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Texas Education Agency










*Nov/Dec 2024*




*Special Education Newsletter**
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Announcements


"Please note that this will be the last TEA Special Education Newsletter for 2024. The next newsletter will post in January 2025. We wish all of our readers a joyous holiday and happy new year! "

 

Rulemaking Update

Several Commissioner of Education rules were revised and became effective in November 2024. Adopted amendments to *19 TAC §89.1196 Individualized Education Program Facilitation* and *19 TAC §89.1197 State Individualized Education Program Facilitation* clarify procedures for individualized education program (IEP) facilitation and add language allowing TEA to delegate certain duties and responsibilities to an education service center (ESC) to maximize efficiency. The amendments to these rules were *effective on November 5, 2024.*

 

*19 TAC §89.1035 addresses age ranges for student eligibility for special education and related services*. The adopted amendment updates cross references and terminology to align with changes adopted in §89.1070. *19 TAC §89.1053 addresses procedures for the use of restraint and time-out for students receiving special education and related services*. SB 133, 88th Texas Legislature, Regular Session, 2023, modified TEC, §37.0021, to prohibit a peace officer or school security personnel from restraining or using a chemical irritant spray or Taser on a student enrolled in Grade 5 or below unless the student poses a serious risk of harm to the student or another person. The adopted amendment addresses the requirements of SB 133.  The TEA plans to engage in stakeholder communications over the next several months to review §89.1053 and potentially propose additional changes at a later date.  The adopted amendment to* 19 TAC §89.1070 clarifies the graduation requirements for students receiving special education and related services* based on questions from stakeholders and removes obsolete language.  The amendments to these rules were *effective on November 7, 2024.*

 

Spring School Health and Related Services (SHARS) Reporting Requirements 

From 1/1/25 - 4/1/25, the Texas Health and Human Services Commission (HHSC) obtains IEP ratio counts from Local Education Agencies (LEAs) annually as part of their annual cost reporting requirements. IEP ratio documentation includes a count of Medicaid enrolled and non-Medicaid students.

 

Please include the following information *for non-Medicaid students included in the IEP ratio*:


* First name
* Last name initial

Further documentation requirements must be met for Medicaid enrolled students included in the IEP ratio numerator. Please include the following information for *Medicaid enrolled students in the IEP ratio numerator only*:


* Full name - first and last
* Date of Birth
* Medicaid Number
* Parental Consent Information - For students that are Medicaid Enrolled and included in the IEP numerator, please indicate whether parental consent was obtained or not

*Do "NOT" provide this information for non-Medicaid students.  *It is a violation of the Family Educational Rights and Privacy Act (FERPA) for providers or their third-party representatives to provide any personally identifiable information or protected health information (PII/PHI) of non-Medicaid students.  Non-Medicaid students required to validate student ratio counts are to be provided as "deidentified" data only*.*

* *

Please upload the IEP ratio documentation to the State of Texas Automated Information Reporting System (STAIRS) by the April 1, 2025, Federal Fiscal Year 2024 SHARS cost report deadline.  For more information, please contact [email protected] or (512) 730-7400.






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Upcoming Dates


* *12/6/24*: SSES+ Medically Fragile Program ends
* *12/13/24:* Deadline for the Cameras in the Classroom Survey [ [link removed] ] and assurance signed in the Legal Framework [ [link removed] ]. Questions? Reach out to your regional Legal Framework representative listed on the website.
* *1/1/25 - 4/1/25:* Required SHARS Submission - IEP Ratio Supporting Documentation
* *1/24/25:* Deadline for LEA’s who received a Significant Disproportionality Year 3 letter to complete the assurance statement in the Legal Framework [ [link removed] ].  Questions? Reach out your regional Legal Framework representative listed on the website.
* *2/3/25 - 3/31/25:* Parent Directed Special Education Services (PDSES) application open "(see detailed information in the Department News Section) "
* **3/31/25: ***Extended Legal Framework Deadline!* The deadline for uploading or linking operating procedures to the Legal Framework and submission of the OSEP and Transition Assurance have been extended from January 24, 2025 to March 31, 2025.

