Source: http://biographictech.com/criteria-for-developing-time-out.html
Timestamp: 2018-06-18 22:52:44
Document Index: 100357636

Matched Legal Cases: ['§89', '§30', '§89', '§29', '§29', '§725', '§11434', 'art 99', '§89', '§29', '§89']

﻿ An exercise of figuring out how I spend my time in a typical day
Criteria for Identification and Graduation of LDCs - UN-OHRLLS
Title 458 WAC: REVENUE, DEPARTMENT OF
If the ARD committee determines that the student will not participate in a general statewide or districtwide assessment of student achievement (or part of an assessment), the IEP must include a statement explaining:(1) why the student cannot participate in the general assessment; and(2) why the particular alternate assessment selected is appropriate for the student.(c) If the ARD committee determines that the student is in need of extended school year (ESY) services, as described in §89.1065 of this title (relating to Extended School Year Services), then the IEP must identify which of the goals and objectives in the IEP will be addressed during ESY services.(d) For students with visual impairments, from birth through 21 years of age, the IEP or individualized family services plan (IFSP) must also meet the requirements of TEC, §30.002(e).(e) For students eligible under §89.1040(c)(1) of this title (relating to Eligibility Criteria), the strategies described in this subsection must be considered, based on peer-reviewed, research-based educational programming practices to the extent practicable and, when needed, addressed in the IEP:(1) extended educational programming (for example: extended day and/or extended school year services that consider the duration of programs/settings based on assessment of behavior, social skills, communication, academics, and self-help skills);(2) daily schedules reflecting minimal unstructured time and active engagement in learning activities (for example: lunch, snack, and recess periods that provide flexibility within routines; adapt to individual skill levels; and assist with schedule changes, such as changes involving substitute teachers and pep rallies);(3) in-home and community-based training or viable alternatives that assist the student with acquisition of social/behavioral skills (for example: strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community, and school to community);(4) positive behavior support strategies based on relevant information, for example:(A) antecedent manipulation, replacement behaviors, reinforcement strategies, and data-based decisions; and(B) a behavioral intervention plan developed from a functional behavioral assessment that uses current data related to target behaviors and addresses behavioral programming across home, school, and community-based settings;(5) beginning at any age, consistent with subsection (h) of this section, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments;(6) parent/family training and support, provided by qualified personnel with experience in Autism Spectrum Disorders (ASD), that, for example:(A) provides a family with skills necessary for a student to succeed in the home/community setting;(B) includes information regarding resources (for example: parent support groups, workshops, videos, conferences, and materials designed to increase parent knowledge of specific teaching/management techniques related to the student's curriculum); and(C) facilitates parental carryover of in-home training (for example: strategies for behavior management and developing structured home environments and/or communication training so that parents are active participants in promoting the continuity of interventions across all settings);(7) suitable staff-to-student ratio appropriate to identified activities and as needed to achieve social/behavioral progress based on the student's developmental and learning level (acquisition, fluency, maintenance, generalization) that encourages work towards individual independence as determined by, for example:(A) adaptive behavior evaluation results;(B) behavioral accommodation needs across settings; and(C) transitions within the school day;(8) communication interventions, including language forms and functions that enhance effective communication across settings (for example: augmentative, incidental, and naturalistic teaching);(9) social skills supports and strategies based on social skills assessment/curriculum and provided across settings (for example: trained peer facilitators (e.g., circle of friends), video modeling, social stories, and role playing);(10) professional educator/staff support (for example: training provided to personnel who work with the student to assure the correct implementation of techniques and strategies described in the IEP); and(11) teaching strategies based on peer reviewed, research-based practices for students with ASD (for example: those associated with discrete-trial training, visual supports, applied behavior analysis, structured learning, augmentative communication, or social skills training).(f) If the ARD committee determines that services are not needed in one or more of the areas specified in subsection (e) of this section, the IEP must include a statement to that effect and the basis upon which the determination was made.(g) If the ARD committee determines that a behavior improvement plan or a behavioral intervention plan is appropriate for a student, that plan must be included as part of the student's IEP and provided to each teacher with responsibility for educating the student.(h) In accordance with TEC, §29.011 and §29.0111, not later than when a student reaches 14 years of age, the ARD committee must consider, and if appropriate, address the following issues in the IEP:(1) appropriate student involvement in the student's transition to life outside the public school system;(2) if the student is younger than 18 years of age, appropriate parental involvement in the student's transition;(3) if the student is at least 18 years of age, appropriate parental involvement in the student's transition, if the parent is invited to participate by the student or the school district in which the student is enrolled;(4) any postsecondary education options;(5) a functional vocational evaluation;(6) employment goals and objectives;(7) if the student is at least 18 years of age, the availability of age-appropriate instructional environments;(8) independent living goals and objectives; and(9) appropriate circumstances for referring a student or the student's parents to a governmental agency for services.