How does PPCD fit in?

PPCD is under the supervision of Mary Cardiff and Kellie Johnson. They are looking at their services as well but it will be up to them to make recommendations for new services for students ages 3-5 for the school year.

Will there be cap sizes or set student/staff ratios in place next year for classrooms?

Currently a cap number has not been determined. The think tank groups are looking at possibly developing a cap at our next think tank meeting.

What is the plan for nursing help/aid for the Functional Learning Classroom?

The district’s Director of health services has been notified about the changes. A specific plan has not been developed at this point to address the issue.

Will parents still be able to request transfers to a campus?

Yes, they will follow the same in-district transfer process as now, but it must be to same type of unit.

Who's determining where the students go? Is there flexibility?

District LID specialists, leads, FAC, SLC, and PPCD teachers. Speech and occupational therapists were also involved in determining which LID setting was most appropriate. If you are concerned about the setting for your child please share that information with your teacher and we can set up a meeting to discuss your concerns and why we recommended a particular setting

Regarding FCC - What academics will be addressed?

Academic goals will be based upon individual assessment, including ABLLS, VB-MAPP, STAR program, and the students state assessment (Staar Alt, Staar M-etc..)

Will 5 th, 8 th, and seniors be moving or given an option to stay?

If a student is truly an FCC or an FLC student we would want them to go to that setting so that we can meet the students needs. Moving campuses would depend on what is available on that campus and the services available. Every campus that has services will still have services but not every campus will have FCC, FLC or FAC.

What documents or assessments should teachers use to guide decisions about placement?

FLC – students who are taking STAAR-alt Level 1 or NRO; IEP goals and accommodations that focus on a therapeutically based type of instruction. This includes sensory, responding, exploration, cause and effect, toleration of environmental change, etc.. FAC – STAAR-alt level 2,3; -students who have communication skills, and whose IEP goals support students who are able to make choices with an array or through visual supports. Students whose IEPS are predominately academic based at the prerequisite level. FCC – students whose IEP goals support the need for functional communication skills; behavior goals and planning should not be a placement consideration; SLC – STAAR or STAAR-M; students IEPs support instruction at or near grade level; TEKS-based curriculum not accessed through prerequisite skills.

What is meant by functional communication?

“ The ability to receive or to convey a message, regardless of the mode, to communicate effectively and independently in a given environment” That is the definition given by the American Speech- Language-Hearing Association for “functional communication.” Simply said, functional communication is not just about speaking; it’s about making yourself understood, even if it means using an aid like a communication board, or speech generating device. It’s also about being able to do this independently; just saying yes or no in response to a question does not fit the definition of functional communication.

How will current IEP goals carryover to a new setting?

A student’s IEP goals are based on the students present level of performance and academic achievement (PLAAFP). That information guides the development of the a student’s IEP and their goals. The student’s IEP goals would then go with them to their new setting. A setting does not determine specific goals.

What are the long term goals for students in FCC?

The goal of FCC is once students have functional communication is to return to the least restrictive setting that best meets their needs. That could be FAC, FLC, SLC, Resource or Inclusion support on their home campus. The placement would be an ARD committee decision.

What is a Low Incidence Disability?

None of the disabilities listed under low-incidence disabilities generally exceed 1% of the school-aged population at any given time : Low-incidence disabilities include— blindness low vision deafness hard-of-hearing deaf-blindness significant developmental delay complex health issues serious physical impairment multiple disability autism