OF

DEPARTMENT OF
EDUCATION

GRADUATION ROUTES FOR STUDENTS

WITH DISABILITIES ENROLLED IN THE
SCHOOLS OF THE DEPARTMENT OF
PUERTO RICO EDUCATION AND
YOUR ACADEMIC INTEGRATION

Resources:
Dr. Risela B. Ferrer Santiago
Dr. Enid Z. Medina Vazquez

First Directors Convention

Education department of Puerto Rico
July 22 to 25, 2019
 DIARY
Welcome
Collaboration rules
Pretest
Presentation and activities
Questions and answers
Posttest
Assessment
SDI
Collaboration rules

1. Show good social manners.

2. Be nice.
3. Use well time.
4. Hear sincerely.
5. Respect the ideas of others.
6. Actively participate in different activities.
7. Put the cell phones in vibrate mode.

Source: Mr. Ismael Cala

Universal values
July 1, 2019
Giving information is just the beginning of
the responsibility of a teacher. The end

Just to think...
is to stimulate, incite, motivate, elevate,
challenge, teach and inspire.
Bruce R. clark
 General objectives

1. Distinguish, compare and contrast graduation

routes for students with disabilities enrolled in
the Special Education Program of the Puerto
Rico Department of Education.
2. Identify the eligibility criteria and study plan
for each graduation path.
Pretest

5 minutes
This is our goal!
 BACKGROUND

IDEA
LAW
• Section 1400(c)(5)(A)
• All educational agencies must
have high expectations for DEPR, Special Education
students with disabilities.
Students placed in a Full-Time Class lack a
fourth-year diploma that allows them to
continue post-secondary expectations.
 PILOT PROJECT
CAGUAS REGION
ADELA BRENES SCHOOL TEXIDOR
NINTH TO DEGREE TWELFTH GRADE
FULL-TIME CURRICULUM SPECIAL ROOM, PROMOTION GROUP 2017-2018 2018-2019
THREE START YEAR STUDENTS FROM THE SPECIAL EDUCATION PROGRAM
OFFICIAL NOTE SIE
GRADUATES 2018-2019
Public Policy on school organization for the Special Education Program and
requirements
promotion and graduation for students with disabilities enrolled in schools
of the Puerto Rico Department of Education
 VISION

Severely affects academic progress

Student who has a condition, disorder or delay
that affects one of the thirteen categories of
disabilities. Requires a specially designed education that

a,
allows you to have access to the general
curriculum.

1 8

, í , A,a'
 LEGAL BASE
Constitution of the Commonwealth of Puerto Rico, Article 2, Section 5.

Law 51 (1996) Law of Comprehensive Educational Services for People with

Disabilities
Impediments.

IDEA Law (2004) Disabilities Education Act.

Law 263 (2006) Vocational and Career Evaluation Service Law

Law 53 (2016) Law for the certification of functional academic and pre-
employment skills for students with disabilities.
Law 85 (2018) Puerto Rico Educational Reform Law
LEGAL BASE
PP DE of April 25, 2019
Page 6 and 7
One (1) School Manager
One (1) Student Services Manager
OPERATIONALIZATION OF PUBLIC
POLICY
One (1) Service Center Director or official representing him
At least one (1) special education teaching facilitator for every 2 municipalities
One (1) parent with a child with a disability. ROLE OF THE REGIONAL EDUCATIONAL OFFICE
Have your ORE's Location Alternatives Profile available and updated .
Develop an action plan to moderate location alternatives in accordance with DEPR public policies.
Support schools and COMPUs to establish appropriate placement alternatives for their students. Present evidence of efforts
made to improve your location alternatives and accountability to the SAEE, to the lawyers of the Rosa Lydia Vélez vs. DEPR
Lawsuit, Court of First Instance of Puerto Rico and to the Federal Government.
Other tasks aimed at ensuring that students with disabilities receive a free, appropriate public education.

Committe
eLocation
of FUNCTION
S PP, page 4 and
5
PP, page 4 and
5
 OPERATIONALIZATION OF PUBLIC
POLICY

• Director of the Service

Center or official
representing him and
teaching facilitators III
and IV are MEMBERS
of the ORE Placement
Committee.
Location
Committe FUNCTIONS
e PP, page 4 and
5
 OPERATIONALIZATION OF PUBLIC
POLICY
ROLE OF THE SPECIAL EDUCATION CENTER AND ITS TEACHING FACILITATORS

Intervene and/or monitor each school to have the Location

Alternatives Profile of its ORE available and updated.
Develop an action plan to moderate location alternatives in
accordance with DEPR public policies.
Support schools and COMPUs to establish appropriate placement
alternatives for their students. Present evidence of efforts made to
improve your location alternatives and accountability to the SAEE, to
the lawyers of the Rosa Lydia Vélez vs. DEPR Lawsuit, Court of First
Instance of Puerto Rico and to the Federal Government.
Other tasks aimed at ensuring that students with disabilities receive
a free, appropriate public education.

PP, page 4 and

5
 OPERATIONALIZATION OF PUBLIC
SDI POLICY
ROLE OF THE SCHOOL PRINCIPAL OR OFFICIAL IN CHARGE OF A SCHOOL
School Council
Planning Committee Develop an action plan to moderate location alternatives in
Both committees will have accordance with DEPR public policies.
representatives from the Special Update the appropriate placement alternatives for your students
Education Program, either special and prepare the school organization in the SIE in accordance with
the Curriculum determined in the SAEE Public Policy, May 29,
education teachers or parents 2019 and its amendments. Document evidence of efforts made to
who have children served in the improve your location alternatives and accountability to the SAEE,
program. to the lawyers of the Rosa Lydia Vélez vs. DEPR Lawsuit, Court of
They will receive support or First Instance of Puerto Rico and to the Federal Government.
assistance from the ORE Other tasks aimed at ensuring that students with disabilities
Placement Committee. receive a free, appropriate public education.

