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Teravista Elementary: We are instilling leadership in our students by modeling and teaching universal principles of success and by providing opportunities for leadership. Click the apple for more information about the 7 Habits.
What is Resource?
Resource is an instructional arrangement where students who qualify for services leave the General Education classroom during a specific instructional time and participate in intervention activities in a Resource classroom. These activities are meant to close the gap between the students current instructional level and his/her grade level expectations.
What is Inclusion?
Inclusion is an instructional arrangement where students who qualify for services remain in the General Education classroom for instruction and are provided support by a Special Education staff member. Students continue receiving the same TEKS-based instruction from their General Education Teacher, but receive support from the Special Education staff member to improve comprehension of the academic material.
How does a student qualify for Resource/Inclusion services?
In order to qualify for Resource/Inclusion services, a student must be eligible to receive Special Education services. The area of disability will determine the services available to a student. For example, if a child is determined to have a Learning Disability in the area of Math Calculation, the student will qualify for services during Math instruction. If a student is performing less than 2 years below grade level, the student will typically begin receiving Inclusion services during the time scheduled for Math in his/her grade level classroom. If the student is performing 2 or more grades below his/her current grade level, the student will typically leave the grade level classroom and join a small group of students in the Resource classroom during his/her grade level math intervetion time (Math Tiger Time).
What is an FIE? What is an ARD? What is an IEP?
FIE stands for Full Individual Evaluation. When a student is initially referred for Special Education services, he/she is given a battery of assessments to determine if qualifications for services are met. When all of the assessments are completed, the results are compiled in a lengthy summary that details strengths, areas of concerns, and any areas that affect a students ability to learn at the same rate as his/her peers. If a student is found to be eligible for Special Education services, this report will state the areas of need for services. A student is re-evaluated at least every 3 years to determine if he/she continues to qualify for Special Education services.
ARD stands for Admission Review Dismissal. When a student is initially assessed for Special Education services and meets eligibility, we are required to hold an Admission ARD to put the initial services for the student into place. Each year, we are legally required to hold a Review meeting to determine if a student continues to require Special Education services. At this meeting, we will discuss the students progress and areas of continued need. If the student continues to qualify for Special Education services, a new IEP will be implemented at this meeting. If the student no longer qualifies for services or services are no longer deemed necessary, the student will be dismissed from Special Education services at this meeting. In RRISD, we call these meetings ARD Meetings. Other districts across Texas or out of state may call them IEP Meetings.
IEP stands for Individual Education Plan. When a student is initially assessed for Special Education services and meets eligibility, we develop an IEP that focuses on meeting the current needs of the student. Once per year, or more often if necessary, we will re-evaluate the IEP and update it to reflect the current needs of the student.
Each student receiving Special Education services has unique needs, therefore each student has unique services provided by our Special Education Team. We make every effort to address a students academic needs, as well as social and behavioral needs.
Each student receiving Special Education services will be assigned a Case Manager. The Case Manager is responsible for collaborating with all staff members who provide an educational service to the student during the school day and ensuring that all needs are being addressed. The Case Manager will collaborate with the other staff members and the parents to develop a new IEP each year for the students on her case load. The Case Manager may or may not work directly with the students on her case load. We make every effort to keep the Case Manager consistent during the students time at Teravista so the parents have a consistent staff member over the years to contact and work with to help best meet the students needs.
If you have any questions or concerns regarding your child's services, please do not hesitate to contact me.
Resource is an instructional arrangement where students who qualify for services leave the General Education classroom during a specific instructional time and participate in intervention activities in a Resource classroom. These activities are meant to close the gap between the students current instructional level and his/her grade level expectations.
What is Inclusion?
Inclusion is an instructional arrangement where students who qualify for services remain in the General Education classroom for instruction and are provided support by a Special Education staff member. Students continue receiving the same TEKS-based instruction from their General Education Teacher, but receive support from the Special Education staff member to improve comprehension of the academic material.
How does a student qualify for Resource/Inclusion services?
In order to qualify for Resource/Inclusion services, a student must be eligible to receive Special Education services. The area of disability will determine the services available to a student. For example, if a child is determined to have a Learning Disability in the area of Math Calculation, the student will qualify for services during Math instruction. If a student is performing less than 2 years below grade level, the student will typically begin receiving Inclusion services during the time scheduled for Math in his/her grade level classroom. If the student is performing 2 or more grades below his/her current grade level, the student will typically leave the grade level classroom and join a small group of students in the Resource classroom during his/her grade level math intervetion time (Math Tiger Time).
What is an FIE? What is an ARD? What is an IEP?
FIE stands for Full Individual Evaluation. When a student is initially referred for Special Education services, he/she is given a battery of assessments to determine if qualifications for services are met. When all of the assessments are completed, the results are compiled in a lengthy summary that details strengths, areas of concerns, and any areas that affect a students ability to learn at the same rate as his/her peers. If a student is found to be eligible for Special Education services, this report will state the areas of need for services. A student is re-evaluated at least every 3 years to determine if he/she continues to qualify for Special Education services.
ARD stands for Admission Review Dismissal. When a student is initially assessed for Special Education services and meets eligibility, we are required to hold an Admission ARD to put the initial services for the student into place. Each year, we are legally required to hold a Review meeting to determine if a student continues to require Special Education services. At this meeting, we will discuss the students progress and areas of continued need. If the student continues to qualify for Special Education services, a new IEP will be implemented at this meeting. If the student no longer qualifies for services or services are no longer deemed necessary, the student will be dismissed from Special Education services at this meeting. In RRISD, we call these meetings ARD Meetings. Other districts across Texas or out of state may call them IEP Meetings.
IEP stands for Individual Education Plan. When a student is initially assessed for Special Education services and meets eligibility, we develop an IEP that focuses on meeting the current needs of the student. Once per year, or more often if necessary, we will re-evaluate the IEP and update it to reflect the current needs of the student.
Each student receiving Special Education services has unique needs, therefore each student has unique services provided by our Special Education Team. We make every effort to address a students academic needs, as well as social and behavioral needs.
Each student receiving Special Education services will be assigned a Case Manager. The Case Manager is responsible for collaborating with all staff members who provide an educational service to the student during the school day and ensuring that all needs are being addressed. The Case Manager will collaborate with the other staff members and the parents to develop a new IEP each year for the students on her case load. The Case Manager may or may not work directly with the students on her case load. We make every effort to keep the Case Manager consistent during the students time at Teravista so the parents have a consistent staff member over the years to contact and work with to help best meet the students needs.
If you have any questions or concerns regarding your child's services, please do not hesitate to contact me.