Mais conteúdo relacionado 2. For product details and customized professional development,
contact reading@esc4.net.
Show Me HowReading and writing lessons designed to
strengthen understanding prior to key
grade-level testing periods
Show Me How is a series of instructional units containing
sequential lessons that connect the interrelated roles of
reading and writing across multiple genres and modes.
The lessons follow the gradual release of responsibility
framework in the context of a reading and writing
workshop environment. Lessons are divided by genre
into units that teachers can use as a starting point or a
complete unit of study.
Elementary (Grades 3–5): 501-1665/$350
Middle School (Grades 6–7): 501-166/$350
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3. For product details and customized professional development,
contact reading@esc4.net.
STELLAREnd-of-Course Test preparation for high
school English
STELLAR modules incorporate multigenre pieces, thematically
linked to seamlessly align to the TEKS and creatively
crafted to inspire inquiry, discussion, and ongoing reflection.
Each module also offers added-value enrichments through
technology, research, listening and speaking, and study skills,
while providing relevant scaffolding options for diverse learners
and gifted and talented students. Modules include summative
and formative assessment options and suggestions for
extensions through reading, writing, listening, and speaking, in
order to support authentic literacy experiences. $50 each.
English I: 501-1663/$50
English II: 501-1662/$50
Download Samples
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4. For product details and customized professional development,
contact math@esc4.net.
Supporting
STAAR™ Achievement:
Mathematics
Targeted lessons for the Readiness
Standards
Designed to give educators a set of tools to prepare students
for the rigor of STAAR™, Region 4’s Supporting STAAR™
Achievement in Mathematics is the resource to help your
students succeed. Focusing on the readiness standards,
these materials provide classroom-ready lessons utilizing the
research-based 5E instructional model. The materials include
differentiated activities, ELPS supports, and selected-response
assessments. $50 each
Order online by grade level
407-1673 Grade 8 Mathematics
407-1668 Algebra I
407-1672 Algebra II
407-1667 Geometry
Download Samples
407-1666 Grade 3 Mathematics
407-1671 Grade 4 Mathematics
407-1669 Grade 5 Mathematics
407-1672 Grade 6 Mathematics
407-1670 Grade 7 Mathematics
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5. For product details and customized professional development,
contact science@esc4.net.
Gateways to Science,
STAAR™ Edition
Full 5E lessons, ready for use throughout the
instructional year, targeted to the tested TEKS
requirements
Now available for Grades 3–8
The Gateways to Science instructional program creates
an interactive environment for students through engaging
experiences such as
• hands-on lab investigations;
• cooperative reading strategies;
• use of science notebooks;
• problem-solving activities;
• questioning that promotes inquiry-based discussion; and
• curriculum-based assessments that measure student mastery
of concepts and processes.
Order online by grade level
Class Set (1 Teacher, 20 Student): $1,100
TE/SE Set (1 Teacher, 1 Student): $300
Individual Student Edition: $50 each
Download Samples
by Grade Level
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6. For product details and customized professional development,
contact science@esc4.net.
Gateways to Biology
Complete 5E instructional model lessons for
teaching all core concepts and processes
quickly and effectively
Gateways to Biology utilizes a less-is-more approach that
maximizes opportunity for student learning of the specific
concepts and processes mandated by the 2010 TEKS for
biology. Features a full-color student edition organized around
thematic units within a spiraling curriculum. More than 50% of the
teacher’s instructional time is based on hands-on experiences,
making learning fun and interesting. In addition, research-based
literacy strategies are embedded to help meet the needs of the
struggling reader.
Teacher Edition 460-1505/$200
Student Edition 460-1506/$80
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7. For product details and customized professional development,
contact specialeducation@esc4.net.