Committees
KiX FUNCTIONS
PP, page 5
 Regular Salons

Special rooms

special schools

Hom
e
Hospita
l
Institution
OPERATIONALIZATION OF PUBLIC
POLICY
 OPERATIONALIZATION OF PUBLIC
POLICY
EE EDUCATIONAL SERVICE OPTIONS THAT MAY EXIST AT YOUR SCHOOL
OTHER
REGULAR

REGULAR ROOM REGULAR ROOM SPECIAL FULL-TIME

REGULAR ROOM
WITH STUDENTS WITH STUDENTS MODIFIED AND
WITH SERVICE
PARTICIPANTS OF ALTERNATE
PARTICIPANTS OF TUITION SPECIAL ROOM A
SERVICES CLASSROOM
THE REDUCED AND FULL TIME
SUPPLEMENTARY (CERTIFICATION)
SERVICE OF A TWO
(Services MASTER RESOURCE TEACHERS, ONE PROMOTION TO PRESCHOOL/
Related) RESOURCE AND DEGREES ELEMENTARY
INTERMEDIATE/UPPER

«DIPLOMAD DIPLOMA
ALTERNATE
MODIFIED
CERTIFICATION
ROUTE #2
ROUTE #3
 SPECIAL FULL-TIME CLASSROOM
FIRST CRITERION FOR SERVICE
RESULT OF THE PSYCHOLOGICAL, PSYCHOMETRIC OR OTHER EVALUATION
THAT MEASURES AND INDICATES THE COGNITIVE LEVEL OF THE STUDENT
(PEI).

• Cognitive level of 65 or more

.
Promotion of
Degree

• Cognitive level from 75 to 55.

Modified
Diploma

Alternate
• Cognitive level between 54 to
diploma (skills
certification)
39.
 OPERATIONALIZATION OF PUBLIC
• Cognitive
POLICY level between 38 or less.
 OPERATIONALIZATION OF PUBLIC
POLICY
GRADUATION ROUTES
ROUTE NUMBER ONE
REGULAR DIPLOMA to
 OPERATIONALIZATION OF PUBLIC
POLICY
GENERAL REGULATIONS FOR ROUTE #1: REGULAR DIPLOMA

REGULAR ROOM REGULAR ROOM REGULAR ROOM SPECIAL ROOM ON TIME

SERVICES MASTER RESOURCE REDUCED TUITION COMPLETE
SUPPLEMENTARY DEGREE PROMOTION

CURRICULUM REGULAR (Standards and Expectations 2014, Curriculum Maps, Specification Sheets) REGULAR WITH ADAPTATIONS
TUITION Any active student who needs A resource teacher must have and 10 to 16 students per group. 12 students maximum
supplementary services and serve between 25 to 30 students Multigrade: No more than two
therapies. daily. grades in the same classroom.
MASTER PROGRAM Regular SIE course codes.
ELIGIBILITY Due to the need for the service. Groups created from the fourth
grade (it will be a single grade), Cognitive level between 75 to 55 or
approved by the SAEE. mild level.
Pre-basic or basic performance level
on state standardized tests.

PROGRESS REPORT IN THE The regular teacher qualifies and submits scores on the Student Information System platform, SIE.
SIE/GRADE PROMOTION The EE teacher qualifies and submits
scores on the Student Information
System platform, SIE.
OF OPERATIONALIZATION OF PUBLIC
POLICY
DESCRIPTION OF SUPPLEMENTARY EDUCATIONAL SERVICES FOR A REGULAR DIPLOMA

Supplementary Services
and support (therapies) Services of a Resource Teacher

It is offered to the student

The students services:
under this
will work alternative of
The students location
That The director is with the
require the Inside of the outside the
find responsible Model assistance of a class of class of
located under of the collaborative teacher classes classes
this alternative files advisory or specialist in
(push-in) (pull out)
location education
and keep co-teaching.
special
only updated (teacher
receive services the resource ) for
related or information. attend to the
supplementary needs
specific that
. present in their
PEI.

Public Policy of the Special Education Program, May 29, 2019, p. 8-9
 OPERATIONALIZATION OF PUBLIC
POLICY
Strategies of the collaborative consultative or co-teaching model
Strategy 1
When the regular teacher starts with new material or during the class start process.

ONE TEACHES,
OTHER PREPARES MATERIAL

In this strategy, the regular teacher is the one who

presents the new topic and the special education teacher
prepares the adapted material for the students. This
strategy is recommended only at the beginning of the
material, during the evaluation process where material is
prepared for the next unit or during the beginning of class.
D= OPERATIONALIZATION OF PUBLIC POLICY
Strategies of the collaborative consultative or co-teaching
model
Strategy 2
Once the new skill is presented, or during the class development process, the following is used:

ALTERNATIVE 1 ALTERNATIVE #2

WORK STATIONS TEACHING

ALTERNATIVE

This strategy is the most recommended of the model . It
consists of dividing the group into three subgroups according
to the level of understanding of the skill. The regular teacher
monitors the group with the greatest mastery and offers
support to those who have a need. The special education
teacher works with the subgroup of students who had the
greatest need to understand the skill.
In this strategy, the regular teacher is the one who
presents the new topic and the special education
teacher prepares the adapted material for the
students. This strategy is recommended only at the
beginning of the material, during the evaluation
process where material is prepared for the next unit
or during the beginning of class.
 OPERATIONALIZATION OF PUBLIC
POLICY or co-teaching model
Strategies of the collaborative consultative

