SPED Connect
Lovejoy ISD Special Education
March 21, 2023
Thank you for all you are doing with and for your students. Please let us know how we can support you and your students in the classroom.
-Sancy, Heather and Allison
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Upcoming Events
March 23rd- Focus Groups with Marsha Shannon- you would have received an invite for this meeting
April 13th- Co- Writer /ARD Supplements (Personal Care & Transition)/Nurses/ Curriculum Writing
April 20th - Supporting Student Transitions to Next Grade Level
April 21st- Special Olympics- Track
May 10- Special Olympics- Track
May 11th - EOY ARD Paperwork Wrap Up/ PBIS Binders/ Visuals, etc.. transitioned to student’s next campus
*These dates reflect CM Meetings for the remainder of the year*
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Summer Curriculum Writing
Please see the information below:
Details:
Date: May 30th - June 1st
Time: 8:30 - 2:30 (lunch included)
Location: LCDC Library
Childcare: If you need more information about childcare in June, please fill out this form - Google Form for Child Care Curriculum Writing Week
Pay: $35 an hour
**You must be available for the full day- all three days**
Please email Allison and Heather if you are interested in being on the team!
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Special Olympics!
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
STAAR ALT 2
Please make sure that you are touching base with your campus testing coordinator to ensure that scheduling is in place for the administration of STAAR ALT 2.
The testing window for STAAR ALT 2 is March 27 - April 28, 2023.
This STAAR Alternate 2 training is for test administrators. This course is helpful for those new to the test administration process and may also serve as a refresher to experienced test administrators.
This training is not intended to cover or replace the District Test Security and Oath training nor the review of the STAAR Alternate 2 Test Administrator Manual prior to test administration.
As a result of this training:
- Educators will instruct and prepare their students appropriately prior to the administration of the assessment.
- Educators will implement the assessment with fidelity.
- Educators will review test results and use the data to inform future instruction of the student.
This training was developed by the Texas Education Agency's Texas Complex Access Network, or TX CAN.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Meet Courtney Reid!
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
SEAS Updates
WELCOME NATALIE WOODWARD, BCBA!!
I was born in Pennsylvania but raised in Southern California, a Navy brat. I graduated in 2003 from Gannon University in Erie, PA where I earned a BA in Criminal Justice. I was also a Collegiate Water Polo Association All Conference Team selection in 2002 and 2003 as captain for Gannon's Women's Water Polo team. I moved to El Paso, Texas after graduation where I met my husband, Greg and had daughter, Madison in 2005. While in El Paso, I began my career in education as a substitute teacher K-12 in special education and general education. I continued my passion for teaching and working with students with disabilities by pursuing a Masters Degree from Mercyhurst University in Erie, PA along with a certificate in Elementary Education and Applied Behavior Analysis. Since then, I have served as a 3rd grade teacher, Autistic Support teacher, Learning Support teacher, and Life Skills teacher. I currently hold elementary education and special education certifications in both Pennsylvania and Texas. I also became a Board Certified Behavior Analyst in 2014 and have served as a BCBA in both school districts in Pennsylvania and Texas and in home/community programs for children with Autism in Pennsylvania and New Jersey. I completed the Educational Leadership program from Gannon University in 2020 and currently hold a Principal Certificate in Pennsylvania. I am also a part of Gannon University's Athletics Hall of Fame Class of 2022 for Women's Water Polo. In addition to Madison, I am also the proud mom to Cole (15) and Cooper (11) along with 2 dogs and 1 cat. I love watching my children in all their activities - Madison will be playing soccer next year at the United States Military Academy at West Point - and cheering on the Philadelphia Eagles! We are so excited to have the opportunity to return to Texas and can't wait to be part of the Lovejoy family!
New Aware Feature!
Texas Workforce
STAAR ACCOMODATIONS
ESY Data
Accommodations
save the date- STAAR ALT 2
Parent Communication
As a reminder... here is Lovejoy's Communication Guidance.
Sub Folders
Free! Spring 2023 Webinar Series...
In an effort to support educators and ensure excellence and equity for all students, Stetson & Associates, Inc. is pleased to provide a free webinar series.
Our team of experts will provide information, tools, and resources on topics from effective inclusion and scheduling to behavior basics and specially designed instruction. Educational leadership from both Special Education and General Education are welcome and encouraged to attend one or all of the webinars.
We look forward to you joining us for this series as we work together to achieve educational excellence for all students!
