Department News
The U.S. Department of Education’s Office of Special Education and
Rehabilitative Services (OSERS) has issued new guidance interpreting requirements of the Individuals with Disabilities Education Act (IDEA) in light of the many challenges of the
COVID-19 pandemic and as more schools and programs are returning to in-person services. Topics include meeting timelines, ensuring implementation of initial evaluation and reevaluation procedures, determining eligibility for special education and related services, and providing the full array of special education and related services that children with disabilities need in order to receive FAPE.
Senate Bill 89 requires specific supplemental information be included in the individualized education program (IEP) for students with disabilities who received special education services during the 2019-20 or 2020-21 school years. TEA recently posted a frequently asked questions (FAQ) document to accompany the TAA correspondence that was released in July 22, 2021. This document provides further clarification regarding the requirements of the bill.
The purpose of the special education self-assessment is to assist LEA leadership teams in evaluating and improving their educational program serving students with disabilities receiving special education services. The special education self-assessment is completed annually by all LEAs, regardless of Results Driven Accountability (RDA) framework determinations, and is intended to engage leadership teams in proactively addressing special education compliance and support student performance. The window for completion of the special education self-assessment will be May 2, 2022 to September 30, 2022. For the 2021-2022 School year, LEAs will be required to complete the 7 prioritized compliance/strategy areas (Child Find, IEP Implementation, IEP Development and Content, Instructional Strategies, Properly Constituted ARD, Secondary Transition, Family Engagement) with the option to complete any other compliance/strategy areas. LEAs will submit their special education self-assessment within the Ascend Texas Application.
Literacy for ALL virtual synchronous professional development is available through TEA! Many students in grades 4-12 lack proficiency in foundational reading skills. This is the reason many older students cannot comprehend text. The Literacy for ALL training addresses the needs of those students. Participants will build knowledge and understanding of how to utilize the Universal Design for Learning (UDL) framework to proactively identify and address instructional and environmental barriers. Participants will also learn how to design instructional supports, including assistive technology, to accommodate for the impact of the disability in order to improve student achievement in reading. This virtual professional development will be offered through Zoom on November 11th and 18th from 8:30 – 4:00. Participants can earn 12 CEUs for this training.
The Student-Centered Transitions Network (SCTN) has posted the Conducting Necessary Transition Assessments asynchronous training course approved for 2 Continuing Professional Education (CPE) hours. This training gives educators the information and tools needed to conduct meaningful transition assessments. Age-appropriate transition assessments are the foundation upon which transition goals and services are based by collecting data on the student’s needs, preferences, and interests.
The Texas Complex Access Network (TX CAN) Virtual Institute is an exclusive event for people who have earned 3 badges by completing 3 TX CAN online courses by December 31. The 2022 Institute will open February 14 – March 10 and culminate in a synchronous session on March 11. This Institute addresses the need for increased opportunities and access through sessions that will provide all stakeholders with information to broaden their own understanding of the capabilities of students with complex access needs, and impart effective strategies to address those needs.
Gather your district teams and save the date for the first virtual Texas Collaboration Institute hosted by the Student Centered Transitions Network (SCTN) in partnership with the National Technical Assistance Center on Transition: The Collaborative (NTACT: C). District teams comprised of Special Education (SPED), Career & Technical Education (CTE), and Vocational Rehabilitation (VR) will begin the discussion on partnerships that change the results and lives of students with disabilities. Join us, October 28th from 9:00 a.m. to 4:00 p.m.
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