Special Education Resources
TM
Inclusive Strategies for
Diverse Learners
Special Education Quick
Reference Guide App
(via iTunes®
)
Co-Teaching
Quick Reference Guide
Pocket Guide to Behavior
Strategies
Pocket Guide
to
BEHAVIOR
STRATEGIES
Provided
by
Region 4 Education Service Center
Product ID: 741-1687
ISBN-13: 978-1-937403-09-6
www.theanweris4.net
741-1687_Pocket Guide to Behavior Strategies_COVER.indd 1 5/22/2012 2:29:05 PM
Special Education Quick
Reference Guide
Region 4 Special Education Department
www.theansweris4.net
ARD–Admission, Review, and Dismissal Committee
BIP–Behavior Intervention Plan
CBA–Curriculum-Based Assessment
CBI–Community-Based Instruction
CBVI–Community-Based Vocational Instruction
CTE–Career and Technology Education
DAEP–Disciplinary Alternative Education Program
FBA–Functional Behavioral Assessment
ECI–Early Childhood Intervention
ESY–Extended School Year
FAPE–Free Appropriate Public Education
FERPA–Family Educational Rights and Privacy Act
FIE–Full & Individual Evaluation
IDEA–Individuals with Disabilities Education Act
IEE–Independent Educational Evaluation
IEP–Individualized Education Program
LEP–Limited English Proficient
LPAC–Language Proficiency Assessment Committee
LRE–Least Restrictive Environment
LSSP–Licensed Specialist in School Psychology
MDR–Manifestation Determination Review
OCR–Office for Civil Rights
OSEP–Office of Special Education Programs
PLAAFP–Present Level of Academic Achievement
and Functional Performance
PPCD–Preschool Program for Children with Disabilities
SLP–Speech Language Pathologist
SBOE–State Board of Education
TAC–Texas Administrative Code
VAC–Vocational Adjustment Class
01 Orthopedic Impairment (OI)
02 Other Health Impairment (OHI)
03 Auditory Impairment (AI)
04 Visual Impairment (VI)
05 Deaf Blind
06 Intellectual Disability (ID)
07 Emotionally Disturbed (ED)
08 Learning Disabled (LD)
09 Speech Impairment (SI)
10 Autistic (AU)
13 Traumatic Brain Injury (TBI)
14 Non-Categorical Early Childhood (NCEC)
For a student to be eligible for special education and related services,
there must be an identified disability condition and educational need.
Related Services are supportive
services required to assist a child
with a disability to benefit from
special education. Some common
examples include:
Audiological Services
Counseling Services
Interpreting Services
Music Therapy
Occupational Therapy (OT)
Orientation & Mobility (O&M)
Physical Therapy (PT)
Psychological Services
School Health Services
Social Work Services
Transportation
ARD Consensus Members
• Parent
• Administrator
• General Education Teacher
• Special Education Teacher
• Adult Student
• Individual who can interpret
instructional implications of evaluation
results
Required as Appropriate
• CTE teacher if student is CTE
• LPAC representative if student is LEP
• VI teacher if student is VI
• AI teacher if student is AI
00 No Instructional Setting
01 Homebound
02 Hospital Class
08 Vocational Adjustment Class
40 Mainstream
41 Resource < 21%
42 Resource 21–50%
43 Resource 50–60%
44 Self-Contained >60%
45 Full-Time PPCD
50 Residential
60 Non-Public Day School
70 TX School for the Blind
71 TX School for the Deaf
97 Off Home Campus
• A parent may refuse consent for initial placement into special education.
• A parent may revoke consent in writing for his or her child‘s receipt of special education services after the child is initially provided
special education and related services. If this request is made by a parent, contact the special education director for district
procedures for parental refusal.
TEA encourages the resolution of any disputes at the
lowest level possible. Methods for resolving disputes
include but are not limited to:
• ARD meetings
• Conferences with teachers
• Meetings with district staff such as campus
administrators and/or special education director,
superintendent, or school board
• Mediation through TEA
• Complaint with TEA
• Due process hearing through TEA
• Parents should be given a 5-school-day written
notice for ARD meetings.