Strategy 3
During the evaluation process

Collaborative teaching-assessment

In this strategy, both teachers assume a leading role and

work together. This strategy is recommended during the
skills evaluation process or during the recapitulation of the
teaching at the pedagogical closing of the class.
 OPERATIONALIZATION OF PUBLIC
POLICY
DESCRIPTION OF SUPPLEMENTARY EDUCATIONAL SERVICES FOR A REGULAR DIPLOMA

Special Rooms
Regular group model with
reduced tuition (formerly inclusion groups)

High, average, or low average • It will be governed by the same

cognitive functioning (65 or
higher).
Receives all related services,
accommodations, and
supplemental services for a
period of 6 consecutive months
and still shows no progress in a
regular classroom.
instructions as the regular program
for both teaching, evaluation and
monitoring in the SIE.
• Enrollment will fluctuate between 10
to 16 students per group.
• The groups will be created from
4th
grade and will be a single grade.
• You will use the course codes
assigned to regular subjects.

Criteria School
eligibility organization
 OPERATIONALIZATION OF PUBLIC
POLICY
DESCRIPTION OF SUPPLEMENTARY EDUCATIONAL SERVICES FOR A REGULAR DIPLOMA

Full-Time Special Classrooms

Degree Promotion
• Low average performance.
• Evidence of a cognitive level of 75 to 55 or mild level.
• Pre-basic or basic level of performance in the degree
pretests, benchmark and/or state measurement tests.
• Requires a lot of assistance and use of supports.
• Offers access to the general curriculum.
• Teaching is offered in small groups. It will not exceed 12
students nor will it have more than two academic
degrees in a room.
• The teacher uses the curriculum modification strategy to
design and deliver teaching.
• Degree, grade and regular diploma are awarded.

Eligibility School
criteria organization
• 4:00to3:50 TO
I
• 3:49to2:50 b
OPERATIONALIZATION OF PUBLIC
POLICY
• 2:49to1:60 c
DIE
ROUTE NUMBER
• 1:59to0.80 d ONE
• 0.79to 0.00 F EVALUATION SCALE

• 100-90% A
• 89to80 % B
• 79to 70 % C
• 69to 60 % D
• 59to0 % F

BY AVERAGE
HUNDR GENERAL
ED
GRADUATION ROUTES
ROUTE NUMBER TWO
MODIFIED DIPLOMA • 8
 OPERATIONALIZATION OF PUBLIC
POLICY
GENERAL REGULATIONS FOR ROUTE #2:
MODIFIED DIPLOMA

LEVELS
CURRICULUM REGULAR, WITH EXCLUSIVE FOCUS ON BLUEPRINTS OR SPECIFICATIONS SHEET.
THE TEACHER WILL USE THE DIFFERENTIATED INSTRUCTION STRATEGY FOR THE ADAPTATION OF THE CURRICULUM.
SOME AUTISM SPECIAL CLASSROOMS WILL USE THE “STAR” (ELEMENTARY) AND “LINKS” (INTERMEDIATE AND UPPER) CURRICULUM.
TUITION They will be placed in the grade according to CHRONOLOGICAL AGE. The Conversion Table provided by the SAEE will be used for
these purposes. Maximum of 10 students per classroom, three of them with significant cognitive disabilities and the remainder
with moderate functioning.
MASTER PROGRAM The courses will be used, with the acronym EDES, which are already in the new SIE catalogue. Within the classroom, the
school organization will be worked on by MULTIGRADE, there will be up to a maximum of three academic grades per
classroom/teacher.
Low and very low cognitive functioning. Psychological, psychometric or other evaluation reflects a cognitive level between 54 to
ELIGIBILITY
39. In the speech and language evaluation, he shows limited understanding of written language.

ASSESSMENT It will be done using the level of achievement or stimulus (0 to 5). Each student must achieve a minimum of 100 to a maximum of
400 points throughout the school year in the course's evaluative tasks, subdivided between: assessment tasks and techniques
adapted by the teacher and the student's participation in Project-Based Learning ( ABP or PBL for its acronym in English).
 OPERATIONALIZATION OF PUBLIC
POLICY
PROGRESS REPORT IN THE The EE teacher grades their performance by achievement level and convergence by percent. Then, submit it to the SIE. Each
SIE course has its syllabus and evaluation plan.
GRADE PROMOTION You will be promoted in grade based on chronological age.
PRESCHOOL, ELEMENTARY (1-3) (4-5), INTERMEDIATE (6-8),
HIGHEST (9-12)
 OPERATIONALIZATION OF PUBLIC
POLICY
GENERAL REGULATIONS FOR ROUTE #2: MODIFIED DIPLOMA
SPECIAL FULL-TIME CLASSROOM

Multiple
Level 2 and 3 Blind Deaf I Deafblind impairments

Regular curriculum adapted to the student's academic needs. Additionally, you can use as
reference the creative curriculum. Maximum number of students not officially established. They are suggested
no more than eight students per Special Preschool.
 OPERATIONALIZATION OF PUBLIC
POLICY
GENERAL REGULATIONS FOR ROUTE #2: MODIFIED DIPLOMA

SPECIAL FULL-TIME CLASSROOM

PRESCHOOL, ELEMENTARY LEVEL (1-3/4-5); INTERMEDIATE (6-8); SUPERIOR

It evidences a cognitive level between 54 to 39 or a moderate
level of severity for low and very low functioning.
Has limited understanding of language (symbolic, emergent
symbolic or pre-symbolic).
It requires directed, structured and repetitive education
through the use of technological and manipulative assistance
equipment, among others.
They will be multigrade classrooms with a maximum of
three (3) grades per classroom and academic level.
It will not exceed 10 students, 3 with significant
cognitive disabilities and the remainder with moderate
functioning.
Its courses, coded under the acronym EDES, were
designed to achieve graduation pathways.

