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Slide #1  Professional Perspective, Audience, Topic 

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Slide #1  Professional Perspective, Audience, Topic 

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Professional Perspective: Instructional Coach

Audience: Fellow Educators which include ARD committee members

Topic: Designing & Implementing an Individualized Education Program (IEP)

In the future, I anticipate being an instructional coach. Through this role, I will collaborate with other educators to design and differentiate lessons and analyze data to guide next steps. Each educator will need to thoroughly understand and comply with the Admission Review Dismissal (ARD) committee decisions regarding each student's Individualized Education Program (IEP.) I chose this topic because I have been teaching students with a variety of eligibilities for almost 15 years, two of those years as the general education teacher. Effectively implementing an IEP and gathering data to make informed decisions continues to be an area of need across grade levels and subject areas.

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Efficiently and effectively implementing an IEP is important for all stakeholders in the education system. It is imperative that each member of the Admission, Review, and Dismissal (ARD) committee understands their rights and responsibilities. The United States has made progress regarding educating students with a variety of disabilities; however, authentic implementation is crucial to students’ success.

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Infographic from Learning Disabilities Association of America (Clouser & French, 2022) 

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An IEP Meeting Guide for Educators (Clouser & French, 2022) provides guidelines for both special and general education teachers to prepare for an IEP meeting. This relates to designing an IEP because each ARD committee member should be organized and equipped for the conversation to make informed decisions regarding a student's IEP.

https://ldaamerica.org/an-iep-meeting-guide-for-educators/

Reference

Clouser, L., & French, G. (2022). An IEP meeting guide for educators. Learning Disabilities Association of America – Support. Educate. Advocate. https://ldaamerica.org/an-iep-meeting-guide-for-educators/

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This article (Agullera, 2024) shares a family's formal complaint regarding a Katy ISD school's alleged failure to properly implement schedule of services in an IEP.

This article relates to designing and implementing an IEP because ARD committee members must be mindful of staffing needs and have support from administration to hire additional staff in order to effectively implement IEPs.

Katy ISD article

Reference

Agullera, M. (2024, November 20). Katy ISD parents file complaint with the TEA, claim son isn't receiving proper special education services. khou.com. https://www.khou.com/article/news/education/katy-isd-special-education-texas-education-agency-investigation/285-388b9750-c11f-4513-be73-4f522500e4bf

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Katy ISD parents file complaint with the TEA, claim son isn’t receiving proper special education services

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Cassi and Randy Baden said their 5-year-old son, Ezra, has only been receiving assistance from paraprofessionals instead of a certified special education teacher.

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This article shares the Commission on Civil Rights’ preliminary proposals to hire and retain special educators (Arundel, 2024).

This relates to designing and implementing an IEP because quality teachers and certified related service personnel are integral to students’ success.

Reference

Arundel, K. (2024, November 18). Commission on civil rights probes special educator shortage. K-12 Dive. https://www.k12dive.com/news/special-education-teacher-shortage-panel-commission-civil-rights/733153/

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Commission on Civil Rights probes special educator shortage

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The bipartisan body is expected to issue a report next year that will provide recommendations to Congress and the president.

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Knowledge is crucial for people to continue to be free

Texas Legislature establishes and “makes suitable provision” for the “support and maintenance” of an “efficient public school system.”

https://statutes.capitol.texas.gov/docs/cn/htm/cn.7.htm

Reference

Tex. Const. Art. 7, §1

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(Endrew F., et. al v. Douglas County School District, 2017)

Endrew was a fourth grade student with autism, who had several behavioral difficulties such as eloping and "climbing over furniture and other students" (Endrew F., et. al v. Douglas County School District, 2017 p. 10)

After similar goals and minimal behavior and academic progress during Endrew's pre-k through 4th grade education, his parents noted their dissatsifaction with the proposed 5th grade IEP. His parents transferred him to a specialized private school. This school "developed a behavior intervention plan" and by implementing a variety of strategies, Endrew began to make behavior progress, and in turn, "significant" academic progress. (Endrew F., et. al v. Douglas County School District, 2017 p. 10, 11)

Endrew revised the standard of IEP goal progress from "de minimis" to "reasonably calculated." (Endrew F., et. al v. Douglas County School District, 2017 p. 15)

Goals and schedule of services should be discussed regarding all ARD committee members’ “..opinions on the degree of progress a child’s IEP should pursue.” (Endrew F., et. al v. Douglas County School District, 2017 p. 20)

IEP goals should be appropriately challenging and unique.

https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf

Reference

Endrew F., et. al  v. Douglas County School District, 580 U.S. 15-827 (2017)

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(Individuals with Disabilities Education Improvement Act, 2004) 

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The Individuals with Disabilities Education Improvement Act of 2004 notes that students with disabilities should have a Free and Appropriate Public Education.

The Educational programs section also outlines the requirements for developing the IEP and  states the requirements for general education teachers (Individuals with Disabilities Education Improvement Act, 2004).

(d) An Individualized Education Program must include:

PLAAFP, Eligibility, & Impact Statement

"(I) a statement of the child's present levels of academic achievement and functional performance, including-

(aa) how the child's disability affects the child's involvement and progress in the general education curriculum;"

Measurable Annual Goals

"(II) a statement of measurable annual goals, including academic and functional goals, designed to-

(aa) meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and

(bb) meet each of the child's other educational needs that result from the child's disability;"

Progress Report Plan

"(III) a description of how the child's progress toward meeting the annual goals described in subclause (II) will be measured and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;"

Services & Accommodations/Modifications

"(IV) a statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child-

(aa) to advance appropriately toward attaining the annual goals;

(bb) to be involved in and make progress in the general education curriculum in accordance with subclause (I) and to participate in extracurricular and other nonacademic activities; and

(cc) to be educated and participate with other children with disabilities and nondisabled children in the activities described in this subparagraph;"

http://uscode.house.gov/view.xhtml?req=%28%28title%3A%2820%29+AND+section%3A%281414%29%29%29&f=treesort&fq=true&num=0&hl=true&edition=prelim&granuleId=USC-prelim-title20-section1414

Reference

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §1414 (d)(3) et. seq.

