DEPARTMENT NEWS
Trending Topics in Special Education is a resource for special education administrators to ensure timely access to relevant resources aligned to the top three areas of noncompliance each quarter. The topics are based on data collected through the Differentiated Monitoring and Support (DMS) system activities and are developed from commonly asked questions, clarifications, and compliance activities. Previously this newsletter was posted on the TEA website HERE; however, moving forward, trending topics will be included in four monthly Special Education Newsletters - November, February, May, and August.
For quarter 4, the focus will be the common areas of noncompliance in special education cited during the 2023-2024 targeted review process. Additionally, within the these areas, information about the elements from the Desk Review Rubric that were frequently cited is included. Relevant resources and professional development have been identified to support LEAs in these areas of noncompliance and are available free of charge. Please note that several of these resources are currently being updated to align with recently effective rule changes. The updated versions will be posted within the next few weeks.
1. IEP Development
During the 2023-2024 year, targeted monitoring identified common challenges with the impact and need statements in the present levels of academic achievement and functional performance (ID2), the development of measurable annual goals (ID10), and indication in the IEP when progress reports will be shared with the parents (ID4).
2. State Assessment
During the 2023-2024 year, targeted monitoring identified common challenges with documenting a student's participation and progress in accelerated/supplemental instruction at the next annual ARD committee meeting for students who did not perform satisfactorily on STAAR (SA3) and collaboration between the ARD committee and Language Proficiency Assessment Committee (LPAC) when determining and documenting the need for allowable testing accommodations for a student who is emergent bilingual (SA4).
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Technical Assistance: Individualized Education Program Development: This guide provides an overview of how an IEP is developed, including guidance on the requirements for statewide and district assessments (pages 34-37).
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HB 1416 Frequently Asked Questions: This document outlines questions and answers regarding accelerated instruction requirements for students who do not achieve approaches or higher on STAAR grades 3-8 or EOC assessments. Section E of this document is specific to students with disabilities.
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Frequently Asked Questions - LPAC and Emergent Bilingual Students: This document provides answers to common questions related to the duties of the LPAC and programs for emergent bilingual (EB) students. The guidance applies to all LEAs, including school districts, open enrollment charter schools, and districts of innovation. Section 1-B covers EB students who also receive special education services.
3. IEP Content
During the 2023-2024 year, targeted monitoring identified common challenges with ensuring a student receives a functional behavior assessment (FBA) and behavioral intervention services and modifications when the ARD committee determines a behavior is not a manifestation of the disability (IB10), providing a behavior intervention plan (BIP) to the services provider(s) of the student (IB13), and conducting a manifestation determination review (MDR) within 10 school days of the decision to change a student's placement (IB5).
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Technical Assistance: Behavior Supports and Guidance for Students with Disabilities: This technical assistance guide covers ways to prevent challenging behavior, FBA, BIPs, MDR, and protections for students not yet determined eligible for special education. Additionally, this guide outlines state and federal requirements regarding prohibited aversive techniques, placement, and school discipline while also providing options for appealing a disciplinary decision.
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Discipline Flowchart for Students Identified with or Suspected to Have a Disability Under IDEA: The purpose of this flowchart is to assist administrators and special educators in understanding the processes and federal and state discipline requirements when a student protected under the Individuals with Disabilities Education Act or IDEA violates a code of student conduct and the disciplinary consequence considered involves a day of removal from the current educational setting. The chart includes state and federal requirements, clarifications of disciplinary decisions, and required actions in disciplinary decisions.
Texas Dyslexia Academy (TDA) 1, 3, 4, and 5 asynchronous courses are now available on Texas SPED Support. TDA's 2 and 6 will be published very soon as well.
TEC §29.0031(b) requires the ARD committee to include at least one member who has specific knowledge of the reading process, dyslexia and related disorders, and dyslexia instruction. This member must:
(1) hold a licensed dyslexia therapist (LDT) license under Chapter 403, Occupations Code;
(2) hold the most advanced dyslexia-related certification issued by an association recognized by the SBOE, and identified in, or substantially similar to an association identified in, the program and rules adopted under Sections 7.102 and 38.003; or
(3) if a person qualified under subdivision (1) or (2) is not available, meet the applicable training requirements adopted by the SBOE pursuant to Sections 7.102 and 38.003.
Understanding the limitations of availability of the individuals who meet the credentials of items (1) and (2) above, an LEA may identify another individual to serve in this role who, within one calendar year from the date of being designated as such member, must:
- register and complete TDAs 1-6;
- register and complete the TEA’s Guidance for the Comprehensive Evaluation of a Specific Learning Disability training (coming soon to Texas SPED Support); and
- document that the member has training in current research- and evidence-based assessments that are used to identify the most common characteristics of dyslexia.
When TEA updates the required trainings above, the member must complete those updated trainings within one calendar year from the date the revised training was made available.
