Xtreme Potpourri TCASE SLC July 2006Slide 3
AAR and GraduationSlide 4
§89.1070(b)(1) (b) A understudy getting custom curriculum administrations may graduate and be honored a secondary school certificate if (1) the understudy has acceptably finished the state\'s or locale\'s (whichever is more prominent) least educational modules and credit necessities for graduation appropriate to understudies as a rule instruction, including attractive execution on the way out level evaluation instrument; orSlide 5
§89.1070(b)(2) (b) A understudy getting specialized curriculum administrations may graduate and be recompensed a secondary school confirmation if (2) the understudy has agreeably finished the state\'s or region\'s (whichever is more noteworthy) least educational modules and credit prerequisites for graduation pertinent to understudies by and large training and has been exempted from the way out level appraisal instrument under TEC, §39.027(a)(2)(B).Slide 6
TEC, §39.027(a)(2)(B) (an) An understudy might be exempted from the organization of an appraisal instrument under: (2) Section 39.023(c) or (d) if the understudy is qualified for a custom curriculum program under Section 29.003 and: (B) the evaluation instrument, even with passable adjustments, would not give a proper measure of the understudy\'s accomplishment as controlled by the understudy\'s affirmation, audit, and release board of trusteesSlide 7
For Coding Information For extra direction on graduation under §89.1070(b) allude to the 2005-2006 PEIMS Data Standards §89.1070(b)(1) See Chart 1 on page 2.97 §89.1070(b)(2) See Chart 2 on page 2.98Slide 8
§89.1070(c) (c) A understudy accepting specialized curriculum administrations may likewise graduate and get a general secondary school confirmation when the understudy\'s confirmation, survey, and rejection (ARD) advisory group has established that the understudy has effectively finished:Slide 9
§89.1070(c)(1) (1) the understudy\'s individualized training program (IEP) and met one of the accompanying conditions: (A) full-time livelihood, in view of the understudy\'s capacities and neighborhood vocation open doors, notwithstanding adequate self improvement aptitudes to empower the understudy to keep up the business without immediate and progressing instructive backing of the nearby school region; (B) demonstrated dominance of particular employability abilities and self improvement abilities which don\'t require direct continuous instructive backing of the nearby school locale; or (C) access to administrations which are not inside the legitimate obligation of government funded instruction, or job or instructive choices for which the understudy has been set up by the scholastic system;Slide 10
§89.1070(c)(2 & 3) (2) the state\'s or area\'s (whichever is more noteworthy) least credit prerequisites for understudies without handicaps; and (3) the state\'s or region\'s base educational modules prerequisites to the degree conceivable with alterations/substitutions just when it is resolved fundamental by the ARD council for the understudy to get a fitting training. For more data allude to the 2005-2006 PEIMS Data Standards §89.1070(c) See Chart 3 on page 2.99Slide 11
Academic Achievement Record (Transcript) Diploma Standard, undifferentiated Program seal on the AAR means the graduation program finished Courses with changed substance apply to the base secondary school program just and can\'t be checked toward the Recommended or Distinguished Achievement Programs Diplomas not granted for GEDSlide 12
Accommodation versus AlterationSlide 13
VAC Instructional Arrangement Vocational Adjustment Class (VAC) Instructional course of action Student is set on work with consistently booked direct contribution by a custom curriculum staff in the usage of the understudy\'s IEP ( §89.63(c)(9)) For more data about VAC, allude to the 2005-2006 Student Attendance Accounting Handbook. 6. Professional Adjustment Class (VAC) - Code 08 Page 50Slide 14
§89.63(c)(9) (c) Instructional game plans/settings might be founded on the individual needs and individualized training programs (IEPs) of qualified understudies accepting specialized curriculum benefits and should incorporate the accompanying. (9) Vocational conformity class/program. This instructional course of action/setting is for giving custom curriculum and related administrations to an understudy who is set on an occupation with routinely planned direct association by a custom curriculum faculty in the execution of the understudy\'s IEP . This instructional game plan/setting might be utilized as a part of conjunction with the understudy\'s individual move arrangement and simply after the school locale\'s profession and innovation classes have been viewed as and decided unseemly for the understudy.Slide 15
