Department News
This webinar, developed by the Child Find, Evaluations, and ARD Supports Network, covers the following topics.
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Summarizes the amendments to 19 Texas Administrative Code (TAC) Chapter §89.1040(c)(9) and eligibility criteria for specific learning disability (SLD)
- Identifies the key update to the Texas Dyslexia Handbook 2021 related to evaluation
- States the evaluation procedures for dyslexia as a SLD under federal and state law
- Reviews the required and additional data to gather and interpret for an evaluation for dyslexia
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Outlines the role of the multidisciplinary team to review data for the determination of dyslexia as SLD.
All 20 Education Service Centers (ESCs) are offering the following two new trainings in addition to the full Standards-Based Individualized Education Program (IEP) Process Training.
- Standards-Based IEP Process: Implications for Evaluations Personnel (half day)
- Standards-Based IEP Process: Implications for Administrators (half day)
Do you or your colleagues struggle with writing rigorous, high quality IEPs for students with complex access needs? Well the Texas Complex Access Network (TX CAN) has you covered. Their online course, A Step Toward IEP Quality and Rigor, uses guided practice and demonstrations to support you in creating standard-based IEPs for students with significant cognitive disabilities. In addition, the course includes a rubric to help ensure your progress!
House Bill (HB) 785 was passed during the 87th Regular Texas Legislative Session and was signed by the Governor on June 4, 2021. HB 785 amends statutory requirements related to student behavior plans, Functional Behavioral Assessments, and requirements for the documentation of student restraint and use of time-out. Commonly asked questions about HB 785 are addressed in a Frequently Asked Questions (FAQ) document on this topic.
To address new statutory requirements for student restraint documentation, a revised Sample Written Summary of Restraint form is now available in both English and Spanish. The revised form includes all statutorily required changes and proposed changes to Commissioner Rule regarding procedures for restraint documentation. Please continue to check back in the spring for any updates based on final, Commissioner Rule adoption.
This recently posted webinar from the Child Find, Evaluations, and ARD Supports Network covers the following content:
- The federal law and state guidance related to present levels of academic achievement and functional performance (PLAAFP) that identify a student’s strengths, baseline data, and critical areas of need
- The purpose and importance of measurable annual goals and a four-step process for developing annual academic goals
- The purpose and importance of functional goals and a four-step process for developing a functional goal
The Child Find, Evaluations, and ARD Supports Network has posted a question and answer document that is intended to provide guidance and best practices to LEAs regarding review of existing evaluation data and reevaluation.
This professional development session is a self-paced, online course that is intended to provide compliance and best practice guidance for admission, review, and dismissal (ARD) committee managers in LEAs that choose to use this model. This course is made up of 6 modules that cover such topics as scheduling ARD committee meetings, preparing and finalizing required ARD committee paperwork, facilitating the ARD committee meeting, and supporting families and school personnel with the ARD committee processes. Even if an LEA does not use the ARD Committee Manager model, any professional staff, such as special education teachers, speech language pathologists, educational diagnosticians, and licensed specialists in school psychology who conduct ARD meetings will benefit from this training.
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