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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student who is deaf
*Did you know... *

*December 2nd is National Special Education Day, which recognizes changes in federal legislation that led to the nation's first federal special education law.* On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142 [ [link removed] ]), or the EHA. The EHA guaranteed a free, appropriate public education, or FAPE, to each child with a disability in every state and locality across the country. The law authorized financial incentives to enable states and localities to comply with the EHA. Visit the US Department of Education, Office of Special Education Programs to view a timeline of the events leading up to the current Individuals with Disabilities Education Act (IDEA) [ [link removed] ]. 

 



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Image of Kristin McGuire

This month’s staff highlight is *Kristin McGuire, Deputy Associate Commissioner of Special Populations Policy, Integration, and Technical Assistance*. Kristin began her career in the nonprofit social services sector, working with teenagers in the state’s foster care system and helping families adopt children. From there, she worked with adults with developmental disabilities, helping to organize their care and empowering them to be their best and most productive selves. Later, she worked in the public school system as an elementary and middle school special education teacher and administrator. She was drawn to the policy and  statutory compliance part of these roles and transitioned into policy and governmental relations roles at the Texas Association of School Boards (TASB), Texas Council of Administrators of Special Education (TCASE), and now TEA. Kristin is a die hard UT Longhorn fan and, during her spare time, she and her middle school daughter travel around watching baseball and hockey. They actually got to go to the College World Series for the first time this summer! 

 

Kristin relates to TEA's core value - We are Determined - as she is always working in pursuit of improving outcomes for all students.  





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In This Issue


* NEW! Dually Identified Technical Assistance Guide [ #link_3 ]
* Available Soon! Collaboration and Flexible Grouping Courses [ #link_6 ]
* Learning Ally Offers an Easy-to-Implement Solution [ #link_7 ]
* Qualified Monitors and Conservators Needed [ #link_1 ]
* TEA Engagement Opportunities [ #link_5 ]
* State Assessment Educator Item Review Committees [ #link_4 ]
* NATIONAL NEWS [ #link_2 ]

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Texas SPED Support
Monthly Spotlight:

We live in a digital age; however, some of us still like paper-based resources that you can highlight, underline, and take with you to meetings. Texas SPED Support [ [link removed] ] *recently added an enhancement* to all resources that are articles. *Now you can print the full article* by clicking on the printer icon to the right of the page title. Check out this article, "Supporting Early Childhood Transitions" [ [link removed] ], and test out this new feature. 

 

Follow on Facebook, Instagram: @TexasSPEDSupport Follow on Twitter: @TXSPEDSupport [ [link removed] ]






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DEPARTMENT NEWS

 

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NEW! Dually Identified Technical Assistance Guide

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.*

 

*Go To Guide Now* [ [link removed] ]


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Available Soon! Collaboration and Flexible Grouping Courses

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 [ [link removed] ]! 

 

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Learning Ally Offers an Easy-to-Implement Solution

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" [ [link removed] ]"."

 

*Visit Site Now* [ [link removed] ]


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Qualified Monitors and Conservators Needed

*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 [ [link removed] ], would like to recommend a colleague, or apply for a monitor and conservator appointment [ [link removed] ] by the commissioner, please visit www.tea.texas.gov/mc-appointments [ [link removed] ]_ _for more information!

 

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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.*

 

*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*. 

 

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.

 

*Apply Now* [ [link removed] ]


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NATIONAL NEWS

 

New Assistive Technology Myths vs Facts Card 

 

The *Center for Inclusive Technology and Education Systems (CITES)* [ [link removed] ] shared a new resource to support the Assistive Technology (AT) Myths and Facts implementation. Check out the *Myth vs Fact printable card game* [ [link removed] ] with directions and options for implementation to support administrators, educators and families.

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Two New PROGRESS Center Videos That Can Support Professional Learning 

 

*The Progress Center* [ [link removed] ] released two new videos. *Fostering Belonging for Students with Disabilities* [ [link removed] ] 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* [ [link removed] ] 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.

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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* [ [link removed] ]. 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.

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IRIS Learning Pathways Collection: Strategic Planning for Professional Development

 

The IRIS* Learning Pathways Collection* [ [link removed] ] 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.

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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 [ [link removed] ] to view all of these training materials. 

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Job Listings


School Health and Related Services  [ [link removed] ]

(​SHARS) Coordinator​ (Program Specialist VI) [ [link removed] ]

 

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






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The Texas Education Agency will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

 

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Every child, prepared for success in college, a career or the military.
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