1. Welcome! Patti Young, Executive Director Special Programs Special Education and 504 You will: Discover the meaning of the “generic kid” and why Special Education or 504 programs can be a journey or a resource for our students, not a destination.

2. AFTER PARTICIPATING IN THE TRAINING Learning Goals YOU HAVE A BASIC UNDERSTANDING OF SECTION 504 AND SPECIAL EDUCATION YOU KNOW THE DIFFERENCE BETWEEN ACCOMMODATIONS AND MODIFICATIONS YOU UNDERSTAND THE IMPORTANCE OF KNOWING YOUR STUDENTS

3. All students will learn if you expect it!

4. Planning for student engagement and using the Fundamental 5 is the WISD WAY! Students need to be actively engaged and connected to the learning on a personal level.

5. consultation and instructional planning among teachers/case managers to make instructional decisions seamless-problem solving process (PDSA) enhances the learning of all students How do you know if the student has made one full lap around the track, a year’s growth? Response to Intervention (RtI) process on your campus

6. Benchmark 80% Strategic 15% Intensive 5% Tier 3 – Stand alone intervention – MAY lead to Special Ed. or §504 referral Tier 1: All students-Core instructional practices- Best Practices Tier 2: Intervention within general classroom

7. §504 or IDEA Students not eligible for Special Education services MAY be eligible for §504. Students dismissed from Special Education do not automatically mover under §504. Can not qualify on suspicion – assessment is required. IDEA – 13 qualifying categories IDEA – must show educational need

8. Americans with Disabilities Education Act Section 504 IDEA

9. Instructional Support It is a partnership! Whether the student receives minimal or maximum instruction in the general education classroom; the power of 2 or more is the KEY! The partnership between the content specialist known as the General Education Teacher & the Special Education Teacher, Case Manager, Special Education Campus Academic Leader (CAL), and the Paraprofessional is crucial for student success!

10. Special MEANS Special: Services go beyond the general classroom framework Everything is legally scrutinized Federal law requires student’s IEP or 504 Plan be followed as written

11. Performance in general curriculum Current performance in measurable, objective terms Current areas of academic need and strengths to build on Based on current, valid data Grade- or age-levels Standard scores Discipline focused Subjective What it is... What it is not...

12. Student Led Admissions, Review, Dismissal (ARD) and 504 Meetings is the GOAL!

13. Accommodations or Modifications: ACCOMMODATIONS: are designed to reduce or eliminate the effects of a student’s disability, but do not reduce or change learning expectations. Students with accommodations follow grade level TEKS and are assessed on the same curriculum materials as the rest of the students. MODIFICATIONS: are designed for students with significant cognitive disabilities and change the learning expectations to help the student meet the IEP objectives or other alternate learning outcomes, while still following grade level TEKS. Modifications may result in implications that could adversely affect a student throughout his/her educational career. What’s the Difference?

14. If it’s not written down it didn’t happen!

15. A belief system that values diversity and fosters a shared responsibility to help students reach their potential. Who is the generic kid? It is every student in your classroom! INCLUSION

17. Please remember, we are here to serve you! You will be a change agent for many because of your relentless belief …All Can and Will Learn. You will be the catalyst that eliminates the negatives. Because of YOU, our students will stop saying………… “I Can’t” and will begin saying “I Can” Thank you for taking this journey with us! Questions?