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During the Texas House of Representatives’ 87th Legislative Session, House Bill 159 was passed and became law May 2022 (Texas Education Agency, 2022)

This law revised educator preparation requirements to include “knowledge of  how different disabilities impact student learning and development.” (Texas Education Agency, 2022) and  [Tex. Educ. Code §21.0443(b)(1) and (2)]

This law “prescribed proactive and evidence-based inclusive techniques.” (Texas Education Agency, 2022) and [Tex. Educ. Code §21.0443(b)(1) and (2)]

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.21.htm#21.044

References

Texas Education Agency. (2022, May). Special education legislation. Welcome to Texas Education Agency | Texas Education Agency. https://tea.texas.gov/finance-and-grants/state-funding/additional-finance-resources/previous-legislation-sped-finance-may-2022.pdf

Tex. Educ. Code §21.0443(b) (1) and (2)

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Policy: EHBAB- Special Education ARD Committee and Individualized Education Program

This policy echoes other federal and state statutes regarding legal requirements and responsibilities  for ARD committee members.

This author could not locate a specific local  policy involving ARD committee members or components of the IEP that further specified/stated consequences for not implementing a student’s IEP.

https://pol.tasb.org/PolicyOnline/PolicyDetails?key=887&code=EHBAB#legalTabContent

References

Greenwood ISD. (2015, December 29). [Greenwood Highschool logo]. Wikipedia.org. https://en.wikipedia.org/wiki/Greenwood_High_School_%28Texas%29

Greenwood ISD School Board. (2024, May 23). Policy code EHBAB – Special education: ARD committee and individualized education program – Greenwood ISD board policy manual - Policy online. https://pol.tasb.org/PolicyOnline/PolicyDetails?key=887&code=EHBAB#legalTabContent. https://pol.tasb.org/PolicyOnline/PolicyDetails?key=887&code=EHBAB#legalTabContent

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Based on the Educators' Code of Ethics, educators should not "intentionally, knowingly, or recklessly treat a student...that adversely affects...the learning...of the student..." [19 T.A.C. §247.2 (3)(B)]. Also, the Educators' Code of Ethics notes educators should be mindful not to "...exclude, deny benefits to, or grant an advantage to students..."[19 T.A.C. §247.2 (3)(D)].  The National Association of Special Education Teachers Code of Ethics includes   “Members respect, support, and collaborate with colleagues and other professionals in the interest of children with special needs with whom they work….and collaborate with parents of children with special needs and community, building trust and respecting confidentiality.”  (National Association of Special Education Teachers, 2007). Therefore, ARD committee members should make collaborative IEP decisions  including accommodations. These should be consistently provided accommodations to further the student's learning so as not to exclude nor provide an advantage for this student.

https://www.naset.org/about-naset/mission-statement/code-of-ethics

https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2

References

National Association of special education teachers: Code of ethics. (2007, June 11). National Association of Special Education Teachers: Teachers Teaching Exceptional Children. https://www.naset.org/about-naset/mission-statement/code-of-ethics

Standard 3.2, 19. Tex. Admin. Code §247.2 (3) (B)

Standard 3.4, 19. Tex. Admin. Code §247.2 (3) (D)

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 Author: Rachel Lambert, 2024 Cover Artist: Rasha Hamid Cover Designer: Gail Buschman

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This book discusses how educators can reframe how (1) they think about students with disabilities and (2) how they teach math ( Lambert, 2024 pgs. 24-33.) Readers can learn how to design challenging, yet supportive lessons that focus on understanding rather than memorization (Lambert, 2024 pgs. 42, 76, 92). Rethinking Disability and Mathematics (Lambert, 2024) is a resource for ARD committee members, primarily the special education teacher and general education teacher, to collaborate and determine "core ideas" (Lambert, 2024 p. 89) that are essential for the student's learning and are challenging, yet appropriate

(Endrew F., et. al v. Douglas County School District, 2017 p. 15).

Reference

Endrew F., et. al  v. Douglas County School District, 580 U.S. 15-827 (2017)

Lambert, R. (2024). Rethinking disability and mathematics: A UDL math classroom guide for grades K-8. Corwin Press.

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Rethinking Disability and Mathematics book 

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Slide #13 Recommendations/Best Practices 

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Slide #13 Recommendations/Best Practices 

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Best Practices & Recommendations

Special Education Teacher

create/utilize a pre-ARD form to gather data and proposed accommodations from general education teachers

collaborate with personnel to discuss proposed schedule of services and goals based on evaluation and previous progress.

provide general education teachers support and guidance regarding accommodations, eligibility, and behavior.

remain intentionally informed regarding IEP requirements and best instructional practices for a variety of students.

General Education Teacher

collaborate with special education teacher(s) and related service personnel on how to provide appropriate practice (Lambert, 2024) while using the district's scope and sequence.

discover and discuss instructional strategies with instructional coaches and other educators to foster progress in each student.

Administrator

observe and be familiar with each student in a variety of settings prior to his/her ARD meeting.

collaborate with diagnosticians, school board members and District Educational Improvement Committee (DEIC) members to draft IEP policy which outlines legal requirements and provides coaching/mentoring support.

Reference

Lambert, R. (2024). Rethinking disability and mathematics: A UDL math classroom guide for grades K-8. Corwin Press.