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*August 2023
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*Special Education Newsletter*




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?Announcements


UPDATE: STAAR Alternate 2 Participation Requirements

Based on information from the U.S. Department of Education, the Student Assessment and Special Education Divisions of the Texas Education Agency (TEA) have been working together to update the STAAR Alternate 2 documents and trainings to ensure all students are appropriately assessed. As a result, TEA has updated the STAAR Alternate 2 Participation Requirements for the 2023?2024 school year. The updated participation requirements are posted on the STAAR Alternate 2 Resources webpage [ [link removed] ].

House Bill (HB) 3928

House Bill 3928 [ [link removed] ]was passed by the 88th Texas Legislature (Regular Session) and impacts dyslexia evaluation, identification, and services. The agency has created resources to assist with the implementation of HB 3928. Please visit the *TEA Dyslexia and Related Disorders website [ [link removed] ]* to access the following resources:


* HB 3928 FAQs: Dyslexia Evaluation, Identification, and Instruction
* IDEA Rights Overview Form (English and Spanish)
* TAA HB 3928: Dyslexia Evaluation, Identification, and Instruction
* Appendix A: Dyslexia Handbook FAQ (English and Spanish)
* Brief overview video of the bill

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?Upcoming Dates


* *August 31: *2pm-3pm CST: TEA Special Education Webinar regarding answers to questions submitted about the Child Find and Early to Exit IEP Supports, Special Education Specialized Supports, Legal Framework, and Special Education Capacity grants - Join HERE [ [link removed] ].
* *September 1:* Non-Public Day and Non-Public Residential APEX Application window for 2023-2024 opens.
* *September 8*: Notice of intent to apply [ [link removed] ] is due for the Child Find and Early to Exit IEP Supports, Special Education Specialized Supports, Legal Framework, and Special Education Capacity grants.
* *September 15:* Registration ends for the Autism Circuit Academy Level 1. Learn more and apply HERE [ [link removed] ].
* *September 22*: FAQs posted to the TEA Grant Opportunities webpage [ [link removed] ] for the Child Find and Early to Exit IEP Supports, Special Education Specialized Supports, Legal Framework, and Special Education Capacity grants.
* *October 2*: Letters of Interest (LOI) due date for the Child Find and Early to Exit IEP Supports, Special Education Specialized Supports, Legal Framework, and Special Education Capacity grants.
* *December 1*: Anticipated award announcement for the Child Find and Early to Exit IEP Supports, Special Education Specialized Supports, Legal Framework, and Special Education Capacity grants.

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Student with Guide Dog.
*Did you know...?*

*September is National Guide Dog Month?*

It is a month-long celebration to honor the work of guide dogs and raise awareness, appreciation, and support for guide dog schools across the U.S. Guide dogs go through rigorous training from an early age. They help those with sensory issues, such as blindness, and provide added mobility and independence for those who might not have otherwise had such freedoms.?Watch this short video [ [link removed] ] about how guide dogs are trained to support their handlers.






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* Support for Struggling Readers [ #link_1 ]
* NATIONAL NEWS [ #link_2 ]
* State Systemic Improvement Plan (SSIP) Quarterly Announcement [ #link_3 ]

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Monthly Spotlight:

*Only 2 days until the launch of the new Texas SPED Support website,* a one-stop-shop for educators and administrators who support students served by special education. The website will house special education resources such as online courses, printable tools and templates, guidebooks, and a robust video library. Bookmark *Texas SPED Support* [ [link removed] ]today and *visit this site beginning August 31st.*

*Follow us on social media for real-time updates. *
Follow on Facebook, Instagram, & Threads: @TexasSPEDSupport
Follow on Twitter: @TXSPEDSupport







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DEPARTMENT NEWS

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Support for Struggling Readers

TEA has provided funding for all K-12 public and open enrollment schools to support struggling readers with the Learning Ally Audiobook Solution [ [link removed] ].

This September, Learning Ally will be rolling out two new incentives designed to help maximize the power of the Audiobook Solution - at *no cost* to your school or district!


