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Diag communicaiton - looking at Dream List double checking meetings/reevals

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Diag communicaiton - looking at Dream List double checking meetings/reevals

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Preparation - meeting checklist
List of needed contacts (OT, Speech, LSSP, etc/who to email - may need to request calendar for some of these contacts to set up meetings

Rounding up teacher present levels - explanation to each teacher about what input is needed

Call Parents for meeting- mail first notice - I do a follow up with a  call to parent two days prior to remind (along with notices going home)

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Schedules change frequently! Keeping up with DREAM/RTI/STAAR BASE/ART/ETC...

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Schedules change frequently! Keeping up with DREAM/RTI/STAAR BASE/ART/ETC...

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Mucho flexibility!

Initially, it is fitting in the right person that fits the class for certain age groups/specific classes  to adhere to the schedule of services. I may be better with Reading, and aide is gifted in Math - so, we try to head in that direction.

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Get to the teachers - deliver in person to go over all including accomm/mods/goals/schedule of services. Sign receipt. I try to have a little bio of the student with pertinent background information that may benefit the teacher. Plus, I will include past STAAR results for 3/4 /5 students
Ex. Name of Student - difficulties reading/very frustrated with writing/has PIT plan which is... so much direct/indirect time, etc...

When we find out from TEA new accommodations - communicate to teachers (dictionary this year, writing online, etc...) Let teachers know what can be used in classroom/on tests asap to incorporate regularly

Work with teachers in modifying/being in touch with students' disability

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Know that your schedule will change sometimes daily. Any new student, a change in services, needs, or a change in the general ed schedule (be sure to communicate with gen. ed that you need to know about any changes they do)

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Be ready- as soon as teachers know who they have they will want to know about the kids. I don't try to remember it all, just be sure you know where to find the info and have it handy.  I don't always share every little detail- example: sometimes a behavior kid will do better with their new teacher and it's best if the year is started with a open mind.
Have a copy of current ARD info ready for each teacher, and have them sign saying they received it before school starts

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*Good Checklist for all avenues (parent contact/ARD's/6 weeks reports/etc...)
*Call all parents at very beginning of school to introduce self/here for their child and them

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Have an idea of what common disabilities look like, and ways the general ed teachers can help the kids in their rooms.

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Ask your diag what all the terminology means. SSM/ direct support/ indirect support/ etc... This varies from district to district so I was very lost on the terminology when I first started here. :)

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Knowing the terminology/acronyms, who needs to be invited to the ARD's,, knowing campus preference/servicing standards for special education students (co-teach only, resource, etc), what good goals look like and the responsibility of the special education teacher for the ARD (notice, teacher input form, etc).
Also, Understanding the minutes template.

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Knowing student services, campus schedules, and having an updated dream report. Be in constant communication with teachers about changes, if things are working, etc.

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Having a good bank of accommodations ie 100 chart, PV chart, etc.
Giving teachers accommodations, IEP snapshot, and background on each student before school starts. Get receipt signatures from teachers.

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Knowing where to go for resources, things that are available at their campus, special education, etc. Also, having a good co-operating teacher in special education. Being on elementary we feel isolated, so having a person to help with questions/ideas for the first yr is helpful.
Also, having a beginning of the year check off list.

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Creating a document that has all of the information that they need when they are scheduling ARD meetings

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Knowing your job and the job of the people attending the meeting. Keep all meetings parent and student focused and realize that your job is to make sure the parent is understanding all that is being said and to check in with them to make sure they are ok with the plans being put into place.

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Knowing that your schedules change quite frequently and not to set it too much in stone.

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ARD documents:                    Make sure you turn in ARD Notice, an updated progress report, attendance (if an issue), current report card copy and reading Istation reports, incase teacher doesn't have that information. Better to be over prepared than under!

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ARD documents:                    Make sure you turn in ARD Notice, an updated progress report, attendance (if an issue), current report card copy and reading Istation reports, incase teacher doesn't have that information. Better to be over prepared than under!

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Don't stress.........go with the flow and be flexible. School activities will happen and we need our little specials to participate. Let them go!

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Don't forget to put out updated IEPs and accommodations every time you have an ARD if there were changes to them.

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Don't forget to put out updated IEPs and accommodations every time you have an ARD if there were changes to them.

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Yes, checklists and summary sheets help us remember for all the students we service!

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Yes, checklists and summary sheets help us remember for all the students we service!

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ARD Process: Have good communication with the diagnostician, teachers and administrators. Be organized and have all of your paperwork ready. Create a checklist for teachers listing the things they will need to bring to the ARD. 

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ARD Process: Have good communication with the diagnostician, teachers and administrators. Be organized and have all of your paperwork ready. Create a checklist for teachers listing the things they will need to bring to the ARD. 

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Have a brief meeting with the teachers who will have special education students in their classes. Go over the IEP, answer questions on modifications & accommodations, goals, BIP's, supplemental 🤬, etc. 

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Have a brief meeting with the teachers who will have special education students in their classes. Go over the IEP, answer questions on modifications & accommodations, goals, BIP's, supplemental 🤬, etc. 

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Be open in the Special Education PLC's. You may think you are the only one but you will soon find out someone else may have the same struggles or questions. 

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Be open in the Special Education PLC's. You may think you are the only one but you will soon find out someone else may have the same struggles or questions. 