Region 3
Students from Region 3 districts participated in adapted games and activities as part of the Expanded Core Curriculum (ECC) for visually impaired students. The ECC provides specialized instruction to help these students learn skills they might miss out on by not being able to observe others. Early instruction in areas like Recreation and Leisure allows students to explore and enjoy various physical and leisure activities. Visit Region 3's Newsletter to see pictures from this engaging event.
Region 4
TEA, in collaboration with their grantee, ESC 4, hosted the second annual Aligned! 2024 Virtual Conference, From Child Find to IEP Implementation, and had a record-breaking registration! Nearly 5000 diagnosticians, speech language pathologists (SLPs), school psychologists, and educators from across Texas took part in this conference.
Participants explored child find, evaluation, and ARD supports, learning to identify effective practices, implement comprehensive evaluations, and develop IEPs to support student success. A big thank you to Education Service Center (ESC) Region 4 and our other ESC colleagues for making this year's event a great success!
Region 10
The ESC Region 10 Crisis Support Team was nominated for the prestigious Tadini Bacigalup Jr. Award and recognized as a National Organization for Victim Advocacy (NOVA) 2024 Honorary Awardee. This award is bestowed upon distinguished service programs, and it truly reflects the team's unwavering dedication to supporting LEAs in region 10 in their time of need. The ESC Region 10 Crisis Support Team is a service designed to help schools during situations affecting staff and students as a planned, organized approach has been shown to be effective in reducing the emotional and social impact of a crisis. The team offers support during and after crisis situations such as student or staff deaths, critically ill or injured students or staff, terminal illnesses, school shootings, and natural disasters. They provide support in crisis resolution activities to central office staff, building administrators, counselors, teachers, support staff, families, and students.
The ESC feels incredibly honored to have such compassionate and hardworking staff, all deeply committed to the wellbeing of others. They feel very fortunate to be trusted by the schools in region 10 to assist them during their most difficult times.
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This year, Tiered Interventions Using Evidence-Based Research (TIER), a TEA funded initiative, will begin using the Texas SPED Support website to announce upcoming training of trainers (TOT) opportunities to become a TIER Certified Trainer. Be on the look out in Texas SPED Support's Learning Library for information on upcoming TOT opportunities, registration links, and prerequisites for attendance. These trainings are intended for regional ESC staff and district/campus leaders responsible for training and implementing a multitiered system of supports (MTSS). Once certification is attained, trainers will have access to training materials to train their educators.
Make sure to check the Texas SPED Support Learning Library webpage in September for updates!
Co-teaching is intensive specially designed instruction embedded within full access to grade-level, rigorous general curriculum leading to a reduced achievement gap.
The Guidelines for Co-Teaching in Texas document supports districts and schools with the establishment of a common understanding of co-teaching fundamentals, from conceptualization to implementation and evaluation, and to explain essential components of effective co-teaching programs.
The Guidelines for Co-Teaching in Texas Field User Guide includes four sample lesson plans: 1st grade reading, 4th grade mathematics, 7th grade science, and 11th grade US. history. The purpose of the sample lessons is to show how the different co-teaching approaches can be used flexibly when designing instruction. The focus is not on the content of the lesson, but on how the instruction is delivered. Each lesson demonstrates a way the six co-teaching approaches can be used together.
We are always looking for ways to connect with our partners in the field!
From site visits, to review opportunities, to focus groups, there are numerous ways to connect with TEA and support the field of education. If you are interested in participating in engagement opportunities, sign up by clicking the button below.
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.
Resource to Practice Webinar Series
The National Center for Systemic Improvement (NCSI) is hosting a series of webinars aimed at unpacking key evidence-based practices and recommendations to promote learning for students with disabilities. Recordings of their first three sessions are available on the NCSI website.
- Session One - Supporting Practice Guide Implementation: Providing Reading Interventions to Students in Grades 4-9
- Session Two – Supporting Practice Guide Implementation: Preparing Young Children for School, Language and Literacy Recommendations
- Session Three – Supporting MTSS Implementation: The Integrated MTSS Fidelity Rubric (IMFR)
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Behavior Progress Monitoring: Selecting Target Behaviors, Aligning Tools, and Creating a Plan
Just in time for the start of the school year, the National Center on Intensive Interventions (NCII) released its latest self-paced module, Behavior Progress Monitoring: Selecting Target Behaviors, Aligning Tools, and Creating a Plan. This course is expected to take 60 minutes to complete and will help educators effectively monitor behavior progress by identifying target behaviors, selecting appropriate monitoring approaches, and creating a comprehensive data collection plan.
Updated Progress Monitoring Modules from the IRIS Center
The IRIS Center has refreshed the progress monitoring reading and math modules! These resources are designed to help educators learn how to track student progress and provide valuable feedback to support both teaching and learning. Kick off the new school year with these essential tools, and remember, you can earn Professional Development Certificates for completing these modules.
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