Working with Paraprofessionals Guidance Document

The AGC (Access to the General Curriculum) statewide team, in conjunction with the Texas Education Agency, has published a resource document called “Working with Paraprofessionals: A Resource for Teachers of Students with Disabilities”. This document includes sections on:

  • Roles and Responsibilities
  • General and Special Education Settings
  • Non-Traditional Settings
  • Communication
  • Confidentiality
  • Documentation
  • Professional Development
  • and Instruction

This document will be a valuable resource for paraprofessionals, teachers, and administrators seeking guidance on the important work that paraprofessionals provide in our schools. It can be downloaded here English or Spanish and it can be viewed, along with other AGC statewide documents, here.

Inclusion Resources

The Region 13 AGC team would like to wish everyone a happy, safe, and fun summer break. We know we’ll see many of you here for workshops and institutes throughout the summer, and we would also like to share some valuable resources.

Statewide Guidance Documents:

Co-Teaching Guidelines
Least Restrictive Environment
IEP Annual Goal Development

These documents have been developed by the AGC statewide collaboration and approved by the Texas Education Agency. Familiarity with their contents will be valuable for anyone working with students with disabilities in any instructional setting.

Also, this video gives you a great feel for the progress that dedicated teachers and administrators have made in bringing students with disabilities into the general educational setting:

 

 

 

 

 

A Unique Approach to Inclusion

“Special education teachers make great team leaders because they don’t focus on content, they focus on children.”

Robert Sormani, principal of Chisholm Trail Middle School in Round Rock ISD, talks about his unique approach to scheduling for inclusion and collaboration amongst his teachers at our Perspectives on Inclusion panel during last week’s Leadership Network Conference.

Room for All: Supporting Inclusive Classrooms

 

Join ESC Education Specialists, JC Sanders and Matt Holloway, for the third and final webinar in the Inclusion Webinar Series. This final webinar will discuss best practices in inclusion classrooms, with an emphasis on addressing IEP goals and objectives in daily instruction.

Register now to view the live webinar on Tuesday, December 18 at 11:45 AM (CST). Included in your registration will be links to the first two recorded webinars in this series.

Register today on ecampus! Workshop ID: FA1225360

Cost: $25 for all 3 webinars

Creating A Master School Schedule ….

is like working a 3-D jigsaw puzzle.

With  budget constraints looming over our heads, building a master school schedule becomes even more important than ever before.  A well planned master school schedule accompanied by thoughtful student placement can ensure that limited staff and resources are used in the most efficient ways possible.  This planning is important in all areas, but probably none any more important than planning for one of our least available resources – special education staff.

To meet Least Restrictive Environment (LRE) requirements, IDEA states, “Each public agency must ensure that- to the maximum extent appropriate, children with disabilities… are educated with children who are nondisabled;” It also states that each public agency must ensure a continuum of placements to meet the needs of children with disabilities.
(This Models of Support document describes a continuum of services.)

Creating a master school schedule is like working a 3-D jigsaw puzzle, but when all of the pieces fit together, it becomes a master piece.  If you are an administrator or a teacher, now is the time to start gathering information to help plan for serving all students with the resources available.

To help you in creating your masterpiece, we’ve included two support documents, one for elementary campuses and another for secondary.  These support documents will help you organize, review, and analyze, how and where your students are receiving their special education services.

Elementary Analysis of Performance of Students with Disabilities

Secondary Analysis of Performance of Students with Disabilities

ESSENTIAL QUESTIONS to keep in mind when developing a master school schedule:

  • To what extent do our policies, priorities, and actions reflect our educational beliefs?
  • How might we work smarter and more efficiently?
  • How can school schedule and class placement impact teaching and learning?
  • Which students, teachers or subjects should have priority when developing a master schedule?

If you would like to dive deeper into this process and would like further assistance, please contact:

Cathy Miller
Education Specialist for Access to General Curriculum (AGC)
cathy.miller@esc13.txed.net
512-919-5160

Jim Gonzales
Coordinator Special Education
jim.gonzales@esc13.txed.net
512-919-5224