Eligibility
criteria School
organization
 OPERATIONALIZATION OF PUBLIC POLICY
SDI GENERAL REGULATIONS FOR ROUTE #2: MODIFIED DIPLOMA
SPECIAL FULL-TIME CLASSROOM
PRESCHOOL, ELEMENTARY LEVEL (1-3/4-5); INTERMEDIATE (6-8); UPPER (9-12)

2016

2010

2009

2008
2015

2014

2013

2012

2007

2006

2005

2004

2003

2002

2001

2000

1999

1998
2011
Jan P.K. P.K. K 1 3 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Feb P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Sea P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Apr P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

May P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *
Jun P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Jul P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Aug P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Sep * P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA

Oct * P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA
Nov * P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA
die * P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA

Table 1 - Age to grade conversion for students placed in special classrooms 2019-2020

Students participating in this option will be placed and promoted to an academic grade according to their
chronological age using the Conversion Table provided by the SAEE each school year.
 OPERATIONALIZATION OF PUBLIC
GENERAL REGULATIONS FOR ROUTE #3: DIPLOMA
POLICY
ALTERNATE (CERTIFICATION OF CAPABILITIES)

LEVELS
REGULAR (MODIFIED) THROUGH USE OF THE INSTRUCTIONAL MODULES . THE TEACHER WILL USE THE DIFFERENTIATED INSTRUCTION
CURRICULUM STRATEGY FOR THE ADAPTATION OF THE CURRICULUM. SOME AUTISM SPECIAL CLASSROOMS WILL USE THE “STAR” (ELEMENTARY) AND
“LINKS” (INTERMEDIATE AND UPPER) CURRICULUM.
-_______________________________________— - ........................ - .............................................................................—
TUITION They will be placed in the grade according to CHRONOLOGICAL AGE. The Conversion Table provided by the SAEE will be used for
these purposes. Maximum of 10 students per classroom, three of them with significant cognitive disabilities and the remainder
with moderate functioning.
The courses will be used, with the acronym EDES, which are already in the new SIE catalogue. Within the classroom, the school
MASTER PROGRAM organization will be worked on by MULTIGRADE, there will be up to a maximum of three academic grades per classroom/teacher.
Evidence of a cognitive level between 38 or less or a serious or profound level of execution. Has limited understanding of language
(symbolic, emergent symbolic or pre-symbolic). In the speech and language evaluation, he shows limited understanding of written language.
EGIBILITY
It requires directed, structured and repetitive education through the use of technological and manipulative assistive equipment, among others.
Their level of communication is through signs, phrases, gestures, shouts, facial expressions or changes in muscle tone.

ASSESSMENT It will be done using the level of achievement or stimulus (0 to 5). Each student must achieve a minimum of 100 to a maximum of
400 points throughout the school year in the course's evaluative tasks, subdivided between: assessment tasks and techniques
adapted by the teacher and the student's participation in Project-Based Learning ( ABP or PBL for its acronym in English).
 OPERATIONALIZATION OF PUBLIC
PROGRESS REPORT IN THE The EE teacher grades their performance by achievement level and convergence by percent. Then, submit it to the SIE. Each
SIE
POLICY
course has its syllabus and evaluation plan.
GRADE PROMOTION You will be promoted in grade based on chronological age.
PRESCHOOL, ELEMENTARY (1-3) (4-5), INTERMEDIATE (6-8), SUPERIOR (9-12), PREADULTS (19
TO 21.11 YEARS)
 OPERATIONALIZATION OF PUBLIC POLICY
I GENERAL REGULATIONS FOR ROUTE #3: ALTERNATE DIPLOMA (CERTIFICATION OF SKILLS )

SPECIAL FULL-TIME CLASSROOM

PRESCHOOL, ELEMENTARY LEVEL (1-3/4-5); INTERMEDIATE (6-8); UPPER (9-12); PREADULT (18 TO 21.11 YEARS)

• Evidence of a cognitive level between 38 or less or a equipment, among others.

serious or profound level of execution.
• Has limited understanding of language (symbolic, emergent
symbolic or pre-symbolic).
• It requires directed, structured and repetitive education
through the use of technological and manipulative assistive
They will be multigrade classrooms and will have a maximum
of three (3) grades per classroom and academic level.
It will not exceed 10 students, 3 with significant cognitive
disabilities and the remainder with moderate functioning.
Its courses, coded under the acronym EDES, were designed
to achieve graduation pathways.

