Department News
Writing Effective Impact and Need Statements in the FIE
Evaluators are encouraged to view the Writing Effective Impact and Need Statements in the Full and Individual Evaluation (FIE) recorded webinar. This session provides guidance for writing compliant and effective impact and need statements related to the student’s disability. These statements are part of the present levels of academic achievement and functional performance (PLAAFP) which leads to development of an appropriate individualized education program (IEP). The FIE should describe the disability’s impact on the student’s access to and progress in the general curriculum, and there should be baseline data that can support PLAAFP development.
Writing Present Levels of Academic Achievement and Functional Performance (PLAAFP) and Developing Measurable Annual Goals
This recorded webinar consists of content related to the PLAAFP (the federal law and state guidance related to PLAAFP that identify a student’s strengths, baseline data, and critical areas of need), annual academic goals (the purpose and importance of measurable annual goals and a four-step process for developing them), and annual functional goals (the purpose and importance of functional goals and a four-step process for developing them).
Starting in the 2022-2023 school year, the approved assessments for TEC 29.316 have been condensed to provide an accurate measure of each child’s language acquisition skills. The Language Assessment Committee was tasked to review and make adjustments to the approved list of assessments, to ensure accurate data is being collected. More detailed information about each assessment is available on the TEA Sensory Impairment webpage under State Guidance as well as in an updated FAQ. Please submit questions to the SELA mailbox at SELA@tea.texas.gov.
TEA's Inclusion in Texas Network is pleased to announce the partnership with the Assistive Technology Industry Association (ATIA) to offer unlimited access to ATIA online courses for all Texas administrators, educators, support staff, and parents.
These online education programs include live and recorded versions by national experts on a variety of topics across the spectrum of the AT industry sectors. Online courses are 60 and 90 minutes in length. Continuing education credit is available for completion of these programs.
Could you use some professional development focused on your work with students with autism? We've got you covered. Check out TEA's Texas Statewide Leadership for Autism Training (TSLAT) network. Not only does this network house over 90 online courses and a robust video library for quick tips on a variety of topics, but they also have several mentoring guides to help mentors pinpoint the specific training LEA staff may need.
The TEA developed online courses to support dual-identified students with multiple exceptionalities. These courses provide awareness and guidance to educators working with students who are served by special education and are also identified as gifted and talented, military-connected, experiencing homelessness, or who are in foster care. Each course provides information on each of the following topics: identification and eligibility; Admission, review, and dismissal (ARD) committee practices; instructional best practices; challenges; family engagement. Click on the title below to enroll:
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School administrators play an important role in supporting the identification and referral of children who are deaf-blind. Identification of Children with Deaf-Blindness: Resources for School Administrators, by Deborah A. Ziegler, provides information to help school administrators increase their knowledge of deaf-blindness and strategies they can use to ensure that children with deaf-blindness are identified, referred, and receive appropriate services.
The Office of Special Education Programs (OSEP) has launched a new resource to help stakeholders reduce discipline disparities. A new webpage on OSEP Ideas that Work website includes:
- Eight resource guides on positive, proactive approaches to discipline, which addresses topics such as: addressing discipline disparities, reducing exclusionary practices, and creating a positive predictable environment, among many others;
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Evidence-based approaches to support and respond to student, school, early childhood program needs;
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Strategies to support personnel preparation and professional development to address social, emotional, behavioral needs; and
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Video overview and links to OSEP Guidance to Help Schools Support Students with Disabilities and Avoid Disparities In the Use of Discipline.
The IRIS Center has released 3 self-paced, online modules for use in educator preparation courses and school or district professional development activities.
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