* Learning Ally?s Texas Student Orientation [ [link removed] ]: provides *students with hands-on knowledge of how to use the Learning Ally Audiobook Solution*. Students will explore how to search for age-appropriate books, add them to bookshelves, set reading goals, and begin reading.
* Learning Ally?s Educator Rapid Coaching Session [ [link removed] ]:* A 30-minute educator support class, a Learning Ally Coach* will guide educators in a workshop-style environment through setting up educator dashboards, assigning books to students, and monitoring progress. Educators will have the opportunity to ask questions and get support. Limit 20 educators per session.

Level the playing field for your students at NO INCREMENTAL COST to your school or district.

Learn More Today [ [link removed] ]

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NATIONAL NEWS

OSEP Releases Updated Guidance on State General Supervision Responsibilities under Parts B and C of the IDEA

OSEP Releases Updated Guidance on State General Supervision Responsibilities under Parts B and C of the IDEA

On July 24, 2023, OSEP released a?Dear Colleague Letter [ [link removed] ] and Guidance on State General Supervision Responsibilities under Parts B and C of the IDEA [ [link removed] ]. This guidance is a component of OSEP?s Results Driven Accountability system [ [link removed] ], emphasizing improved outcomes for infants, toddlers, children, and youth with disabilities. OSEP is committed to supporting states in improving educational results and functional outcomes for all children with disabilities and enhancing the development of infants and toddlers with disabilities.

A robust general supervision system is necessary to ensure full implementation of IDEA. A state?s investment in establishing and implementing a comprehensive general supervision system should result in infants and toddlers having access to developmental opportunities and children with disabilities receiving appropriate education services that are necessary to prepare them for further education, employment, and independent living.

OSEP appreciates states? efforts to improve early childhood, educational, and employment outcomes and to raise expectations for all people with disabilities, their families, their communities, and the nation.

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New Practitioner Resources from IRIS are Available at the Expect, Engage, Empower Website

Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings [ [link removed] ] This self-paced module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process to become better advocates for their own needs, and partnering with outside agencies such as vocational rehabilitation.

Secondary Transition: Student-Centered Transition Planning [ [link removed] ] This self-paced module helps users better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be better able to prepare students to actively participate in their own IEP meetings.

Secondary Transition: Interagency Collaboration [ [link removed] ] This self-paced module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school.

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Making Sound Preschool LRE Decisions Guidance Document

The Early Childhood Technical Assistance Center (ECTA) has developed the Making Sound Preschool LRE Decisions guidance [ [link removed] ] webpage, which lists important actions in the IEP process that inform placement decisions. Organized by important actions within the IEP process, Making Sound Preschool LRE Decisions references corresponding IDEA rules and regulations to each action.

Listed within each action is a guiding principle followed by additional guidance and resources. Most of the principles in the document are from "ECTA?s Center's Key Principles and Key Practices Underlying the IEP Process. [ [link removed] ]" States and local programs can adapt this document by adding their own strategies, resources, and guidance.

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New Module: Early Intervention for Children Who Are Deafblind

The National Center on Deaf-Blindness (NCDB) has just released ?Early Intervention for Children Who Are Deafblind,? the second module in the series Teaching Children Who Are Deafblind: Professional Development for Educators [ [link removed] ]. The module provides much-needed practical information that?s essential for working with infants and toddlers. It can be incorporated into professional training platforms and accessed free on the NCDB website. Please share this important new training resource with educators and colleagues in your state. See the module trailer [ [link removed] ] for a quick overview.

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State Systemic Improvement Plan (SSIP) Quarterly Announcement

TEA?s State Performance Plan/Annual Performance Report (SPP/APR) includes an SSIP that is a comprehensive, ambitious, yet achievable multi-year plan for improving results for children with disabilities. The SSIP includes baseline data, targets, and updated data around the following goal: *increase the reading proficiency rate for all children with disabilities in grades 4, 8, and HS against grade level and alternate achievement standards, with or without accommodations.* The SSIP includes a Theory of Action framework, which contains four improvement strategies to build capacity at the state, regional, LEA, campus, and teacher levels to increase reading proficiency for students in special education. Recently, all 20 Education Service Centers (ESCs) and TEA came together to coordinate a statewide collective effort tied to the SSIP goal for reading proficiency and will be strategically aligned on these improvement strategies to support LEAs and communities throughout the year. Stay tuned for more information in upcoming Special Education Newsletters about the SSIP and our aligned work. More information about the SSIP and the Theory of Action framework can be found HERE. [ [link removed] ]

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