School
Eligibility organization
criteria
 OPERATIONALIZATION OF PUBLIC
POLICY
GENERAL REGULATIONS FOR ROUTE #3: ALTERNATE DIPLOMA
(CERTIFICATION OF CAPABILITIES)

SPECIAL FULL-TIME CLASSROOM

PRESCHOOL, ELEMENTARY LEVEL (1-3/4-5); INTERMEDIATE (6-8); UPPER (9-12); PREADULT (18 TO 21.11 YEARS)

2016

2014

2008
2015

2013

2012

2010

2009

2007

2006

2005

2004

2003

2002

2001

2000

1999

1998
2011
Jan P.K. P.K. K 1 3 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Feb P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Sea P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *
Apr P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *
May P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Jun P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Jul P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Aug P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA *

Sep * P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA

Oct * P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA
Nov * P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA
die * P.K. P.K. K 1 2 3 4 5 6 7 8 9 10 11 12 EEA EEA EEA

Table 1 - Age to grade conversion for students placed in special classrooms 2019-2020

Students participating in this option will be placed and promoted to an academic grade according to their
chronological age using the Conversion Table provided by the SAEE each school year.
 OPERATIONALIZATION OF PUBLIC
POLICY
EVALUATION SCALE FOR MODIFIED DIPLOMA (ROUTE #2) AND
ALTERNATE DIPLOMA (CERTIFICATION OF SKILLS, (ROUTE # 3)
COURSE EVALUATION SCALE
LEVEL LEVEL DESCRIPTION Convergence
to
Achieves it independently 100 –90 A
He achieves this on his own or with some verbal 89 –80 B
cue.
He achieves this with some support or through 79 –70 C
visual cues with gestures.
He achieves this with a lot of support or through
visual cues with models. 69 –60 D
59 –0F
 OPERATIONALIZATION OF PUBLIC
POLICY
Tries or requires partial physical stimulation
He achieves this with total physical stimuli.
 OPERATIONALIZATION OF PUBLIC POLICY
SDI In the grade report, the percentage of achievement obtained in the skills worked on in the classroom will be established.
THIS PERCENTAGE DOES NOT CONSTITUTE A GRADE. The description of this value is as follows:
100% to 90%
• The student was able to complete the majority of the activities carried out in the classroom, for this subject, independently, either through the use of
reasonable accommodations, manipulatives or with technological assistive equipment.

89% to 80%
• The student was able to complete most of the classroom activities for this subject on his or her own, following some verbal cues or simple instruction given
by the teacher, either through the use of reasonable accommodations, manipulatives, or assistive technology equipment. .

79% to 70%
• The student was able to complete most of the activities carried out in the classroom with a lot of support, requiring the presentation of visual examples with
concrete or semi-concrete models in addition to the reasonable accommodations, manipulatives or technological assistive equipment provided.

69% to 60%
• The student managed to complete most of the activities carried out in the classroom for this subject with a lot of partial physical stimulation to be able to
offer a response (correct or incorrect) in addition to the use of reasonable accommodations, manipulatives or with the use of some technological assistive
equipment.

59% to 0%
• The student managed to complete most of the activities carried out in the classroom for this subject with a lot of total physical stimulation from the teacher
even when he was offered reasonable accommodations, manipulatives or the use of some technological assistive equipment.
 OPERATIONALIZATION OF PUBLIC
POLICY
ADAPTED CURRICULUM FOR MODIFIED DIPLOMA (ROUTE #2) AND
ALTERNATE DIPLOMA (CERTIFICATION OF SKILLS, ROUTE # 3 )

The challenge for the teacher who works with this alternative location, more
than WHAT TO TEACH, is HOW THE MATERIAL WILL BE PRESENTED TO THE
STUDENT.
 OPERATIONALIZATION OF PUBLIC
POLICY
EXAMPLE OF ADAPTED CURRICULUM FOR MODIFIED DIPLOMA
(ROUTE # 2) AND ALTERNATE DIPLOMA (CERTIFICATION OF SKILLS, ROUTE # 3)

ANALOGY:
NOVEL TO READ…
If a 2-year-old child saw a picture
of Don Quixote of La Mancha and
asked who the man on the horse
is, would you give him the novel
to read?
SHEETS…
The answer is obvious, it would
be no. For that child, the adult
would have the responsibility of
explaining, with words, pictures
or supports, who that man is.
COLOR…
 GRADUATION ROUTES
ROUTE NUMBER ONE, TWO AND THREE
TEACHING AT HOME AND/OR HOSPITAL
• 2n-.s. -ger;. . , 4U ,
OPERATIONALIZATION OF PUBLIC
POLICY
 GENERAL REGULATIONS FOR STUDENTS AT HOME OR HOSPITAL
LOCATED IN REGULAR CLASSROOM OR IN SPECIAL FULL-TIME CLASSROOM
PRESCHOOL, ELEMENTARY, INTERMEDIATE, SUPERIOR, PREADULT LEVEL

YOU WILL BE ASSIGNED A HOMEBOUND TEACHER AS LONG AS YOU MEET THE FOLLOWING CRITERIA:

• Maintain continuity of instruction and facilitate the student's return to school.

Aim
• Students who, due to their medical or judicial severity, require instruction at home
or hospital for a period of more than 30 consecutive days , the homebound teacher
will be the person who will provide the education to the student.
• They have a health condition that could be contraindicated or represent a danger
to their condition, whether for a limited period (10 days or more) or extended (3
Eligibility months or more).
• They have a court order establishing home instruction or hospital confinement.
criteria • For conduct or safety reasons, they are suspended or expelled for a period of 10
days or more throughout the school year.
 OPERATIONALIZATION OF PUBLIC
POLICY
GRADUATION ROUTES
ROUTE NUMBER ONE, TWO AND THREE
TEACHING , IN YOUTH INSTITUTIONS
 OPERATIONALIZATION OF PUBLIC
POLICY
GENERAL REGULATIONS
LOCATED IN A REGULAR CLASSROOM OR A SPECIAL FULL-TIME CLASSROOM IN A YOUTH INSTITUTION
INTERMEDIATE, SUPERIOR, PREADULT LEVEL
These students ARE NOT GRADUATES OF THE PROGRAM.

