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Texas Education Agency










*August 2024*




*Special Education Newsletter**
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Announcements


The Texas Dyslexia Handbook: Frequently Asked Questions?

On August 9th, TEA posted a frequently asked questions (FAQ) document [ [link removed] ] related to State Board of Education's (SBOE's) Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders, 2024 Update. This FAQ is attached to the electronic PDF version of the Handbook as a courtesy to the reader, but it is not a document approved by the SBOE. The intent is to offer general assistance to local educational agencies (LEAs) in implementing the Handbook. The Spanish version of the FAQs will be posted in the coming weeks.?

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Topics covered in this FAQ include:


* Definitions and Characteristics of Dyslexia,
* Screening,
* Procedures for the Evaluation and Identification of Students with Dyslexia,
* Critical, Evidence-Based Components of Dyslexia Instruction,
* Dysgraphia, and
* Other Frequently Asked Questions About Dyslexia and Related Disorders.

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2024 Back to School Updates for Special Educators, Administrators, and Other Professionals

Several Commissioner of Education rules and a critical dyslexia SBOE rule were revised and became effective this summer. In response, TEA developed this Back to School Updates newsletter [ [link removed] ] to share some of the highlights. In addition to reading the summaries of all the rule changes in this document, please make sure to navigate to the embedded links which will take you to the actual revised rules. Rules summarized in this document include:


* When parents request, or when students are referred for, a special education evaluation?
* Initial evaluation timelines
* Individualized education programs (IEPs)?
* Eligibility for special education and related services?
* Dyslexia or Dysgraphia as the evaluated or identified specific learning disability (SLD)?
* Supplemental Special Education Services (SSES) program is now the Parent-Directed Special Education Services (PDSES) program

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SHARS Policy Updates Effective October 1, 2024

In June of 2024, the Health and Human Services Commission (HHSC) posted draft changes to School Health and Related Services (SHARS) policy for public comment. A summary of policy changes that will be effective on October 1, 2024, can be found here [ [link removed] ]. Please email any questions to HHSC SHARS Medical Policy at [email protected].

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Texas Federal Fiscal Year 2022 SPP/APR Determination

The U.S. Department of Education issued the 2024 Individuals with Disabilities Education Act (IDEA), Part B, Determination for Texas on June 21, 2023, for the federal fiscal year (FFY) 2022 State Performance Plan (SPP) Annual Performance Report (APR) submission and concluded that *Texas ?Meets Requirements.?* This determination means that Texas is meeting the requirements and purposes of IDEA. The determination letter is available for public viewing on page 100 of the FFY 2022 State Annual Performance Report [ [link removed] ] located on the TEA website.?






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Upcoming Dates


* *August 31:?*Due date for the?TED required training [ [link removed] ].
* *September 3:* Application due date for 2024-2025 Special Education Consolidated Grant Application (Federal)
* *Open now through the end of September: *SPPI 14 survey launched for students who were enrolled in grades 9-12 during the 2022-23 school year.
* *December 6*: SSES+ Medically Fragile Program ends.?

Don't forget to check out?TEA's Special Education Webinars and Newsletters website [ [link removed] ]?for a list of upcoming events, previous webinar recordings, and past editions of the Special Education Newsletter.?

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image of a dime
*Did you know...?*

*that Franklin D. Roosevelt contracted polio in August 1921, twelve years before he became president???*

In August 1921, when he was thirty-nine years old, he was on vacation at his family?s Campobello retreat when he contracted infantile paralysis, more commonly known as polio. Unable to stand or walk without assistance, he was determined to go on setting and meeting goals for himself. One of these goals became the search for therapeutic treatments, and ultimately, a cure for polio.

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In 1927 FDR formed the Warm Springs Georgia Foundation to pursue these goals. This organization later became known as the March of Dimes and with the help of many groups, organizations, and ordinary citizens, it raised millions of dollars to combat polio. In 1955 Jonas Salk, with funding from the March of Dimes, developed a vaccine that stemmed the spread of this terrifying disease.?

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picture of Elizabeth Danner

This month?s staff highlight is *Elizabeth Danner**, State Transition Coordinator*. Elizabeth has been in her TEA role for two years, after spending 13 years as a specialist with an education service center. Throughout her career, she has worked in various roles that support inclusion in school, career, and community environments for (and with!) people with disabilities. She grew up in the Midwest and East Coast before happily making her way to Texas 25 years ago. A camera accompanies her wherever she lives or travels, having been captivated by photography from childhood. Whether she is promoting positive post-school outcomes or developing her photo-snapping skills, Elizabeth identifies with the TEA core value ? Learners ? using a growth mindset to deepen knowledge, improve skills, and refine her approach to meet goals.?





