Re: ARD Reminders and Advice

[Guest guest]

If your child is in special ed classes and resource classes, this is ok. These

classes are for " normal " children who are a little behind in their academics. I

teach in resource and content mastery classes with elementary(grade 5) and

junior high students(grades 6-8) whoses reading level is barely third grade.

Dawn

Jeneane Serrano wrote:

Hey guys

I have been encommunicado for awhile now... focusing on my other kids

who have special needs but different from Autism.

I have had to re-learn some basics....just wanted to send this and

help others not to walk my road.

Regardless whether you have a good relationship with the district or

not....

Believe it or not... I want encourage folks to be diligent with ARD

paperwork... re-reading the stuff after the meetings...because funny

how some things get written after the fact.

Tape your ARDs... so no one says later... did we say that?

Know the lingo...remember there is a difference between consult and

assessment... I didn't realize their was a difference. Ask if you

don't know what they mean... I thought I did.

Keep a paper trail...every note or communication... because if they

don't respond... you can show pattern... same thing for you too.

We may be headed for mediation... a little nerve wracking but we also

have a plan B too.

However I could use some help...one of the allegations the school is

making is that it is acceptable to send a 10-11 year old to fifth

grade with a third grade reading level.

I say no way... you left my kid behind..

Can anyone help me with regs with TEA... because although Leave No

Child Behind is in effect the state through TEA hasn't exactly

accepted it yet, right?

Then each district has time to put that into effect... so in some

ways are we in no man's land?

Thanks

Jeneane

Pearland.

Texas Autism Advocacy

www.TexasAutismAdvocacy.org

Texas Disability Network

Calendar of Events

www.TexasAutismAdvocacy.org

[Guest guest]

Jeneane,

I think I may have found an answer to your question. I researched TEA and it

led me to the local policy which TEA says to follow:

Katy ISD

101914

ACADEMIC ACHIEVEMENT:

RETENTION AND PROMOTION

EIE

(LOCAL)

---------------------------------

CURRICULUM MASTERY Promotion and course credit shall be based on

mastery of the curriculum. Expectations and standards for promotion shall be

established for each grade level, content area, and course and shall be

coordinated with compensatory/accelerated services. [see EHBC] STANDARDS FOR

MASTERY Mastery shall be determined as follows:

Course assignments and unit evaluation shall be used to determine student

grades in a subject. An average of 70 or higher shall be considered a passing

grade.

Mastery of the skills necessary for success at the next level shall be

validated by assessments that may either be incorporated into unit or final

exams or may be administered separately. Mastery of at least 70 percent of the

objectives shall be required.

GRADES 1-5 In grades 1-5, promotion to the next grade level shall

be based on an overall average of 70 on a scale of 100 based on course-level,

grade-level standards (essential knowledge and skills) for all core subject

areas (language arts, mathematics, science, and social studies) and a grade of

70 or above in each of the following subject areas: reading, language, and

mathematics. GRADES 6-8 In grades 6-8, promotion to the next grade

level shall be based on an overall average of 70 on a scale of 100 based on

course-level, grade-level standards (essential knowledge and skills) for all

core subject areas (language arts, mathematics, science, and social studies) and

a grade of 70 or above in each of the following subject areas: reading,

language, and mathematics. GRADES 9-12 Grade-level advancement for

students in grades 9-12 shall be earned by course credits. [see EI]

STUDENTS WITH DISABILITIES Promotion standards and

appropriate assessment and acceleration options, as established by

individualized education programs (IEP) or grade-level classification of

students eligible for special education, shall be determined by the ARD

committee. LIMITED ENGLISH PROFICIENCY STUDENTS In assessing

students of limited English proficiency for mastery of the essential knowledge

and skills, the District shall be flexible in determining methods to allow the

students to demonstrate knowledge or competency independent of their English

language skills in the following ways:

Assessment in the primary language.

Assessment using ESL methodologies.