(i) Subsection (h) of this section expires with the beginning of the 2018-2019 school year.(j) Beginning with the 2018-2019 school year, not later than when a student reaches 14 years of age, the ARD committee must consider and, if appropriate, address the following issues in the IEP:(1) appropriate student involvement in the student's transition to life outside the public school system;(2) if the student is younger than 18 years of age, appropriate involvement in the student's transition by the student's parents and other persons invited to participate by:(A) the student's parents; or(B) the school district in which the student is enrolled;(3) if the student is at least 18 years of age, involvement in the student's transition and future by the student's parents and other persons, if the parent or other person:(A) is invited to participate by the student or the school district in which the student is enrolled; or(B) has the student's consent to participate pursuant to a supported decision-making agreement under Texas Estates Code, Chapter 1357;(4) appropriate postsecondary education options, including preparation for postsecondary-level coursework;(5) an appropriate functional vocational evaluation;(6) appropriate employment goals and objectives;(7) if the student is at least 18 years of age, the availability of age-appropriate instructional environments, including community settings or environments that prepare the student for postsecondary education or training, competitive integrated employment, or independent living, in coordination with the student's transition goals and objectives;(8) appropriate independent living goals and objectives;(9) appropriate circumstances for facilitating a referral of a student or the student's parents to a governmental agency for services or public benefits, including a referral to a governmental agency to place the student on a waiting list for public benefits available to the student such as a waiver program established under the Social Security Act (42 U.S.C.
Unless rebutted, it will be presumed that the non-filing party received the request on the date it is sent to the parties by the TEA.(c) The request for a hearing must include:(1) the name of the child;(2) the address of the residence of the child;(3) the name of the school the child is attending;(4) in the case of a homeless child or youth (within the meaning of §725(2) of the McKinney-Vento Homeless Assistance Act (42 United States Code §11434a(2)), available contact information for the child, and the name of the school the child is attending;(5) a description of the nature of the problem of the child relating to the proposed or refused initiation or change, including facts relating to the problem; and(6) a proposed resolution of the problem to the extent known and available to the party at the time.(d) A party may not have a hearing until the party files a request for a hearing that meets the requirements of subsection (c) of this section.(e) The TEA has developed a model form that may be used by parents and public education agencies to request a hearing.
The facilitator must assist with the overall organization and conduct of the ARD committee meeting by:(1) assisting the committee in establishing an agenda and setting the time allotted for the meeting;(2) assisting the committee in establishing a set of guidelines for the meeting;(3) guiding the discussion and keeping the focus on developing a mutually agreed upon IEP for the student;(4) ensuring that each committee member has an opportunity to participate;(5) helping to resolve disagreements that arise; and(6) helping to keep the ARD committee on task so that the meeting purposes can be accomplished within the time allotted for the meeting.(h) Promptly after being assigned to facilitate an ARD committee meeting, or within a timeline established under the public education agency's procedures, the facilitator must contact the parents and public education agency representative to clarify the issues, gather necessary information, and explain the IEP facilitation process.(i) A public education agency that chooses to offer IEP facilitation under this section must ensure that facilitators protect the confidentiality of personally identifiable information about the student and comply with the requirements in the Family Educational Rights and Privacy Act regulations, 34 CFR, Part 99, relating to the disclosure and redisclosure of personally identifiable information from a student's education record.(j) The TEA will develop information regarding IEP facilitation as an alternative dispute resolution method, and such information will be available upon request from the TEA and on the TEA website.Statutory Authority: The provisions of this §89.1196 issued under the Texas Education Code, §29.001 and 29.019.
Coordination between an LEA and RF includes but is not limited to communication about responsibilities and timelines related to the development and implementation of the IEP and treatment plan, including permanency planning.(B) TEA will require LEAs to provide:(i) the name and phone number of the contact person representing the RF to the surrogate parent, upon assignment of the surrogate parent;(ii) the name and phone number of the surrogate parent, upon assignment of the surrogate parent, to the contact person representing the RF; and(iii) designation and training of surrogate parents in accordance with §89.1047 of this title (relating to Procedures for Surrogate and Foster Parents).(C) TYC and the HHS agencies will provide the following notifications to TEA.(i) TYC and the HHS agencies, other than PRS, will notify TEA when an RF opens, closes, expands, or reduces its capacity to provide services, if the notifying agency expects such action will have a significant effect on one or more LEAs.