• Meeting should be held at a mutually agreeable time
and place.
• The notice should include the purpose of the
meeting and who will be participating.
• An interpreter should be used as appropriate.
• If a parent is not in attendance, the school should—
• Keep detailed record of attempts to make
contact;
• Keep copies of any correspondence with the
parent; and
• Keep records of home visits and the results of
visits.
• School districts are required to provide the most current
version of A Guide to the Admission, Review, and Dismissal
Process to parents of students with disabilities prior to the first
ARD committee meeting or upon a parent’s request.
• A copy of Notice of Procedural Safeguards: Rights of Parents of
Students With Disabilities must be given to parents one time
per school year. Additionally, it must be given in the following
circumstances:
• Upon initial referral or parent request for evaluation
• Upon receipt of the first state or due process complaint
• Upon a disciplinary removal that constitutes a change in
placement
• Upon request by a parent
• Parents have the right to obtain an IEE at public
expense if they disagree with the district’s evaluation.
• The school can ask why the parent disagrees, but
parents are not required to provide an explanation.
• The school district must either ensure that the IEE is
provided or file a due process complaint to show that
its evaluation is appropriate.
• A parent is entitled to one IEE at public expense each
time the school conducts an evaluation with which
the parent disagrees.
• If an IEE is requested, contact the special education
director for procedures specific to the district.
If no parent can be identified, a surrogate parent shall
be appointed to represent the child. The school district
shall provide, or arrange for the provision of, a training
program within 90 calendar days of the initial assignment
of the surrogate. Source: Special Education Rules and Regulations: Individuals With Disabilities Education Act, State Board of Education
Rules, Commissioner’s Rules, and Texas State Laws by Texas Education Agency, 2010.
Initial Referral:
• 60 calendar days to complete FIE
• 30 calendar days from date of FIE to go to ARD
Transfer ARD:
• Placement ARD must be held within 30 school days
Annual ARD:
• On or before previous year’s annual ARD date
Reevaluations:
• Must occur once every 3 years
• Can occur sooner if parent and LEA agree
ARD Notice:
• 5 school days prior to ARD date
• Can be waived if parent agrees
Change of Placement:
• A change of placement occurs if a student has been removed
from current placement for a series of removals that total more
than 10 school days in the same school year.
• MDR must be held within 10 school days of any decision to
change the placement because of a student code of conduct
violation.
TIMELINES
DISABILITY
CONDITIONS
RELATED SERVICES ARD MEMBERS
PARENTAL REFUSALS
SPECIAL EDUCATION
COMPLAINT PROCESS
PROCEDURAL
SAFEGUARDS
PARENTAL PARTICIPATION
IN ARD MEETINGS
INDEPENDENT EDUCATIONAL
EVALUATION
COMMON ACRONYMS
COMMON
INSTRUCTIONAL
ARRANGEMENTS
Special Education Quick Reference Guide
This product compiles frequently referenced special education information related to the ARD/IEP process inTexas in a simple, quick, portable format.
This information is not intended to be a substitute for applicable federal and state law or local policies and procedures.
PRODUCT ID 741-1609 © 2011 Region 4 Education Service Center. All rights reserved.
A standards-based IEP is designed to ensure that all supports,
services, and instruction are directly aligned with student
evaluation/assessment, PLAAFPs, and the student’s enrolled
grade-level curriculum standards. A standards-based IEP should
be written in an objective and measurable manner, allowing for
effective and appropriate measurement of student progress.
One component of a standards-based IEP is the development of
annual goals and short-term benchmark/objectives. The following
information should be considered when writing a standards-based
IEP.
Standards-Based IEP Goals
• Link directly to specific grade-level TEKS/Pre-K Guidelines for a
child’s enrolled grade level.
• Describe what a child can reasonably be expected to
accomplish within a 12-month period. Annual goals are skills
and/or knowledge to be measured and mastered, not discrete
activities.
