teacher: information regarding class performance (grades, accomodations used, RTI data, reading level, benchmark info, etc.)

  • Case Manager (Special Education teacher): Brigance, CLASS, ULS GPS, other assessments, current progress, inclusion data, parent input

How does the diagnostician ensure that the FIE findings drive not just eligibility, but also quality targeted instruction?

My diagnostician has actually been proactive this year and has explained some common misconceptions about LD testing and eligibility that can also help teachers interpret areas of weakness and how it relates to instruction. She often makes recommendations for accommodations and instructional strategies.

Parents are Partners -- How does ARDC ensure participation and partnership?

  • Establish rapport from the beginning and maintain communication

  • Set up conference before ARD in some situations

  • The first question my diagnostician always asks is “Are there any current concerns or questions you have?” Throughout the ARD, we provide time and encourage parents to give input and ask questions. We also ask questions of the parent.

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And now for some DEMOGRAPHICS

  • Elementary
  • 444 students total
  • 40.1% Economically Disadvantaged
  • 7.2% ELL's

In 2014, for all subjects, 75% of all students met the satisfactory standard. Our two biggest subpops are ELL and Econ. Only 69% of Econ. and 52% of ELL meet the standard. Only 50% of Sp. Ed. students met the satisfactory standard.

Schools receive points in 4 categories which make up the Performance Index. Student Achievement, Student Progress, Closing Performance Gaps, and Postsecondary Readiness. Subpops are crucial as they count more than once (under performance gaps).

STAAR Test Fear

New Testing Challenges - RISE TO THE OCCASION

  • PRIORITY- Collaborative Planning. Come prepared to each planning session. Pre-read your lessons. Have ideas and questions ready for your team. ANTICIPATE what kids will do. If you don’t know how to teach it this is your time to learn. If it is new to the team CALL the EXPERTS. We don’t have time to go back after the fact.

  • Individual, Class and Campus Goal Setting- HIGHLY Visible in hallways, classrooms, etc. Don’t forget to set up a plan for celebrating along the way. Kids should be getting STAAR like questions daily. Graphing goals can be weekly.

  • STRIDE Academy (Bubble kids)

  • Writing Buddies (4th grade)

  • STAR and Tutors pushing in

  • Progress Monitoring (Daily)

  • Attendance incentives

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How do your speech pathologist and PK-2 teachers collaborate to support early literacy on your campus?

  • "The speech pathologist and I talk with each other to discuss difficulties the student is having in my class and in her class." -- 1st grade teacher

  • I collaborate with the speech pathologist by telling her about any kids with speech issues in my class and asking her to come observe them and give me feedback on how to help their speech development in class (and to see if they might qualify for speech services). Several times the speech pathologist has given me a speech test to give the students to identify exactly which sounds they are having issues with. Then she will tell me exercises to do with the student or give me "homework" for the student to do with their parent. The speech pathologist will ask for documentation and updates on how the students speech is progressing and continue to give me tips on how to help them. This might not exactly correlate to early literacy but students will have a greater success in literacy if they can correctly pronounce the sounds associated with each letter and help them "sound out" words. --Kinder teacher

Frequency of Data Reviews

  • daily: percentage noted on data sheets and plotted on graph
  • weekly: graph BIP and other behavior data
  • 6 weeks: average weekly/daily percentages and review graphs (patterns, trends, changes in instruction?)
  • yearly: to create new IEP's
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Teachers Make a Difference

Behavior and Discipline

  • SLC shop (money earned in whole groups)
  • Explicit lessons (whole group, small group, and 1-1)
  • Visual support (individual and for the class)
  • Songs/Chants
  • Modeling
  • Social Stories
  • Level 1
  • First/then for independent work and 1-1 work(choices individualized)
  • Smart schedules
  • ALWAYS finish the work (no matter how long it takes)


  • loss of privilege
  • lose opportunity to earn something
  • time out
  • notes home
  • planned ignoring

Learning Targets

  1. to meet IEP goals and objectives
  2. to develop independent, socially appropriate individuals
  3. to develop skills that will carry over into real world settings

Resource said:

"My learning target is to see individual growth based on each student."

SEAC said:

Emotional Stability, Coping Strategies, Social Skills

3 Accomplishments

  • Taking a student with frequent aggression to 100% refraining
  • Student with numerous restraints a week to 0 restraints
  • Student who could not even hold a pencil now writing sentences

Without data driving instructional strategies, collaboration among team and related services, and consistency this would not have been possible.

What do you want to achieve in the next semester

  1. improve target behaviors on two particular students
  2. continue building active learning lessons that are relevant and motivating
  3. improve communication systems for nonverbal students


  1. consistency among team/parent involvement
  2. collaboration with OT/PT
  3. collaboration with Speech and refine implementation