Assessment with multiple varied instruments. [see EHBE]

STUDENT SUCCESS INITIATIVE In addition to local standards for mastery and

promotion, students in grades 3, 5, and 8 must meet the passing standard

established by the State Board on an applicable assessment instrument in the

subjects required under state law in order to be promoted to the next grade.

DEFINITION OF `PARENT' For purposes of this policy and decisions related to

the student success initiative, a student's " parent " shall be defined to include

either of the student's parents or guardians; a person designated by the parent,

by means of a Power of Attorney, to have responsibility for the student in all

school-related matters (see FD); a surrogate parent acting on behalf of a

student with a disability; a person designated by the parent or guardian to

serve on the grade placement committee (GPC) for all purposes; or in the event

that a parent, guardian, or designee cannot be located, a person designated by

the Superintendent or designee to act on behalf of

the student. [see EIE(LEGAL)] ALTERNATE ASSESSMENT INSTRUMENT The

Superintendent or designee shall select from the state-approved list for each

applicable subject an alternate assessment instrument that may be used for the

third testing opportunity. Each student's GPC shall decide whether he or she

shall be given the statewide assessment instrument or the applicable alternate

instrument for the third testing opportunity. The committee's decision shall be

based on a review of the student's performance in the previous testing

opportunities, local assessments, and any other circumstances it deems

appropriate. STANDARDS FOR PROMOTION UPON APPEAL If a parent

initiates an appeal of his or her child's retention following the student's

failure to demonstrate proficiency after the third testing opportunity, the GPC

shall review all facts and circumstances in accordance with law and shall apply

the following standards in deciding to promote or retain the student:

Evidence of satisfactory student performance, including grades, portfolios,

work samples, local assessments, previous state assessments, or individual

reading or mathematics diagnostic tests or inventories, as appropriate;

Improvement in student test performance over the three testing opportunities;

Extenuating circumstances that may have adversely affected the student's

participation in instruction, required assessments, or accelerated instruction;

and

Consideration of whether a student was not enrolled in a Texas public school

for part of the school year.

If all members of the GPC agree that the student is likely to perform on

grade level if given additional accelerated instruction during the following

school year, the student shall be promoted. Whether the GPC decides to

promote or to retain a student in this manner, the committee shall determine an

accelerated instruction plan for the student for the following school year,

providing for interim reports to the student's parent and opportunities for the

parent to consult with the teacher or principal as needed. The principal or

designee shall monitor the student's progress during the following school year

to ensure that he or she is progressing in accordance with the plan.

TRANSFER STUDENTS When a student transfers into the District having failed to

demonstrate proficiency on applicable assessment instruments after two testing

opportunities, a GPC shall convene for that student. The GPC shall review any

available records of decisions regarding testing and

accelerated instruction from the previous district and determine an accelerated

instruction plan for the student. If a parent initiates an appeal for

promotion when a student transfers into the District having failed to

demonstrate proficiency after three testing opportunities, the GPC shall review

any available records of decisions regarding testing, accelerated instruction,

retention, or promotion from the previous district and issue a decision in

accordance with the District's standards for promotion. ASSIGNMENT OF

RETAINED STUDENTS In the event a student is not promoted to the next grade

level, the District shall assign the student nevertheless to an age-appropriate

campus, unless:

The student's parent requests that the student be assigned to the same or a

similar campus setting; or

The student's GPC determines that it would be in the student's best interest

to be assigned to the same or a similar campus setting. Criteria to be

considered for this decision may include:

Recommendations from the student's teachers.

Observed social and emotional development of the student.

REDUCING STUDENT RETENTION The District shall establish procedures

designed to reduce retaining students at a grade level, with the ultimate goal

being elimination of the practice of retaining students. [see EHBC]

---------------------------------

DATE ISSUED: 04/01/2005

UPDATE 75

EIE(LOCAL)-X

---------------------------------

This online presentation of your district's policy is an

electronic representation of TASB's record of the district's currently adopted

policy manual. It does not reflect updating activities in progress. The

official, authoritative manual is available for inspection in the office of the

Superintendent. [see BF (LOCAL) for further information.]

