DEPARTMENT NEWS
The Dually Identified Technical Assistance Guide is for Texas educators to support holistic and effective programming for students who are dually identified as an emergent bilingual student and a student receiving special education services. Dually identified students require instructional services that reflect language proficiency levels, considerations for second language acquisition, and disability related services. This guide provides assistance with identification and evaluation of dually identified students; educator collaboration to ensure each student has an integrated service plan that supports all of their academic, linguistic, and functional needs; and effective methods of collaboration with families including cultural considerations about language and disability.
The Collaboration and Flexible Grouping courses offer multiple learning opportunities focused on strengthening partnerships to enhance collaboration, co-teaching best practices, effective data-driven decision-making, and student-centered small group planning and implementation. These courses provide both an Educator Pathway and an Instructional Leader Pathway and can be taken in sequence, as standalone chapters, or bundled by theme. Building a strong culture of collaborative and inclusive practices requires the involvement of multiple stakeholders in planning, communication, and implementation. Courses will be available soon on Texas SPED Support!
Learning Ally partners with educators to support students with diverse needs, helping them build confidence and access the same content as their peers. Visit the Learning Ally Texas Website to gain access to the following resources at no cost:
- Join a free Educator Coaching Session and learn how to set up your account and best support students.
- Enhance your support with expert-led sessions by Dr. Terrie Noland in our new Spotlight on Dyslexia Diving Deeper Sessions.
New to Learning Ally and need an account? Get started by enrolling for your free account through the Educator Access Form.
TEA is looking to grow its pool of qualified monitors and conservators to help the state’s school districts and charter networks remedy issues related to governance, accreditation, academic performance, financial accountability, or other special investigations. Monitors, conservators, and management teams provide leadership, guidance, and support to school systems working to overcome historical systemic challenges and operate effectively and sustainably to improve student outcomes. Monitors and conservators are appointed, as needed, by the Commissioner of Education. If you are interested and would like access to the job description, would like to recommend a colleague, or apply for a monitor and conservator appointment by the commissioner, please visit www.tea.texas.gov/mc-appointments for more information!
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.
New Assistive Technology Myths vs Facts Card
The Center for Inclusive Technology and Education Systems (CITES) shared a new resource to support the Assistive Technology (AT) Myths and Facts implementation. Check out the Myth vs Fact printable card game with directions and options for implementation to support administrators, educators and families.
Two New PROGRESS Center Videos That Can Support Professional Learning
The Progress Center released two new videos. Fostering Belonging for Students with Disabilities provides considerations for how to create an environment where every student is not just included but is an indispensable member of the school community. What Do a Bike and an IEP Have in Common? Ensuring the Parts Work Together to Promote Progress uses a bicycle analogy to explain how a well-designed individualized education program (IEP) provides free appropriate public education to promote progress for students with disabilities.
Now Available in Spanish: Key Topics for Families
Key Topics for Families are now available in Spanish on the National Center on Deafblindness website: Temas Clave Para Las Familias. This resource includes information on strategies and supports that families can use to help them navigate their child's services and their family's everyday life. Resources are organized by topic, including early intervention, educational services, learning at home, transition, caring for the family, and more.
IRIS Learning Pathways Collection: Strategic Planning for Professional Development
The IRIS Learning Pathways Collection is designed to help states and districts develop a structured plan for professional development and personalized learning, particularly for early-career teachers and paraeducators. These tools identify resources in high-need topic areas (e.g., behavior management, IEPs) and demonstrate how they can be sequenced and bundled to produce engaging learning activities that improve educators’ knowledge and skills.
Updated Training Materials Focused on Academic Progress Monitoring
The National Center on Intensive Intervention (NCII) has released four updated training presentations designed to help trainers support educators in mastering academic progress monitoring. Each presentation includes slides with speaker notes as well as activities to practice key skills. The presentations cover the following:
- Introduction to Academic Progress Monitoring in Intensive Intervention
- Selecting an Academic Progress Monitoring Measure
- Establishing an academic Progress Monitoring Plan
- Collecting, Graphing, and Analyzing Academic Progress Monitoring Data
Visit the NCII website to view all of these training materials.
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