• Once you receive the minor, you have two days to notify via email and phone call to
Department of the school of origin of the student (for active students in the DEPR) or FDEE of the
Rehabilitation municipality (in the case of students not enrolled in school), the need for
registration movement. In both cases, the email will be sent with a copy to the
and director of the ETUCE of the region of residence of the minor.
Correction (DRC) • They will select an official who will be responsible for receiving, managing and
delivering student records and will disclose the email and telephone number to the
ORE Placement Committee and all corresponding schools in their educational
region.
Director of the • Once the official receives the email notification of a student's admission to a
correctional institution, he or she will follow up with the school or the municipality's
ETUCE and its FDEE to deliver the file.
officials • Once the physical file is received, the official will contact the DRC special education
coordinator to deliver it.
 OPERATIONALIZATION OF PUBLIC
POLICYADDITIONAL CONSIDERATIONS
All teachers RESOURCES of the Special Education Program will have a period of
Professional Training (CP) and a period of Teaching Tasks ( TADO ), preferably that
the CP coincides with that of the regular Spanish and mathematics teacher, thus
promoting consultation Between peers.

Only the Professional Training period will be guaranteed to Full-Time Special Classroom teachers. The TADO period may
be an option depending on the complexity of the multigrade that will be attended. If you offer science in fourth, eighth,
and eleventh grade, you CANNOT have a TADO period.

The work schedule and study plan for the students of the Special Education Program will be from 8:00 to 3:00 pm. No
Full-Time Special Class student may leave before 3:00 pm.

The SIE codes with the acronym EDES (New SIE Catalog Courses) will be used for the Program of Full-Time Special Class
students enrolled under: Modified Diploma (Route # 2) or Alternate Diploma-Certification (Route # 3).
OPERATIONALIZATION OF PUBLIC
POLICY
ADDITIONAL CONSIDERATIONS
 OPERATIONALIZATION OF PUBLIC
POLICY
EXAMPLE WORK PROGRAM OF A RESOURCE CLASSROOM TEACHER
EDES-111-3322 – For the elementary level (K-5)
PERIOD
SCHEDULE SIE CODE

1 8:00 to 9:00 EDES-111-3322

EDES-111-3323 – For the intermediate
2 9:00 to 10:00 EDES-111-3322
level SCHEDULE SIE CODE
3 10:00 to 11:00 EDES-111-3322 PERIOD
EDES-111-3324 – FOR THE HIGHER LEVEL (9-12 )
4 11:00 to 12:00 CP 1 8:00 to 9:00 CP SCHEDULE SIE CODE
PERIOD
5 12:00 to 1:00 Lunch 2 9:00 to 10:00 EDES-111-3323
6 1:00 to 2:00 EDES-111-3322 1 8:00 to 9:00 EDES-111-3324
3 10:00 to 11:00 EDES-111-3323
7 2:00 to 3:00 TADA 2 9:00 to 10:00 EDES-111-3324
4 11:00 to 12:00 EDES-111-3323
3 10:00 to 11:00 CP
5 12:00 to 1:00 Lunch
4 11:00 to 12:00 TADA
6 1:00 to 2:00 TADA
5 12:00 to 1:00 Lunch
7 2:00 to 3:00 EDES-111-3323
6 1:00 to 2:00 EDES-111-3324
7 2:00 to 3:00 EDES-111-3324
 OPERATIONALIZATION OF PUBLIC POLICY
EXAMPLE WORK PROGRAM OF A FULL-TIME INTERMEDIATE LEVEL SPECIAL CLASSROOM TEACHER

PERIOD
SCHEDULE SIE CODE DESCRIPTION CREDITS OBSERVATIONS
1 8:00 to 9:00 EDES 111-_________ EE Complementary Period 0 routine activities,
*Newly created course. Integrated Curriculum welcome, resume
We are waiting for code. (PECCI) integrated
2 9:00 to 10:00 EDES 121-3206 Spanish 6 1
EDES 121-3207 Spanish 7 1
EDES 121-3208 Spanish 8 1
3 10:00 to 11:00 EDES 121-3218 EE Mathematics 6 1
EDES 121-3219 EE Mathematics 7 1
EDES 121-3220 EE Mathematics 8 1
4 11:00 to 12:00 EDES 121-3233 EE Science 8 1 It is offered by SEATC
EDFI 111-1106 Physical Education 6 1 master
Course with regular teacher
One of these two options: ------------------------------------ --- -------------------------------
ARVI 126-2603 Visual Arts 7 1 Course with regular teacher
SAES 121-0925 School Health 7 1 Course with regular teacher
5 12:00 to 1:00 Lunch Supervised Lunch 0
6 1:00 to 2:00 EDES 121-3228 EE English 6 1 Professional training
EDES 121-3229 EE English 7 1
EDES 121-3230 EE English 8 1
7 2:00 to 3:00 EDES 121-3230 Daily life 1
| OPERATIONALIZATION OF PUBLIC POLICY
FULL-TIME SPECIAL CLASSROOM STUDY PROGRAM

