Program Overview:
The mission of the Arlington Classics Academy Special Education Department is to provide and support customized educational opportunities for students, parents, and staff.
“The Individuals with Disabilities Education Act of 2004 (IDEA) is the federal law that governs the special education process. One of the main purposes of IDEA is to ensure that children with disabilities have available to them a Free Appropriate Public Education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. Special Education means specially designed instruction to meet the unique needs of a child with a disability. Related services are special services needed to support the students’ special education services so they can make progress to meet their academic and functional goals. Related services can include services such as occupational therapy, physical therapy, speech-language therapy, counseling services, orientation and mobility services, and/or transportation services” (Parent’s Guide to the Admission, Review, and Dismissal Process, March 2015).
FAPE is defined by the student’s Admission Review Dismissal Committee (ARDc) in their Individual Education Plan (IEP) based on the ARD committee’s decision. Arlington Classics Academy will provide a continuum of services ranging from full time placement in general education classrooms to self-contained classrooms. To the greatest extent possible, the goal is for a student with disabilities to attend the school within the student’s attendance zone. Programs may differ from campus to campus.
The ACA will strive to ensure that special classes, separate schooling, or other placement outside of the general educational environment occurs only when the nature or severity of the disability of a child is such that education in the general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. The ACA will provide services with qualified special education personnel in order to meet the special needs of students with disabilities in accordance with Federal Regulations 34 CFR 300.550-554.
Placement supports and services are based on the individual needs of the student and determined by the ARDc in the IEP. Educational programming and placement decisions are always made on an individual basis as determined by appropriate assessment data. After a student’s IEP has been developed, the ARDc considers where the required services can best be implemented. The general education classroom is the primary placement option that is always considered first. Students are removed only as far from this setting as their individual needs dictate.
A brief overview of some of the district’s special education programming options follows. Since services are determined based on student need, this overview should not be considered exhaustive.
Accomodations: In an effort to maintain student placement in the Least Restrictive Environment (LRE), the ARDc may individually design instructional accommodations to assist students in learning required content in the general education curriculum. Accommodations direct the learning process for an individual student, but do not change course content on the Texas Essential Knowledge and Skills (TEKS). “Accommodations are intended to reduce or even eliminate the effects of a student’s disability but do not reduce learning expectations. An accommodation is a change that is necessary and does not fundamentally alter or lower the standard or expectations, but may change the manner in which students demonstrate mastery of knowledge or skills. If an ARDc determines it is necessary to provide a student with a disability accommodations in order for him/her to participate, access, and progress in the general curriculum, the educator must implement the accommodations for instruction and assessment as prescribed in the IEP. Then the teacher grades the student according to the established learning criteria. If a student’s accommodations are not implemented as written in the IEP, it is unfair to grade a student on such an assignment” (Grading and Progress Monitoring for Students with Disabilities: A Resource for Teachers, TEA 2015). Please note that accommodations specified in an IEP are mandatory and are implemented by the general education teacher providing the instruction.
However, special education staff are available to assist in implementing accommodations.The ARDc may individually design modifications to assist the student in accessing the general education curriculum. “Modifications are practices and procedures that change the nature of the task or target skill. A modification is a change that is necessary for a student to gain access and make progress in the general curriculum. Modifications fundamentally alter or lower the standard or expectations for the student. When an ARDc determines that modifications are necessary, it is important that all members of the team, including the student and parent(s), have a clear understanding of how the student’s educators will implement the modifications. The ARDc considers modifications on a content-by-content basis. Educators implement modifications in subject areas only when the student requires modifications in order to meet his/her needs” (Grading and Progress Monitoring for Students with Disabilities: A Resource for Teachers, TEA 2015). Modifications result in modified grades for the course. The ARDc must exercise extreme care when reviewing the presenting data as it pertains to whether the student requires modifications in order to access the general education curriculum as there are no modified statewide assessments for students who are not identified with a significant cognitive disability. Intervention should focus on gap closure.
