Portfolio Assignment 9

CCSD Special Schools
Sally Garcia
Edu 202 – 1002-1002
Mar 28, 2021
Public Law 94 - 142
• Also known as the Education for All Handicapped Children Act of 1975
• Enacted to support states and localities in protecting the rights of, meeting the
individual needs of, and improving the results for children with disabilities and their
families.
• The law guaranteed access to a free appropriate public education in the least
restrictive environment to every child with a disability
I.D.E.A.
• The individuals with disabilities education act is a law that makes available
a free appropriate public education to eligible children with disabilities
throughout the nation and ensures special education and related services to
those children.
I.E.P.
• Individualized Education Program

• A written document that is developed for each public-school child who is eligible for
special education.
• The IEP team members include the parents, the child's teacher, the special education
teacher, the child (when appropriate), and other professionals or specialists that
make sense. This collective group of individuals who attend the IEP meetings is
called the IEP team.
John F. Miller
• Priority Need/Goal 1:
• Maintain the percentage of students meeting IEP goals in Reading and Math.
• Root Causes:
• All Miller students are functioning in the severe/profound range of intellectual impairment and do not participate in grade level
instruction in Reading activities. Reading instruction is individualized for each student, with Reading and Math goals and
benchmarks outlined in the annual IEP. Student access to Reading instruction is limited by their cognitive and physical skills. The
teacher, Speech Pathologist, Occupational, and Physical Therapists work cooperatively to determine an access plan for each student.
• Measurable Objective 1:
• The percentage of students meeting IEP goals in Reading will be measured by data collected at the end of each students' annual IEP.
• The percentage of students meeting IEP goals in Math will be measured by data collected at the end of each students' annual IEP.
Helen J. Stewart
• Advance the academic achievement of all students by achieving Individual Education Plan goals in the area of ELA and Math. As reported
on the Alternate Performance Framework (APF), 85% of the students with ELA goals will demonstrate progress on the final benchmark of
the current IEP by demonstrating a goal met or satisfactory progress achievement level on the progress report. As reported on the Alternate
Performance Framework (APF), 85% of the students with math goals will demonstrate progress on the final benchmark of the current IEP
by demonstrating a goal met or satisfactory progress achievement level on the progress report.
• Root Causes:
• While almost 90% of our entire student body population achieved their ELA and math goals, a task-analyzed scope and sequence was
developed but needs to be fully implemented in IEPs to demonstrate logical progression of skill mastery.
• Increase the percent of student participation from 87.5% in 2019 to 91.9% in 2020 as measured by the Alternate Performance Framework
(APF).
• Increased participation should lead to increased achievement towards IEP Goals.
Miley Achievement Center
• Increase academic proficiency in ELA and Mathematics.
• Root Causes:
• 1) SBAC Test administration was not ideal 2) Lack of consistent structures and systems in place to support student growth and their basic needs
3) Lack of familiarity with test structures 4) Missed instruction due to out of school discipline resolutions (RPC/Suspension) 5) Some IEP goals
lack clarity or focus 6) Lack of PD, training, and support for staff and teachers
• Reduce the number of out of school (RPC, SUS) resolutions from 20% to 15% of total resolutions as measured by IC.
• Increase the percentage of students making satisfactory progress toward IEP goals from 2% to 70% by the end of the 2016-2017 school year as
measured by quarterly progress reports.
• Increase the percentage of students participating in a baseline literacy assessment from 0% to 25% by 2017 as measured by teacher/admin
records.
Variety
• Reduce the number of students who are unable to functionally communicate their basic wants and needs
across all eligibility categories.
• Root Causes:
• With regards to the overall lack of effective communication skills, Variety School's deepest underlying causes
of performance concerns are: students' inability to functionally communicate before, during, and after
behavior escalations, students' cognitive levels, school wide curriculum is aligned to IEP goals not Nevada
Academic Content Standards, and limited interaction with nondisabled peers.
• Increase the functional communication of the Variety School student population from by 50 % as measured
by the functional communication screener.
Homebound
• The District recognizes its obligation to provide a Free Appropriate Public
Education (FAPE) for students with disabilities. Due to the COVID-19
pandemic, the District, in collaboration with parents, will make adjustments to
each students’ Individualized Education Program (IEP) to provide reasonable
and accessible educational programming during distance education. School
staff will be contacting parents to coordinate this process to provide a FAPE to
students with disabilities, including the coordination of related services if it is
designated in the IEP. Additionally, when it is necessary, staff will contact
parents and discuss the process of assessments to facilitate IEP development.
Least Restrictive environment
• Least Restrictive Environment (LRE) is the requirement in federal law that

students with disabilities receive their education, to the maximum extent
appropriate, with nondisabled peers and that special education students are
not removed from regular classes unless, even with supplemental aids and
services

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CCSD Special Schools

• Individualized Education Program

• Least Restrictive Environment (LRE) is the requirement in federal law that

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