DEPARTMENT NEWS
The purpose of this flowchart is to assist administrators and special educators in understanding the processes and federal and state requirements when a student protected under the Individuals with Disabilities Education Act (IDEA) violates a code of student conduct and the disciplinary consequence considered involves a day of removal from the current educational setting. Included in the chart are state and federal requirements, clarifications of disciplinary decisions, as well as required actions in disciplinary decisions. This flowchart is now posted on Texas Sped Support!
Each year the TEA invites groups of Texas educators to provide feedback on the development of state assessments (STAAR, STAAR Alternate 2, and TELPAS) through educator committees across all assessed grades and content areas. Developing high-quality, aligned questions relies on the expertise and experience of Texas educators. Participants collaborate with other educators from across the state to review and approve each potential question for state assessments. TEA is currently accepting applications from all districts to participate in item review committees all subjects and grade levels.
If you know of any educators (including yourself!) who might be interested in participating in these review meetings, please encourage them to apply using the link below. Meetings are typically held during the spring and summer. If selected, an invite will be sent with all the logistical information.
The commitment is generally two to three days in Austin with all travel, accommodations, and substitute coverage paid for by TEA. All participants will earn Continuing Professional Education (CPE) credits. Applications are accepted on a rolling basis.
The Health and Human Services Commission (HHSC) and TEA Early Transition Memorandum of Understanding (MOU) is updated and posted on the TEA Early Childhood Special Education (ECSE) website. This MOU defines roles and responsibilities between the HHSC and the TEA that guide and support transition services for families of children with disabilities who are approaching age three and potentially moving from ECI programs to the public school system.
In order for LEAs and TEA to report accurate and reliable data on Child Find and ECI transition indicators, the MOU now requires ECI programs, which are administered by HHSC, to include the date a child was initially determined eligible for ECI services when notifying LEAs of a child’s potential eligibility for ECSE services.
OSEP Fast Facts on Children Identified With Intellectual Disabilities
Updated Accessible Educational Materials Glossary
Need some assistance in breaking down key terms aligned with accessible educational materials (AEM)? The national center on AEM announced that the AEM glossary, which provides definitions of key terms, has been updated. Consider bookmarking and/or downloading this resource!
Resources for Families of Children Who Are Deafblind
Key Topics for Families on the National Center on Deaf-Blindness website have tips, strategies, and supports that families of children who are deafblind can use to help them navigate their child's services and their family's everyday life. The topics are arranged by categories that include early intervention, educational services, learning at home, and transition.
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