Special Education
- Special Education
- Required Postings and Other Notices
- Special Education Services
- Special Education Staff
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Special Education Procedures Manual 2020-2021
- SISD Special Education Operating Procedures 2020-2021
- Special Education Procedures Manual Section 1: Interventions - Referral
- Special Education Procedures Manual Section 2: FIE
- Special Education Procedures Manual Section 3: Disability Criteria
- Special Education Procedures Manual Section 4a: ARD-IEP
- Special Education Procedures Manual Section 4b: Additional IEP Information
- Special Education Procedures Manual Section 4c: Related Services
- Special Education Procedures Manual Section 5: Instructional Arrangements
- Special Education Procedures Manual Section 6: Discipline
- Special Education Procedures Manual Section 7: Procedural Safeguards
- Special Education Procedures Manual Section 8: Administration
- Child Find
- Operation Reconnect - Special Education
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Special Education
Sherman ISD will ensure that students with disabilities have access to a free and appropriate public education (FAPE). We will ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student's individualized education program (IEP).
General Guidance
Students with disabilities will follow guidelines for at home and in person learning set forth in the Elementary and Secondary Operations sections of this document.
Child Find – Special Education Evaluations
Evaluation timelines will continue to apply for compliance, however, SISD will prioritize the health and safety of students and their families, along with their staff, over meeting compliance deadlines. Obtaining written consent for requested evaluations will not be delayed, and parents will be informed that face-to-face evaluations will not be conducted during a time when distance learning is enforced or social distancing requirements prohibit one-on-one testing. During this time, general education interventions will be considered/continued and documented. Informal parts of the evaluation will be completed, such as gathering classroom data, parent information, and performance history. Once face-to-face operations resume, the evaluation will be completed. All evaluation procedures will follow standardization procedures. Evaluations will be sufficiently comprehensive to address the referral question and to yield accurate results.
https://tea.texas.gov/sites/default/files/covid/covid-19_evaluation_guidance_april_2.pdf
ARD Committee Guidance
Annual ARDs, Revision ARDs and Manifestation Determination ARD Meetings will continue to be held, virtually or face to face at parent request. Progress/regression data will be discussed at the Annual ARD meeting to discuss what, if any post COVID services may be needed. Legally established timelines will apply for all meetings.
https://tea.texas.gov/sites/default/files/covid/covid-19_ard_committee_meeting_guidance_april_2.pdf
In Home and At School Support for Students with Complex Needs
- Students with significant disabilities often have complex needs regarding access to the curriculum. The individual needs of students in this group are varied and present an increased challenge for educators and families currently working to provide instruction and services in remote learning.
- Collaborate with families to address the unique needs of each student.
- Teachers will reach out to inform each family of the teacher’s desire to support their student’s ongoing learning.
- Teachers will communicate with parents to obtain information about available resources and regular routines in the home.
- The collaborative instructional plan will focus on integrating academic and functional skills that have been taught at school into the home setting with materials and routines the family has readily available.
- Review student current services and identify priorities.
- Revisit and PLAAFP, IEP goals and objectives, progress data and any updated information from the families.
- Identify the critical skills that will best assist the student in continuing his/her progress.
In Person Learning
- Behavior Support Class
- Special education teachers for the Behavior Support Classroom will:
- Follow the student’s IEP’s and behavior plan as created by the ARD committee.
- Complete lesson plans in social skills as well as in all core subject areas as appropriate.
- Provide behavioral support to the students as outlined in their IEPs.
- Collaborate with general education teachers as needed for inclusion, fine arts, PE and extracurricular classes.
- Complete differentiated lesson plans to meet the needs of each student according to the student’s IEP.
- Functional Academic Class
- A structured learning environment will be provided to the students. Functional Academic and Life Skills teachers will follow the IEP created by the ARD committee. This instructional setting prepares students with significant disabilities to participate as independently as possible in critical natural environments. An individually paced curriculum is developed for each student, focusing on reading, writing and math with a strong emphasis on pre-vocational skills. The goal is to achieve the highest level of academic progress possible while participating with maximum independence in integrated community, domestic, recreational and vocational activities. Functional academics and life skills provides educational services to students who require specialized assistance in the areas of academics, social, self-help, communication, and independent living skills. Students are typically able to participate in some activities and classes with their non-disabled peers.
- Special education teachers for the Behavior Support Classroom will:
- Structured Learning Class
- In addition to the support listed above, students in the structured learning class will receive
- Instruction using research-based interventions that have been proven effective for students with autism which may include but is not limited to direct instruction using discrete trial training and pivotal response training
- Research based supports to address communication, behavior and social skills needs as outlined in the students’ IEP. These supports may include but are not limited to visual supports, social narratives, social skills training and behavior supports.
- SLC teachers will collaborate with general education teachers as needed for students participating in inclusion, fine arts, PE and extracurricular activities.
