Aldine I.S.D. Teacher Handbook - Aldine Independent School District

the counselor, a behavior intervention plan may be developed and implemented etc. Verbal and written
communication with the parent is initiated by or appropriate school personnel and should result in sharing the
recommendations EIT recommended to alleviate the problem including which intervention the student will
participate. The parent should also be provided with recommendations of how they can assist their child at
home to assist with the problem the child is demonstrating at school. The results of this conference should be
recorded on the forms provided by EIT as determined by the building principal.
If, after progress monitoring the student for the number of times determined by EIT, data from progress
monitoring, along with these recommendations and interventions show minimal or no results, then EIT meets
to determine if another intervention is needed, the intervention needs to be conducted more frequently or with
more intensity and an additional contact is made. At this time, the student's progress is discussed. Further
recommendations are formulated. When ever a parent or guardian requests testing or special education, Prior
Written Notice/Notice of Decision must be completed and shared with the parent. This occurs whether the
school determines based on all of the data the student should be referred for special education or the school
determines based on all of the data a referral to special education is not warranted at that time.
There must be a minimum of two parent contacts concerning the educational problem except in the following
situations: referral by the parent or agency, non-enrolled early childhood, deaf, or visually handicapped.
When a parent or agency wishes to refer a student for an evaluation for special education, the school has two
options; complete the Prior Written Notice/Notice of Decision (Refusal) indicating the school will refer the
student for an evaluation at parent/agency request based on the data OR complete the Prior Written
Notice/Notice of Decision (Refusal) explaining why the school will not refer the student for an evaluation for
special education at this time. The parent should also be given a copy of Procedural Safeguards if the school
is refusing to evaluate the student.
Upon determination by the EIT that evaluation by special education is indicated, the referral process has
begun. The teacher has three days to complete all portions of the referral packet and return it to the designated
administrator. The assessment specialist has sixty calendar days from the date the school receives written
consent for evaluation, signed by the student’s parent or legal guardian, to complete the evaluation and write
the full individual evaluation report (FIE). An Admission Review and Dismissal Committee (ARD) must
meet to discuss the full individual evaluation report within 30 calendar days of the date the FIE report is
written.
No child can be placed in special education without ARD committee approval and written parent consent for
placement. No significant special education change can be made without ARD committee approval.
General education teachers and special education teachers are required to implement all
accommodations and modifications agreed upon by the ARD committee. Failure to do so may result in
monetary damages through legal action against the teacher by the legal guardian. Accommodations/
modifications should be documented for each assignment in the gradebook.
A. Grading for Students Receiving Special Education
1. Every special education teacher or para working in a general education class providing
inclusion support must utilize the inclusion log documenting each student they work with
each period/subject and how they assist the student/s.
2. Teachers must document each accommodation/modification utilized for each assignment or
test in the teacher’s grade book (IG pro). A teacher may always do more
accommodations/modifications than are listed in the ARD, they can not do less.
3. All accommodations/modifications necessary to meet the student’s needs must be utilized
for all assignments and tests.
4. To ensure the student in special education for instruction OR in inclusion is successful
check:
missing assignments;
Teacher Handbook 2012-2013 183