• Serve as the measurement tool to help determine whether the
student is making progress, given implementation of all of the
supports and services outlined in the IEP.
• Consist of four components: time frame, conditions, behavior,
and criterion.
Short-Term Benchmarks or Objectives
• Outline intervals at which the annual goal will be measured
and the steps to be taken between the child’s PLAAFP and
attainment of the annual goal(s).
• Consist also of four components: time frame, conditions,
behavior, and criterion.
• Required only for students who take alternate assessments
aligned with alternate achievement standards, but may be
included for other students at the ARD Committee’s discretion.
ELIGIBILITY
SURROGATE PARENT
STANDARDS-BASED IEPS
741-1609 CHART.indd 1 8/8/2011 3:24:57 PM
Section 504 Quick Reference
Guide
Region 4 Special Education Solutions
5/2012
PRODUCT ID: 741-1703
www.theansweris4.net
504: Section 504 of the Rehabilitation Act of 1973
(Anti-Discrimination Law)
ADA: Americans with Disabilities Act of 1990
ADAAA: ADA Amendments Act of 2008
BIP: Behavior Intervention Plan
CBA: Curriculum Based Assessment
CESD: Council of Educators for Students with Disabilities
CFR: Code of Federal Regulations
DOE: Department of Education
FAPE: Free and Appropriate Public Education
FBA: Functional Behavioral Assessment
FERPA: Family Educational Rights and Privacy Act
IDEA: Individuals with Disabilities Education
Improvement Act
IEE: Independent Educational Evaluation
IEP: Individualized Education Program
IHP: Individual Health Plan
LEA: Local Education Agency
LRE: Least Restrictive Environment
MDR: Manifestation Determination Review
OCR: Office for Civil Rights
RtI: Response to Intervention
• Section 504 of the Rehabilitation Act of 1973 is a
federal law to eliminate discrimination based on
disabilities.
• Individuals of all ages are covered.
• Programs and entities that receive federal funding
must follow this law.
• No funding is provided to Local Education Agencies
(LEAs) to implement Section 504.
• The Office for Civil Rights (OCR) enforces Section
504.
© 2012 Region 4 Education Service Center. All rights reserved.
This product compiles frequently referenced educational information related to Section 504 in a simple, quick, portable format. This information is not
intended to be a substitute for applicable federal and state law, local policies and procedures, or specific legal advice.
• Suspensions or expulsions for more than 10 school days
constitute a change in placement.
• Students with disabilities who are suspended for more
than 10 school days are subject to special rules and
regulations under both Section 504 and IDEA.
34 CFR §104.35(a)
• An evaluation that includes a Manifestation
Determination Review (MDR) must be conducted
prior to any expulsion or suspension that constitutes
a significant change in placement and is made by a
knowledgeable group of people who decide if there is a
direct link between the behavior and the disability.
• The knowledgeable group (504 team) must answer
two questions during the evaluation of data:
• Was the behavior caused by or directly and
substantially related to the student’s disability?
• Was the behavior a direct result of the school’s
failure to implement the Section 504 plan
services or accommodations?
• A student may be expelled as any other student if
the answer is“No”to both questions above.
• A student may not be expelled if the answer is“Yes”
to either question above.
Section 504 Quick Reference Guide for Schools
• LRP Publications: www.lrp.com
• DOE: www.ed.gov
• ADAAA: www2.ed.gov/policy/rights/guid/ocr/disability.html
• Equal Employment Opportunity Commission (EEOC): www.eeoc.gov
• Title II, CFR: www.access.gpo.gov/nara/cfr/waisidx_99/28cfr35_99.html
• Questions and Answers on Disability Discrimination under Section 504 and Title II:
www2.ed.gov/about/offices/list/ocr/qa-disability.html
• Questions and Answers on the ADA Amendments Act of 2008 for Students with Disabilities
Attending Public Elementary and Secondary Schools:
www2.ed.gov/print/about/offices/list/ocr/docs/dcl-504faq-201109.html
• Council of Educators for Students with Disabilities:
www.504idea.org/Council_Of_Educators/Welcome.html
• Region 4 Education Service Center, Houston, Texas: 713.744.6365, www.esc4.net
To access website resources, visit the Region 4 website at
www.esc4.net/specialeducation.
