Sped Director
Chrislane Puente
Created on May 29, 2023
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Transcript
May 2023
Special Education Director
Chrislane Angermiller-Puente
Introduction
MAY, 2023
Table of Content
Leadership Skills
Active Monitoring
Foresight: 23-24 & 24-25
Online Digitial Resource
The Difference
MAY, 2023
Introduction
Started South San August 1995Dichotomy of Sped. and Gen. Ed. Professional Teachering ExperienceMasters in Curriculum & InsturctionARD FacilitatorInstrucctional SpecialistSpecial Education Coordinator
HMW re-create compliance training for staff that is engaging & interactive?
FORESIGHT: Compliance Training
June 2024
Evaluate Successes & Plan for Growths
MarcH 2024
Monitoring Expected Outcomes
Analysis Survey: Teacher Retention
Feb 2024
STAAR Roundtable
NOV 2023
AUG 2023
Prescriptive Training (PLAAFPs and Goals)
HMW create prescriptive, individualized plans that can be prepared in less time by teachers?
FORESIGHT: Awareness Monitoring
JUNE 2025
Appraise Successes & Redeisgn for Growths
May 2025
EOY Self-Assessment
DEC 2024
Mid-Year Review
Sept 2024
Self-Assessment
Aug 2024
Prescriptive Training based on EOY Survey
“Clarity is the preoccupation of the effective leader. If you do nothing else as a leader, be clear.” ~ Marcus Buckingham
- South San ISD: ARDC Meeting
- Harlandale ISD: ARDC Meeting
Contrast: Operating Procedures
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
HISDPrepare PLAAFPs and IEP Goals for Academic, Functional, Instructional Services, and/or Adaptive Behaviors:
- Impact Statement
- Previous Goal and Progress Code
- Strengths
- Concerns/Needs
- Proposed Goals
- Accommodations & Modifications
- Impact Statement
- Previous Goal and Progress Code
- Dates of ISS, OSS, MDRs, etc.
- Strengths (Targeted Behaviors) state any positive behaviors/gains
- Needs ((Targeted Behaviors) state any impulsive, disruptive target behaviors exhibited
- BIP Summary: You need to write a brief justification statement for the BIP to remain the same, become more less restrictive, or discontinued
SOUTH SAN ISDThe PLAAFP must provide current information about the student in reading, math, written expression, functional skills speech and related services, behavior and other areas that may affect the student’s academic and functional performance. The strengths and areas of need will be used in the development of the student’s annual goals and objectives. The Special Education Teacher will email the general education teacher the ARD Teacher Input Form to complete. The PLAAFP must also address how the student’s disability affects the student’s involvement and progress in general education. For preschool school children the PLAAFP must address how the student’s disability affects the student’s participation in appropriate activities.
Annual Measurable Goals and Objectives
HISDMeasurable Goals Components
- Timeframe identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion.
- Conditions specify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for a student to reach the goal. The condition of the goal should relate to the behavior being measured. For example, a goal relating to reading comprehension may require the use of a graphic organizer. The graphic organizer is the condition.
- Behavior clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured.
- Criterion identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies the amount of growth that is expected.
SOUTH SAN ISDGoals from the previous meeting shall be reviewed annually at the ARD committee to ensure that the goals were met. New measurable goals will be developed annually and must show an advance in skills based on scope and mastery of the curriculum. Goals can be academic and/or functional but must be designed to meet the student’s needs
- that result from the disability. The goals must enable the student to be involved in and make progress in the general education curriculum. They must also meet each of the student’s needs that result from the disability. Goals must be developed for each special education instructional and related service that the student will be provided. For student’s taking an alternate assessment measurable short term objective must also be developed.
Other Needed Components
22-23 HISD SPED Expectations By: Chrislane Angermiller-Puente
LiveBinder: Online Binders
+3K views
One-Stop Personalized Web-based Compliance Resource
+ Info
Monitoring Minutes
Contention ARDs
Monitoring Complance
+ Info
+ Info
+ Info
Coach Potential
- Innovative Instructional Programs
- Professional Development
- Incorporate SSAISD Vision
- Evaluations
- RFPs
- Staffing Needs
- Curriculum & Instruction
- Improvement Plans
Create Vision
Inspire
Execute Strategy
- Trust
- Prescriptive IEP
- Guidance
- Grow Staff
- Climate of Trust
- Service your Liaison
- Conflict Resolution
- Clear, Effective Communication
Leadership Skill Sets
ARD Facilitator
Elementary ExperienceMDRs: SPED & 504Reliable
K-12 SupportProgram MonitorStudent-Centered
Admin
Campus RelationsLeadershipThorough
Coordinator
Compliance Team
chrislane.puente@myhisd.net; cpuente89@gmail.com
May, 2023
THANKYOU!