- In addition to the support listed above, students in the structured learning class will receive
- Resource Support
- Special education teachers will follow the general education guidance and complete lesson plans for each resource class whether virtual or face-to-face. Special education teachers will complete differentiated lesson plans to meet the needs of each student according to the student’s IEP.
- Inclusion Support
- Special and general education teachers will collaborate to ensure lessons are designed to meet the needs of all students.
- Services for Students who are Deaf/Hard of Hearing
- Teachers of the Deaf and Hard of Hearing will follow general education guidance and complete lesson plans to address student needs whether virtual or face-to-face. Interpreters, Hearing Assistive Technology, teacher consult will be provided as needed.
- Related Services
- Group sizes will comply with state and local regulations. When feasible and appropriate, students will receive services outside rather than inside to reduce potential spread of contagions. Providers will develop schedules that maximize time in a single classroom and minimize the number of rooms visited per day. Face coverings and protectiv barriers will be used when appropriate.
- Speech Therapy
- Face to face speech therapy services will be provided in small groups and/or individual sessions with specific implementation of health and safety precautions as outlined by the district. All special education students who require speech therapy services will receive those services as outlined within each student’s Individual Education Plan with regard to schedule of services and goals/objectives; regardless of the service delivery option.
Learning at Home
- Behavior Support Class
- For students who choose to learn at home, special education teachers will:
- Develop individualized lessons, provide direct instruction through scheduled synchronous and asynchronous sessions, collaborate with general education teachers as needed, and provide links to district approved virtual platforms for lesson participation.
- Upload weekly lesson materials to the district-designated virtual platforms (e.g., Seesaw, Google Classroom, Canvas, etc.);
- Document student participation and attendance on the student’s log;
- Collaborate weekly with student’s parents and assigned general education and inclusion teachers to assist the student in academic and behavioral success.
- Collect data and monitor progress
- Request an ARD/IEP committee meeting to address any concerns with progress on IEP goals/objectives or in the general education curriculum.
- Functional Academic Class
- For students who choose to learn at home, special education teachers will:
- A structured environment will be provided to the parents and students indicating the required times for participation in approximately 4 hours of synchronous and asynchronous instruction. The individual student’s schedule will reflect short periods of synchronous instruction followed by asynchronous learning activities. It will also include breaks and lunch. The collaborative instructional plan will focus on integrating academic and functional skills that have been taught at school into the home setting with materials and routines the family has readily available. A caregiver will need to be available to support the student in navigating the daily schedule and aiding with the learning as needed.
- Structured Learning Class
- For students who choose to learn at home, special education teachers will:
- Develop individualized lessons, provide direct instruction through scheduled synchronous and asynchronous sessions, collaborate with general education teachers as needed, and provide links to district approved virtual platforms for lesson participation.
- Use research-based instruction and strategies that are proven to be effective for students with autism
- Provide research-based supports to address communication, behavior and social skills needs as outlined in the students’ IEP. These supports may include but are not limited to visual supports, social narratives, social skills training and behavior supports.
- For students that are able to remain on task and complete work independently: Upload weekly lesson materials to the district-
- designated virtual platforms (e.g., Seesaw, Google Classroom, Canvas, etc.);
- Resource Support
- For students who choose to learn at home, resource teachers will develop individualized lessons, provide direct instruction through scheduled synchronous and asynchronous sessions, and provide links to virtual platforms for lesson participation
- Inclusion Support
- Special and general education teachers will collaborate to ensure lessons are designed to meet the needs of all students. Supplemental lesson materials will be provided through the use of online learning supports.
- Services for Students who are Deaf/Hard of Hearing
- Teachers of the Deaf and Hard of Hearing will follow general education guidance provide synchronous and asynchronous lessons to address student needs whether virtual or face-to-face. Interpreters, Hearing Assistive Technology, and teacher consult will be provided as needed
- Related Services, such as counseling, occupational therapy, physical therapy, and psychological services will be provided virtually through a secure platform in collaboration with the parent/guardian.
- Speech Therapy
- Virtual speech therapy services will be provided via a district-approved virtual platform for small groups and/or individual services. All special education students who require speech therapy services will receive those services as outlined within each student’s Individual Education Plan with regard to schedule of services and goals/objectives; regardless of the service delivery model.
Privacy and FERPA Considerations for Virtual Instruction
Sherman ISD will adhere to applicable laws with respect to online or virtual services and learning in accordance with the Family Educational Rights and Privacy Act (FERPA.) Special education service providers will ensure FERPA and privacy considerations for virtual instruction as outlined by the Texas Education Agency.
Accessibility Support for Students with Disabilities
https://tea.texas.gov/sites/default/files/covid/accessibilty_support_for_swd_04.23.20.pdf
Supporting Students with Complex Needs
Post COVID (Compensatory) Services
At the Annual ARD meeting, the student’s present level of performance for the year previous year will be compared to the current year. Students that failed to meet the expected level of progress may be eligible for post COVID services outside of the current school day. Post COVID services may be provided before or after school, or during the summer, and may be provided virtually or face to face.