Resource Instructional Services occur any amount of time that a student receives intensive direct instruction from a special education service provider in a separate setting from the general education classroom to address the specific goals/objectives in the IEP. This instructional service is used for a student who is provided special education and related services in a setting other than general education. The following are types of resource settings:
This instructional arrangement/setting is for providing special education and related services to a student in the general classroom in accordance with the student’s IEP. Qualified special education personnel must be involved in the implementation of the student’s IEP and the delivery of Specially Designed Instruction (SDI) as outlined in that IEP. SDI refers to content, methodology, or delivery of instruction to meet the unique needs of the child while ensuring access to the general curriculum. This may occur through provision of direct, indirect, and/or support services to the student, and/or the student’s general education classroom teacher(s) necessary to enable student success.The student’s IEP must specify the services that will be provided by qualified special education personnel to enable the student to appropriately progress in the general education curriculum and/or appropriately progress in achieving the goals set out in the student’s IEP. Special education paraprofessionals may be utilized to provide these services under the supervision of a certified teacher.
A student’s level of support needed in the general education classroom varies according to the individual needs of the student. A continuum of support services is provided within the general education classroom. The ARD determines when additional assistance is necessary to appropriately serve the student with disabilities.
The mission of the Arlington Classics Academy Special Education Department is to provide and support customized educational opportunities for students, parents, and staff.
“The Individuals with Disabilities Education Act of 2004 (IDEA) is the federal law that governs the special education process. One of the main purposes of IDEA is to ensure that children with disabilities have available to them a Free Appropriate Public Education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. Special Education means specially designed instruction to meet the unique needs of a child with a disability. Related services are special services needed to support the students’ special education services so they can make progress to meet their academic and functional goals. Related services can include services such as occupational therapy, physical therapy, speech-language therapy, counseling services, orientation and mobility services, and/or transportation services” (Parent’s Guide to the Admission, Review, and Dismissal Process, March 2015).
FAPE is defined by the student’s Admission Review Dismissal Committee (ARDc) in their Individual Education Plan (IEP) based on the ARD committee’s decision. Arlington Classics Academy will provide a continuum of services ranging from full time placement in general education classrooms to self-contained classrooms. To the greatest extent possible, the goal is for a student with disabilities to attend the school within the student’s attendance zone. Programs may differ from campus to campus.
The ACA will strive to ensure that special classes, separate schooling, or other placement outside of the general educational environment occurs only when the nature or severity of the disability of a child is such that education in the general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. The ACA will provide services with qualified special education personnel in order to meet the special needs of students with disabilities in accordance with Federal Regulations 34 CFR 300.550-554.
Placement supports and services are based on the individual needs of the student and determined by the ARDc in the IEP. Educational programming and placement decisions are always made on an individual basis as determined by appropriate assessment data. After a student’s IEP has been developed, the ARDc considers where the required services can best be implemented. The general education classroom is the primary placement option that is always considered first. Students are removed only as far from this setting as their individual needs dictate.
A brief overview of some of the district’s special education programming options follows. Since services are determined based on student need, this overview should not be considered exhaustive.
Accomodations: In an effort to maintain student placement in the Least Restrictive Environment (LRE), the ARDc may individually design instructional accommodations to assist students in learning required content in the general education curriculum. Accommodations direct the learning process for an individual student, but do not change course content on the Texas Essential Knowledge and Skills (TEKS). “Accommodations are intended to reduce or even eliminate the effects of a student’s disability but do not reduce learning expectations. An accommodation is a change that is necessary and does not fundamentally alter or lower the standard or expectations, but may change the manner in which students demonstrate mastery of knowledge or skills. If an ARDc determines it is necessary to provide a student with a disability accommodations in order for him/her to participate, access, and progress in the general curriculum, the educator must implement the accommodations for instruction and assessment as prescribed in the IEP. Then the teacher grades the student according to the established learning criteria. If a student’s accommodations are not implemented as written in the IEP, it is unfair to grade a student on such an assignment” (Grading and Progress Monitoring for Students with Disabilities: A Resource for Teachers, TEA 2015). Please note that accommodations specified in an IEP are mandatory and are implemented by the general education teacher providing the instruction.
However, special education staff are available to assist in implementing accommodations.The ARDc may individually design modifications to assist the student in accessing the general education curriculum. “Modifications are practices and procedures that change the nature of the task or target skill. A modification is a change that is necessary for a student to gain access and make progress in the general curriculum. Modifications fundamentally alter or lower the standard or expectations for the student. When an ARDc determines that modifications are necessary, it is important that all members of the team, including the student and parent(s), have a clear understanding of how the student’s educators will implement the modifications. The ARDc considers modifications on a content-by-content basis. Educators implement modifications in subject areas only when the student requires modifications in order to meet his/her needs” (Grading and Progress Monitoring for Students with Disabilities: A Resource for Teachers, TEA 2015). Modifications result in modified grades for the course. The ARDc must exercise extreme care when reviewing the presenting data as it pertains to whether the student requires modifications in order to access the general education curriculum as there are no modified statewide assessments for students who are not identified with a significant cognitive disability. Intervention should focus on gap closure.
