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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:

  1. Impact Statement
  2. Previous Goal and Progress Code
  3. Strengths
  4. Concerns/Needs
  5. Proposed Goals
  6. Accommodations & Modifications
Behavior PLAAFP Components:
  1. Impact Statement
  2. Previous Goal and Progress Code
  3. Dates of ISS, OSS, MDRs, etc.
  4. Strengths (Targeted Behaviors) state any positive behaviors/gains
  5. Needs ((Targeted Behaviors) state any impulsive, disruptive target behaviors exhibited
  6. 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

  1. 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.
  2. 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.
  3. Behavior clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured.
  4. 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!

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