For More Information Graduation Requirements http://www.tea.state.tx.us/rules/tac/chapter089/ch089aa.html#89.1070 Division of Curriculum http://www.tea.state.tx.us/educational modules/Email firstname.lastname@example.orgSlide 16
Statewide Plan for Students who are Deaf or Hard of HearingSlide 17
Results Students who are Deaf or Hard of Hearing are recognized and getting administrations by six months of age and keep on receiving administrations, as suitable, up to age three.Slide 18
Results Preschool understudies who are Deaf or Hard of Hearing exhibit enhanced positive social-passionate abilities (counting social connections), securing and utilization of learning and aptitudes (counting early dialect/correspondence and early education), and utilization of fitting practices to address their issues. Understudies who are Deaf or Hard of Hearing partake and perform on statewide evaluation on a level practically identical with same age peers.Slide 19
Results Students who are Deaf or Hard of Hearing age 16 or more have IEPs that incorporate composed, quantifiable yearly IEP objectives and move benefits that will sensibly empower the understudy to meet the post-auxiliary objectives. Understudies who are Deaf or Hard of Hearing are intensely utilized, selected in some sort of post optional school or both inside one year of leaving secondary school .Slide 20
For More Information Deaf Services Website http://www.tea.state.tx.us/hard of hearing/Email email@example.comSlide 21
Highly Qualified Requirements for Special EducationSlide 22
How to get to the freebee on CD Click Sessions at the Main Menu Select P-Z Select Xtreme Potpourri Select Presentation Scroll to page 12 of 17Slide 23
Guidance for Highly Qualified Teacher Requirements for Special Education Highly Qualified Teacher Question #1 Core Academic Subjects Question #2Slide 24
Guidance for Highly Qualified Teacher Requirements for Special Education Who must meet the NCLB exceedingly qualified educator necessities? Questions #5, #9, #12, #15, #52 Who is not required to meet the NCLB very qualified educator prerequisites? Questions #6, #16Slide 25
Guidance for Highly Qualified Teacher Requirements for Special Education Full State Certification Question #31, #32 Determining Subject Matter Knowledge for New Teachers Questions #29, #30Slide 26
Guidance for Highly Qualified Teacher Requirements for Special Education HOUSE for Experienced Teachers Questions #33, #34, #42, #46, #48, #49, #50, #51, #63, #65Slide 27
Elementary HOUSE A Minimum of one noteworthy year of showing background AND Minimum of 24 focuses Each of four center scholarly territories must be spoken to in 24 focuses (English/Language Arts; Mathematics; Science; Social Studies) Points are gotten from the accompanying: 1—Experience instructing at basic level 1 point for every year most extreme of 12 focuses 2—College Coursework in each of four center scholastic regions 1 point for each credit hour 3—Continuing Professional Education (CPE) credits 1 point for each 15 clock hoursSlide 28
Elementary HOUSE B Minimum of one respectable year of showing knowledge AND College coursework proportionate to a school major in the subject to be educated For departmentalized rudimentary instructors just A basic training degree does not meet necessitiesSlide 29
Secondary Special Education HOUSE Minimum of one noteworthy year of showing background in the subject to be instructed AND Minimum of 24 focuses got from the accompanying Meeting the standard for Elementary Highly Qualified—9 focuses OR Passing a fitting TExES Certification Exam—12 focuses EC-12 Special Ed 4-8 Generalist 4-8 Content Specific AND Experience instructing in the center scholarly subject at the auxiliary level—12 focuses greatest, including 9 focuses for Elementary HOUSE, if utilized (1 point for each year) AND/OR College coursework in the center scholarly branch of knowledge—1 point for every school hour AND/OR Continuing Professional Education (CPE) credits—1 point for every 15 clock hours NOTES: College coursework and CPE credits may not be numbered twice—for both basic and optional HOUSE Special Education procedures and adjustments may mean 6 purposes of school coursework and CPE credits Special Education TExES may not be utilized to exhibit subject competencySlide 30
Guidance for Highly Qualified Teacher Requirements for Special Education Certification Exams Questions #55, #61, #62 No Flexibility for Teachers of Students Assessed on Alternate Achievement Question #64Slide 31
For More Information Special Ed site for NCLB direction http://www.tea.state.tx.us/special.ed/direction/hqsped.pdf Special Education Guidance Document http://www.tea.state.tx.us/special.ed/direction/hq.html Email firstname.lastname@example.org
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