Resource Instructional Services occur any amount of time that a student receives intensive direct instruction from a special education service provider in a separate setting from the general education classroom to address the specific goals/objectives in the IEP. This instructional service is used for a student who is provided special education and related services in a setting other than general education. The following are types of resource settings:
- CONTENT MASTERY (CM): Content Mastery is an instructional and behavior support service for identified special education students who receive their primary instruction in the general education setting. The Content Mastery teacher offers a wide variety of services in collaboration with the general education classroom teacher in order to provide the academic support necessary for students with disabilities to master curriculum objectives. The Content Mastery teacher obtains lesson plans, materials, etc., to plan a quality support system for the student. Content Mastery services may be delivered using an in-class support model to provide greater access to the general education curriculum.
- CRISIS INTERVENTION (CI): Students who need additional help in maintaining appropriate behavior may be supported by the special education teacher. Students for whom this service is planned by the ARDc follow their IEP determined class schedule and may access the support of the special education teacher when the student or his/her classroom teacher sees the need for help in maintaining appropriate behaviors as specified in the behavior intervention plan (BIP).
- FUNDAMENTAL CLASSES: Instruction in the fundamental classroom setting is individualized and based upon the student’s IEP goals and objectives which are linked to the student’s enrolled grade level TEKS. Fundamental classroom services are available for students who need more intensive individualized instruction with modifications to the general education curriculum. The emphasis is on core academic areas with the focus directed towards skill acquisition, acceleration, and/or remediation. Fundamental classes also provide behavior supports and social skills instruction. Students work toward mastery of individually developed IEP objectives in classes instructed by certified special education teachers. Students served in the fundamental classroom setting are typically multiple years behind their enrolled grade-level, require intensive interventions, and receive modifications in the grade level curriculum.Fundamental classroom teachers should use general education materials, curriculum guides, text books, and/or other approved research based materials modified to meet the student’s need. Pacing and instructional strategies will vary based upon student need. Fundamental (modified) curriculum may also be implemented in the mainstream setting for students whose IEP specifies an inclusion or push in service delivery model. The ARDc must exercise extreme care when reviewing the presenting data as it pertains to whether the student requires modifications in order to access the general education curriculum as there are no modified statewide assessments for students who are not identified with a significant cognitive disability. Modifications should be content specific and may not affect all curriculum areas. Curriculum modifications may have an impact on a student’s graduation plan.
This instructional arrangement/setting is for providing special education and related services to a student in the general classroom in accordance with the student’s IEP. Qualified special education personnel must be involved in the implementation of the student’s IEP and the delivery of Specially Designed Instruction (SDI) as outlined in that IEP. SDI refers to content, methodology, or delivery of instruction to meet the unique needs of the child while ensuring access to the general curriculum. This may occur through provision of direct, indirect, and/or support services to the student, and/or the student’s general education classroom teacher(s) necessary to enable student success.The student’s IEP must specify the services that will be provided by qualified special education personnel to enable the student to appropriately progress in the general education curriculum and/or appropriately progress in achieving the goals set out in the student’s IEP. Special education paraprofessionals may be utilized to provide these services under the supervision of a certified teacher.
A student’s level of support needed in the general education classroom varies according to the individual needs of the student. A continuum of support services is provided within the general education classroom. The ARD determines when additional assistance is necessary to appropriately serve the student with disabilities.
- INCLUSION SUPPORT SETTING: Inclusion services are available to meet the individual needs of students in general education settings. Students receive consultative, direct, and/or indirect support from special education staff within the general education classroom. A paraprofessional may provide support under the direct supervision of the teacher as specified in the IEP. SDI is required.
- CO-TEACHING CLASSROOMS: Co-teaching is a learning environment in which two or more certified professionals share the responsibility of lesson planning, delivery of instruction, and progress monitoring for all students assigned to their classroom. As a team, these professionals share the same physical classroom space, collaboratively make instructional decisions, and share responsibility of student accountability (Friend, 2014). The general education teacher is responsible for implementing the accommodations and/or modifications while the special education teacher is responsible for providing modifications and the SDI.