Transcript FAQ*s - Special Ed Parent Liaisons

How does PPCD fit in?
PPCD is under the supervision of Mary
Cardiff and Kellie Johnson. They are
looking at their services as well but it will be
up to them to make recommendations for
new services for students ages 3-5 for the
2012-13 school year.
Will there be cap sizes or set student/staff
ratios in place next year for classrooms?
Currently a cap number has not been
determined. The think tank groups are
looking at possibly developing a cap at our
next think tank meeting.
What is the plan for nursing help/aid for the
Functional Learning Classroom?
The district’s Director of health services has
been notified about the changes. A specific
plan has not been developed at this point to
address the issue.
Will parents still be able to request transfers
to a campus?
Yes, they will follow the same in-district
transfer process as now, but it must be to
same type of unit.
Who's determining where the students go? Is
there flexibility?
District LID specialists, leads, FAC, SLC, and
PPCD teachers. Speech and occupational
therapists were also involved in determining
which LID setting was most appropriate.
If you are concerned about the setting for
your child please share that information
with your teacher and we can set up a
meeting to discuss your concerns and why
we recommended a particular setting
Regarding FCC - What academics will be
addressed?
Academic goals will be based upon individual
assessment, including ABLLS, VB-MAPP,
STAR program, and the students state
assessment (Staar Alt, Staar M-etc..)
Will 5th, 8th, and seniors be moving or given an option to
stay?
If a student is truly an FCC or an FLC student
we would want them to go to that setting so
that we can meet the students
needs. Moving campuses would depend on
what is available on that campus and the
services available. Every campus that has
services will still have services but not every
campus will have FCC, FLC or FAC.
What documents or assessments should teachers
use to guide decisions about placement?
 FLC – students who are taking STAAR-alt Level 1 or
NRO; IEP goals and accommodations that focus on a
therapeutically based type of instruction. This includes
sensory, responding, exploration, cause and effect,
toleration of environmental change, etc..
 FAC – STAAR-alt level 2,3; -students who have
communication skills, and whose IEP goals support
students who are able to make choices with an array or
through visual supports. Students whose IEPS are
predominately academic based at the prerequisite level.
 FCC – students whose IEP goals support the need for
functional communication skills; behavior goals and
planning should not be a placement consideration;
 SLC – STAAR or STAAR-M; students IEPs support
instruction at or near grade level; TEKS-based curriculum
not accessed through prerequisite skills.
What is meant by functional communication?
“The
ability to receive or to convey a message, regardless
of the mode, to communicate effectively and independently
in a given environment”
That is the definition given by the American SpeechLanguage-Hearing Association for “functional
communication.” Simply said, functional communication is
not just about speaking; it’s about making yourself
understood, even if it means using an aid like a
communication board, or speech generating device. It’s
also about being able to do this independently; just saying
yes or no in response to a question does not fit the
definition of functional communication.
How will current IEP goals carryover to a new setting?
A student’s IEP goals are based on the students
present level of performance and academic
achievement (PLAAFP). That information
guides the development of the a student’s IEP
and their goals. The student’s IEP goals would
then go with them to their new setting. A setting
does not determine specific goals.
What are the long term goals for students in
FCC?
The goal of FCC is once students have functional
communication is to return to the least restrictive
setting that best meets their needs. That could
be FAC, FLC, SLC , Resource or Inclusion
support on their home campus. The placement
would be an ARD committee decision.
What is a Low Incidence Disability?
None of the disabilities listed under
low-incidence disabilities generally
exceed 1% of the school-aged
population at any given time :
Low-incidence disabilities include—
• blindness
• low vision
• deafness
• hard-of-hearing
• deaf-blindness
• significant developmental delay
• complex health issues
• serious physical impairment
• multiple disability
• autism