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In This Issue


* Trending Topics in Special Education Monitoring [ #link_7 ]
* Texas Dyslexia Academy (TDA) Asynchronous Courses on Texas SPED Support [ #link_4 ]
* SHOUT OUT to Regions Doing Great Things for Students and Teachers [ #link_2 ]
* MTSS Training of Trainers Opportunities Coming Soon [ #link_8 ]
* Co-Teaching in Texas [ #link_3 ]
* TEA Engagement Opportunities [ #link_5 ]
* State Assessment Educator Item Review Committees [ #link_6 ]
* NATIONAL NEWS [ #link_1 ]
Texas SPED Support
Monthly Spotlight:

Texas SPED Support [ [link removed] ] has a *new, enhanced search feature for the Resource and Learning Libraries*. Now users can use active filters to better search ? filters users select will appear at the top of the search. This allows users to easily view, delete, and add filters to find exactly what they are looking for.

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Additionally, be on the lookout for a *new advanced Topic search*. This feature will launch soon and make it easier for users to find resources associated with a particular topic.?

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Follow on Facebook, Instagram, & Threads: @TexasSPEDSupport
Follow on Twitter: @TXSPEDSupport






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DEPARTMENT NEWS

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Trending Topics in Special Education Monitoring

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 [ [link removed] ]; however, moving forward, *trending topics will be included in four monthly Special Education Newsletters - November, February, May, and August.*?

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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 [ [link removed] ] 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.?*

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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).*


* Standards-Based Individualized Education Program (SB IEP) Process Training [ [link removed] ]: This training provides participants with an understanding of the SB IEP process for gathering student data, including the full and individual evaluation (FIE), to write the student?s present levels of academic achievement and functional performance (PLAAFP) statement, to draft measurable annual goals with short-term objectives/benchmarks, if appropriate, and to create a data collection system for monitoring progress of the annual goals. It is available as an asynchronous online course and synchronously through each ESC [ [link removed] ]. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
* Writing Effective Impact and Need Statements in the Full and Individual Evaluation [ [link removed] ]: This recorded webinar provides guidance for writing effective needs statements related to the student?s disability in the initial FIE to create present level statements that lead to the development of an appropriate IEP.
* A Step Toward IEP Quality and Rigor for Students with Complex Access Needs [ [link removed] ]: This course is similar to the SB IEP Process training but delves deeper into topics relevant to students with complex access needs. Each ESC offers coaching [ [link removed] ] as well to support participants and ensure they apply the skills learned with fidelity.
* IEP Measurable Annual Goals: Question and Answer Document [ [link removed] ]: This Question and Answer document is intended to provide guidance and best practices to LEAs regarding ways to approach writing annual IEP goals that ensure involvement and progress in the student?s grade-level academic standards. This is also known as a standards-based IEP process.?
* Technical Assistance: Individualized Education Program Development [ [link removed] ]: This guide provides an overview of how an IEP is developed, including guidance on the frequency for reporting a student's progress to parents (page 24).?

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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).?*


* Technical Assistance: Individualized Education Program Development [ [link removed] ]: This guide provides an overview of how an IEP is developed, including guidance on the requirements for statewide and district assessments (pages 34-37).
* HB 1416 Frequently Asked Questions [ [link removed] ]: 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.?
* Frequently Asked Questions - LPAC and Emergent Bilingual Students [ [link removed] ]: 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.?

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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).?*


* Technical Assistance: Behavior Supports and Guidance for Students with Disabilities [ [link removed] ]: 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.
* Discipline Flowchart for Students Identified with or Suspected to Have a Disability Under IDEA [ [link removed] ]: 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.

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Texas Dyslexia Academy (TDA) Asynchronous Courses on Texas SPED Support

Texas Dyslexia Academy *(TDA) 1, 3, 4, and 5 asynchronous courses are now available* on Texas SPED Support [ [link removed] ]. *TDA's 2 and 6 will be published very soon* as well.?

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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.*

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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.

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SHOUT OUT to Regions Doing Great Things for Students and Teachers

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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 [ [link removed] ] to see pictures from this engaging event.?

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Region 4

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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.*?*

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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!

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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.?

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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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MTSS Training of Trainers Opportunities Coming Soon

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.

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*Make sure to check the Texas SPED Support Learning Library webpage in September for updates!? ?*

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Co-Teaching in Texas

Co-teaching is intensive specially designed instruction embedded within full access to grade-level, rigorous general curriculum leading to a reduced achievement gap.??

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The *Guidelines for Co-Teaching in Texas [ [link removed] ] *document supports districts and schools with the *establishment of a common understanding of co-teaching fundamental*s, from conceptualization to implementation and evaluation, and to explain essential components of effective co-teaching programs.??

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*The Guidelines for Co-Teaching in Texas Field User Guide [ [link removed] ]* 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.?

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TEA Engagement Opportunities

*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.*

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*Sign Up Here* [ [link removed] ]


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State Assessment Educator Item Review Committees

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*.?

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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.?

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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.

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*Apply Now* [ [link removed] ]


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NATIONAL NEWS

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 [ [link removed] ].?


* 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 [ [link removed] ]." 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.?

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Updated Progress Monitoring Modules from the IRIS Center

The IRIS Center has refreshed the progress monitoring reading [ [link removed] ] and math [ [link removed] ] 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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Job Listings


Highly Mobile At-Risk Specialist (Education Specialist V) [ [link removed] ]

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Check out the?Employment at TEA webpage [ [link removed] ] to search for opportunities to join our team.?






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