DIE
FULL-TIME SPECIAL CLASSROOM STUDY PROGRAM WITH MODIFIED FULL-TIME SPECIAL CLASSROOM STUDY PROGRAM
OF
DEGREE PROMOTION
NIVtL mtMAKiO
O
Requirements for graduation ■ Elementary Level Graduation requirements (The course codes that will be used begin with EDES}
Acquisition of language 5 credits Spanish 2 eriditot
Elementary level (1st to 5th grade) Intermediate level (5th 0 8th grade)
Matemdtite 3 credits Mathematics 2 etidltiu
Acquisition of the 65 credits spanish 3 credits
and English 3 credits □ ü English 2 etidltiu
H.
3 credits
0
Ciercius
Spanish (4th and 5th) 2 credits Mathematical 3 credits
• 2 IT
Science yes 2 etidltiu
Sorludf Integrated social studies 2 etidltiu
Mathematics (fro-5th} 5 credits English 3 credits
English (3rd to Stül 3 crediti Cieneits (Bvo grada! 1 credit
Physical education 0 Befas arts 3 credits Physical education, Bellars ortes to Health 2 eriiütút
CloseMiL (4th} and credits wds_independent 3 credits
SUBTOTA 18 credits SUBTOTAL i 2 tfiMM
L ZdUtúúiátl fitítir. Fine arts or avalanche 5 credits EdUtírtiátl Fisicn (5th) i credit
SECOND LEVEL
Xafuüiiiiii degraciuccidn Intermediate level Disgration requirements Higher level Fine Arts, or Solud (7th) i credit

spanish 3 credits spanish 4 credits TOTAL 22 tfidííM TOTAL 15 credits

Mathematics 3 credits Matemdtite 4 credits Mhcl Luptriaf (3NOA 12MO) HIlKiPre-irdmtae ¡ISA 21 AN05/
English 3 credits English 4 credits
Acquisition of hritflgua 4 credits Instructional skills 5 credits
Certain 3 credits Certainly 4 credits
Mathematics 4 crediti Vocational training 5 credits
Social Stirds 3 credits social studies 4 credits
English í 11 mo] i credit Pre-employment 3 credits
Physical Education and CTEX Courses 1 credit each Physical Education, Fine Arts and Health 1 credit (e/u)
Ciencits {i 1st grade) i credit Complementary courses 3 credits
Beilas A; tesy Health B credit 1 cfedit
STEX/Wy courses #2) physical education 4 crediti Community service 20 hours
Ssrviric cünrunítafKi 20 hours green contact 20 bcrm A year
TOTAL 18 credits Community Service ( Nolectiwo Schedule) 40 bcrm independent living 4 credits "Occupational training" 20 /wraí
Dtstitíút fn-voeatiMiiitt 2 credits "Green Ccmtixta" 20 baraL
üiru observations Exploring occupation 20 bcrm
* Students are placed in the grade in which they will compete. University examination and admission test (PEA U) 1 Caria STEX ■ Occupational exploration i credit
* The student must pass ■ the courses with 60% D more in their summative
Complementary courses 3 credits
evaluation. TOTAL 24criditM
TOTAL 24 triditM TOTAL 18 credits
* Students who present at least 59 %, every ten weeks, in THEIR evaluation, the The 5TEX courses (Non-occupational) are:

COMPU will prepare an improvement plan. Yo. xploracidnocuputional Other observations

* Students who obtain 59% D or less in three D more [ aces, retain the grade. (Required for all students - Le? 263 2005] * This course program ensures access to general knowledge to emphasize specific * Utero-grade lupromotion determined by your critical age.
2. Civiimu skills that are tailored to the student's level of mental fitness . * Students will be evaluated uti. The level of achievement offered will vary depending
The COMPU must show evidence of all actions carried out and services
3. Computer sciences
offered to the student. * It works according to the level of communication of the ttttüNnnti and the quotas you on the task.
4. Information science
have.
 PLAN OF
LIMET-ÍI LE. PLFIIL EILL PAETAMIEMT OF EDLCAIIM
HkEEEAFIAAEMLABN EAR EDHAN EÍBWIAL. EVALUATION PLAN
Fumik=

Salom Special 3 " Full Time Modified Diploma PROGRESS REFORM

"Evaluation criteria"

EXAMPLE
mimk

Frontuarlo f Evaluation Plan for Fifth Grade

STUDIES
Tzncam :■ Huwumeri i Pnbu p==ad porsl M
onc- EzGO-- E Duc-T- 0EHANLE nmini!
13 Emiumgoubo mi lú de 1M pentou
Ebi Em Mti POL 2
'MU M Dumunpuñi 2
MUK BQ. MET-QE H Huuuummni Pnubuuu p-ad porsl 50

OF FIFTH GRADE
■ HÜMM
MaAESTHDALT-SNTE CuhlIFc*d0 mam2mm}
Z1 :■ «JM ii IT gives MKH

SUGGESTE
-Ona ne EaB-AT-GGm PROEEEIONIKL 2 1M pihU
3150 PIL
"MUI of Dumunpuñin 2
PRONUARY 50
401 pumies
■ HÜMM H Huuuummni Pnubus pad prs n MJUI'

yes kañen cmnu üHE 21 M unpabiii 17 mamo M 1M pihU

HE EmEeS FEEGre LklkAK 30üD POL 2
mnedimi-20 EGF*tit-25
-im Yo 'MUM Dumunpuñi 2

SPANISH D
IKK Eaz-ñGi-I
PLiMMAPLHLi# EeHHEüüu EALLEHIi EELR PAMA EL PHHMH[ Gmuñümüu in HEOUFrñ5 ÜE mHfumfuEusi m H Huuuummni Pnubus p-ad porsl 50
—-EEiai ñEFiaEuMHHH-iSSFLENMTESinN 40 EEHANAE Mdu mam2mm}
tuna mi dmupd 1M pihU
•eupuzibwads HummuLjEra EH LA ESumuus üL üGPAATAMGMTE ££ kmuuümüuüüm PLMHTE EM POL 2
"NUM Dimmmmpmñi
■ IAIUAEIO SPECIFICATIONSGOGRILLS 2

SYLLABUS
BY GRADE SPECIFICATION SHEET [ELUEPRINTS)