Or scan the QR code.
Who is eligible for protection?
Any child who has a physical or mental impairment
that substantially limits one or more major life
activities, has a record of such an impairment or is
regarded as having such an impairment, and may
be based upon academic and nonacademic issues.
Does the:
• Child have a physical or mental impairment?
• Impairment affect a major life activity?
• Impairment substantially limit the child as
compared to average peers nationwide?
The ADAAA lowered the standard of“substantial”
when determining eligibility. The definition of
disability is meant to be interpreted broadly. The
LEA should not require extensive documentation
or analysis to determine that a child with diabetes,
epilepsy, bipolar disorder, or autism has a disability
under Section 504 (as per OCR).
Any physiologic disorder or condition, cosmetic
disfigurement, or anatomical loss affecting one or more of
the following body systems: neurological, musculoskeletal,
special sense organs, cardiovascular, reproductive, digestive
and genitourinary, hemic and lymphatic, skin and endocrine,
and respiratory.
• The Americans with Disabilities Act (ADA) is a
federal law enacted in 1990 and amended in 2008.
• The ADA Amendments Act of 2008 (ADAAA) is a
broader civil-rights statute.
• The purpose of ADA and ADAAA is to eliminate
discrimination against individuals with disabilities
of all ages in private industries, public entities,
public accommodations, telecommunications, and
private nonsectarian schools.
• ADAAA broadened eligibility for Americans with
disabilities under ADA and Section 504.
Any mental or psychological disorder such as intellectual
disability, organic brain syndrome, emotional or mental
illness, or specific learning disabilities.
Source: 34 Code of Federal Register 104, sections 1–299.
*Not intended to be all-inclusive.
• Diagnosis from a doctor trumps all decisions—Myth:
A doctor’s report or diagnosis is one part of the data a
504 team must consider for eligibility and services. A
single piece of data does not have more weight than
another, but all data must be reviewed and considered.
• Dismissal from Special Education Makes a Student
Automatically 504—Myth: The Individualized
Education Program (IEP) committee may recommend a
Section 504 referral but does not determine if a student
is 504 eligible. Each student must be reviewed on an
individual basis for eligibility and determination if
services and/or accommodations are needed.
• Maximize performance—Myth: An LEA does
not have to maximize a student’s performance.
Accommodations are not chosen to ensure high
grades but only equal access as compared to
average peers nationwide.
• Revocation of Consent for Special Education Still
Allows 504 Services—Pending Misconception:
The Letter to McKethan, 25 IDELR 295 (OCR 1996),
states that if a parent rejects IDEA services, then the
parent also is rejecting 504 services. Since this letter
was prior to the ADAAA, consult with your LEA’s
attorney for further guidance.
WHAT IS SECTION 504?
AMERICANS WITH DISABILITIES ACT
OF 1990/ADAAA
ELIGIBILITY FOR CHILDREN IN SCHOOLS
COMMON ABBREVIATIONS
POTENTIAL PHYSICAL IMPAIRMENTS*
POTENTIAL MENTAL IMPAIRMENTS*
DISCIPLINE AND MANIFESTATION DETERMINATIONS
MYTHS AND MISCONCEPTIONS
HELPFUL RESOURCES
741-1703 Section 504 QRG PMS Colors.indd 1 5/21/2012 3:38:55 PM
Functional Evaluation Deaf or Hard of Hearing
Quick Reference Guide
Special Edition—Winter/Spring
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contact solutions@esc4.net.
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Professional Development
Looking for the latest in professional
development from Region 4?
Visit www.esc4.net/PD
to see our latest calendar of events and
register online.
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