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

Technically, when a student receiving special education makes satisfactory progress on his/her IEP,
that student is eligible for promotion. Difficulties arise when the teacher/administrator overlays the
IEP with the district requirements. The decision is further complicated when the special education
student is in some or most general education classes.
The following guidelines are suggested:
1. A student receiving special education for core academic classes who has made satisfactory
progress on IEP’s should be promoted.
2. A student with disabilities in some general education classes may be evaluated with a
combination of IEP progress and district guidelines. For example, if a student is in Math in
general education and Language Arts totally in special education, then his/her grade in
Math will be awarded by the general education teacher based on TEKS and IEP progress
and the Language Arts grade based on IEP progress.
If both of these are passing, then the student will be promoted. If one or both are failing,
then the school follows the same guidelines as for all students as long as the ARD/IEP was
followed.
3. If the student with disabilities is in general education classes such as Math and/or Language
Arts, or has only inclusion support, then the district policy applies as to
promotion/placement of the student as long as the IEP has been followed.
4. A student with a disability following general education grading guidelines will be evaluated
for promotion, retention following those guidelines as long as the ARD/IEP was followed.
C. Developing IEPs and Updating IEPs
Special Education teachers should utilize all available data on a student and the Texas Essential
Knowledge and Skills (TEKS) or the STAAR-Alt Framework along with the vertical alignment to
develop Individual Educational Plans (IEPs). IEPs should be appropriate, measurable and
reasonably calculated to provide educational benefit for each student. Proposed IEPs should be
submitted to the campus Assessment Specialists five school days prior to the scheduled ARD.
Parents must be provided the opportunity to review proposed IEPs and have input into the
development of the IEPs prior to the date of the ARD, if the parent wishes. IEPs must be updated
each grading period indicating the student’s progress and a copy sent home with the report card.
D. Use of Confinement, Restraint, Seclusion and Time-Out for a Student with Disabilities
1. In accordance with Senate Bill 1196, Aldine Independent School District prohibits the use
of locked seclusionary time-out in schools.
2. Schools can use locked seclusionary time-out in clearly defined emergency situations.
Locked confinement may be used in the following emergency situation while the school is
waiting for law enforcement personnel to arrive:
a. The student possesses a weapon, and
b. The confinement is necessary to prevent the student from causing bodily harm to
himself or to another person.
3. Trained personnel should use therapeutic restraint in an emergency situation when a
student's behavior poses a threat of imminent serious physical harm to the student or others
or imminent serious property destruction. Restraint means the use of physical force or a
mechanical device to restrict the free movement of all or portion of a student's body.
Teacher Handbook 2012-2013 185