Here is a website from TEA related to reading and grade level promotion:

http://www.tea/state.tx.us/student.assessment/resources/ssi/SSIG3R.pdf

Hope this helps.

Dawn

Jeneane Serrano wrote:

Hey guys

I have been encommunicado for awhile now... focusing on my other kids

who have special needs but different from Autism.

I have had to re-learn some basics....just wanted to send this and

help others not to walk my road.

Regardless whether you have a good relationship with the district or

not....

Believe it or not... I want encourage folks to be diligent with ARD

paperwork... re-reading the stuff after the meetings...because funny

how some things get written after the fact.

Tape your ARDs... so no one says later... did we say that?

Know the lingo...remember there is a difference between consult and

assessment... I didn't realize their was a difference. Ask if you

don't know what they mean... I thought I did.

Keep a paper trail...every note or communication... because if they

don't respond... you can show pattern... same thing for you too.

We may be headed for mediation... a little nerve wracking but we also

have a plan B too.

However I could use some help...one of the allegations the school is

making is that it is acceptable to send a 10-11 year old to fifth

grade with a third grade reading level.

I say no way... you left my kid behind..

Can anyone help me with regs with TEA... because although Leave No

Child Behind is in effect the state through TEA hasn't exactly

accepted it yet, right?

Then each district has time to put that into effect... so in some

ways are we in no man's land?

Thanks

Jeneane

Pearland.

Texas Autism Advocacy

www.TexasAutismAdvocacy.org

Texas Disability Network

Calendar of Events

www.TexasAutismAdvocacy.org

[Guest guest]

Jeanne,

In KISD 6th grade is the beginning of Junior High. The 5th graders have to

pass the reading TAKS test to go on to 6th grade. I don't know how you are

going to get enough of the teachers to agree but I do think you need to pursue

it on your own if they won't let you put it in your IEP. My son has

difficulties with comprehension and inferences because of his Aspergers and is

very frustrated with English. We have not come up with a good plan either.

Dawn

dawnmarie resch wrote:

If your child is in special ed classes and resource classes, this is ok.

These classes are for " normal " children who are a little behind in their

academics. I teach in resource and content mastery classes with

elementary(grade 5) and junior high students(grades 6-8) whoses reading level is

barely third grade.

Dawn

Jeneane Serrano wrote:

Hey guys

I have been encommunicado for awhile now... focusing on my other kids

who have special needs but different from Autism.

I have had to re-learn some basics....just wanted to send this and

help others not to walk my road.

Regardless whether you have a good relationship with the district or

not....

Believe it or not... I want encourage folks to be diligent with ARD

paperwork... re-reading the stuff after the meetings...because funny

how some things get written after the fact.

Tape your ARDs... so no one says later... did we say that?

Know the lingo...remember there is a difference between consult and

assessment... I didn't realize their was a difference. Ask if you

don't know what they mean... I thought I did.

Keep a paper trail...every note or communication... because if they

don't respond... you can show pattern... same thing for you too.

We may be headed for mediation... a little nerve wracking but we also

have a plan B too.

However I could use some help...one of the allegations the school is

making is that it is acceptable to send a 10-11 year old to fifth

grade with a third grade reading level.

I say no way... you left my kid behind..

Can anyone help me with regs with TEA... because although Leave No

Child Behind is in effect the state through TEA hasn't exactly

accepted it yet, right?

Then each district has time to put that into effect... so in some

ways are we in no man's land?

Thanks

Jeneane

Pearland.

Texas Autism Advocacy

www.TexasAutismAdvocacy.org

Texas Disability Network

Calendar of Events

www.TexasAutismAdvocacy.org