AND OVERVIEW OF THE COURSE

D-ouum
TmaE=l íUldrU

EVALUATI
-

Special Full-Time ------------

uHbuB ISSUE
TEANEFEMEHCLA OEJETIO =jiukumle“k
rdU'nTiaH
year:
buL=EH
■ =4
TAHHA5 M
DHPAILIOIHEE GENERAL

ON PLAN
Classroom First to Third
Wa» um: □
E1 LTe p---de ümgimñüüi U. DO"m- smgumñi-nci SHEñUmü * ilonaci •• # Of
hümm M M imetigumd-dni Eo- puñicomo MUUU e L
Fre-mii
nri rna Ü M =ñ ÚU-U -N dh CITU MU < You
AND EMHm"kca” km EHMH ig3a-rLaññm • rpHW Em Fmm •HM EeHTañN

Year
KH EU
"Pr=-mLSEm klra" Urd HEnmuk-a My IMú ■ give
marmumÉm UU-M r ^ju.
■MUJ HEmmm Eim •ñ EL cgumua F Yo Gives
AND dmEIO añi immk-iid- miümE P < pfmüimimui peE--macin
____A.M______ ünulnnm"uimmüufElildu._______________________________________________ COURSE EVALUATION SCALADE
The Li daü deHmñe Limd pminiedd hx rm-ñm Lña i ühu um 4 You give
pmipddim-. uukmdimd m MIMU MCM =ñ MeuumiL MTMUA HNh EH-EA Srmmgma A-bu--
"Zu" dhhmoñkca M EhO*mün Em M kzü MUH ihaEbhmEsmñüdlhmünü 4 1 Dua
ace ümanam MTMUa
■
Lesbegosseilimrsafimmg==nr=ste tn- 13 kA

d
n
a
J. Uihqs. mms Emka •-ENI
UM -= -■ FikElamu"mE E-lukK imiexmu. TO Thas
ix 3 Leskegeass —mik
rge-Tmñüm s-morning
3 Luhmm m-umrmnk •-r- M MEI W H- h l Mm AND
E.T. LHN/ PeE~p• incunumcañ M MU mskorn ■■Rk TO Lr 1
Himüü .n MTMM
L •nil ■ ■ ■ — ■ s- mih = nnaa ■+- EV 5
CErmmdihi E-iimmTü «Ti Hümm M -ni MEü
dui Pima ■ mk# iiUrW MMUUd 5 dñdiim MU II ITI qum ke 5 LITBÍÍ TO Dua 1 Lakinarham ! ill H-EN F
Qumümjar dmoñkca r 1WMM M añ mmako 3 dmdumm •ra Wi IWW mn Yo Dua
2x5 i ili h'i i dtflKA =ñ WU sk mmmdnasimñ3ü nmul =ñi EEF UMW 1 You give
küm AtaTlí s-morning
MM Hrmg-mds । ÍMAMX f UlUfi pii üm-ga lim«VX E2a FMm" M iñk- EaEL
REFERENCE TEXTS ELETL HÜNEAE

Drmetummmaeel
ur
atudimtm
I work in
groups
Team work

INSTRUCTIONS
Analyze case study
provided to determine:
Location alternative
Graduation route
Table presentation of case analysis
Questions and answers
Posttest

5 minutes
 References
Constitution of the Commonwealth of Puerto Rico, Article 2, Section 5.

Law 51 (1996) Law on Comprehensive Educational Services for People with Disabilities.

IDEA Law (2004) Disabilities Education Act.

Law 263 (2006) Vocational and Career Evaluation Service Law

Law 53 (2016) Law for the certification of functional academic and pre-employment skills for
students with disabilities.

Law 85 (2018) Educational Reform Law in Puerto Rico.

Amendment: Public Policy on the school organization for the Special Education Program and the
promotion and graduation requirements for students with disabilities enrolled in the schools of the
Puerto Rico Department of Education (May 29, 2019)
 Thanks
Resources (Workshops)
First Convention of Directors of the Department of Education of Puerto Rico
July 22 to 25, 2019
San Juan Convention Center

Dr. Risela B. Ferrer Santiago
Special Education Teacher Facilitator - SAEE
ferrersr@de.pr.gov
Dr. Enid Z. Medina Vazquez
Teaching Facilitator Spanish Program
Basic Curriculum Unit
Ponce Regional Educational Office
medinave@de.pr.gov
Prof. Would you go. Jenaro Flowers
Teaching Facilitator Mathematics Program
Basic Curriculum Unit
Caguas Regional Educational Office
floresji@de.pr.gov
Prof. Carolina Gomez Rosado
Full Time Special Classroom Teacher
Arecibo Regional Educational Office
de151688@miescuela.pr
 Thanks
Preparation, review and editing of the Power Point:

GRADUATION ROUTES FOR STUDENTS WITH DISABILITIES ENROLLED IN THE

SCHOOLS OF THE PUERTO RICO DEPARTMENT OF EDUCATION AND THEIR ACADEMIC INTEGRATION

Dr. Risela B. Ferrer Santiago

Special Education Teacher Facilitator - SAEE
ferrersr@de.pr.gov
Dr. Melinda S. Gonzalez Gonzalez
Special Education Teacher Facilitator - SAEE
gonzalezms@de.pr.gov
Dr. Enid Z. Medina Vazquez
Teaching Facilitator Spanish Program
Basic Curriculum Unit
Ponce Regional Educational Office
medinave@de.pr.gov
Prof. Carolina Gomez Rosado
Full Time Special Classroom Teacher
Arecibo Regional Educational Office
de151688@miescuela.pr
DEPARTMENT OF
EDUCATION
GOVERNMENT OF PUERTO RICO

Thank you for your

collaboration.