AAC Devices
When a student is unable to communicate wants, needs, feelings, and ideas effectively through speech alone, or it may take several tries and repetitions for his/ her speech to be understood by others. This can certainly increase frustration levels and negatively impact social interaction. An alternative and augmentative communication (AAC) system may be needed to help facilitate communication. These AAC devices are the students voice! Commonly referred to as a students "talker", these devices should be out and routinely used. Students should take ownership of their talker and keep it with them- much in the same way that we keep our "voices" with us!
Here is a terrific article debunking some myths associated with AAC devices.
SEAS UPDATES
A parent turns in a Private Evaluation... What's next???
Guest Educators- Special Education
On Thursday, January 12th, the Special Education department provided a second full day training for Special Education Guest Educators. Eighteen guest educators interested in subbing in our special education classrooms attended. It was a fabulous day of collaboration and learning! Here are the names of the Guest Educators that joined us and are eligible for the additional stipend for working in special education.
- Alice Bassler
- Cassie Brungardt
- Craig Caldwell
- Cragina Dover
- Sandra Grimes
- Sarah Haddox
- Angie Hawkins
- Kristine Kistka
- Valerie Lapp
- Kathy Lett
- Michelle McLean
- Angie Morgan
- Renee Powell
- Leticia Salvo
- Danielle Tranchina
- Stephanie Wood
- Phuong Trinh
Region 10 Library
2nd Nine Weeks Progress Reports
Here is a click-sheet for Progress Reporting. The IEP Progress Report generated in SEAS as well as the IEP Progress Report Letter will be sent to parents on January 13th. Signed progress reports are due at admin on January 30, 2023.
Option 1: Send home with student in an envelope with a copy of the IEP Progress Report Receipt Letter and a copy of the updated IEPs Progress Report. Ask that they return the signed IEP Receipt Letter.
Option 2: Send IEP Progress Report email to parent. Please cut and paste the IEP Progress Report Letter into the body of the email or attach the letter as a PDF. Ask parents to sign and return confirmation of receipt
A signed receipt MUST be obtained from each parent.
Here is the IEP Progress Report Protocol.
Transition
Writing Appropriate Measurable Postsecondary Goals
The Student-Centered Transitions Network has two ways to get training:
Writing Appropriate Measurable Postsecondary Goals Asynchronous Training (delivered virtually):
To access, go to www.texastransition.org or click HERE
Writing Appropriate Measurable Postsecondary Goals- 6 Hour- Synchronous trainings (delivered virtually) presented by ESC Transition Contacts on either February 6, 2023 or February 13, 2023.
Contact your ESC Transition Specialist for registration information. To find your Specialist- click HERE.
IEP Annual Goals
Every IEP that addresses transition should have at least one Annual Goal that facilitates movement toward postsecondary goals.
The purpose of annual goals is to provide the necessary skills, prior to school exit, that enable a student to achieve post-school goals. They are the support that builds the postsecondary goals into successful outcomes.
It is the responsibility of the IEP team, which includes the student, to develop updated annual goals. The LEA is obligated to ensure annual IEP goals are related to a student’s transition services needs and sufficiently align with and support the postsecondary goals.
Annual goals address transition needs when they state the present level of academic or functional skill or knowledge that needs to be improved in order for the student to achieve their postsecondary goals.
Consider each of the student’s postsecondary goal areas (education/training, employment, and independent living) when developing the IEP, and identify the specific knowledge and skills the student needs to gain/improve to achieve their postsecondary goals.
New Resource from Child Find Network-
Updated Q&A Individualized Education Program (IEP) Measurable Annual Goals - click HEREAutism Supplement
Texas regulations (TAC 89.1055) require ARD/IEP committees to consider eleven strategies for students with autism. Schools sometimes use the term “Autism Supplement” to refer to a form that they use at ARD/IEP meetings to address these strategies. This fact sheet can help parents in the development of adequate and appropriate strategies for their child with autism.
While all eleven strategies must be considered, TEA does not require that all be implemented. The ARD/IEP committee determines which strategies should be included in a child’s IEP. If it is decided that services are not needed in one or more area, the IEP must include a statement to that effect and the “basis upon which the determination was made.”
Please make sure if you are clicking "None Needed" that determination is shared along with the data and documentation to support the rationale.
Here is the presentation that was shared.
Assistive Technology Online Training
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.
https://www.atia.org/texas-online-course-subscription-webpage/
STAAR Redesign
On October 28th, Region 10 hosted a STAAR Redesign workshop. Here is the link to a spreadsheet which contains all of the links to the videos and PPTs from the sessions.
The overview video is a high-level presentation of the redesign. Each of the content videos go over question types for each content area and include instructional implications and administrative "look fors" during classroom observations, which are quite informative. The videos are from 60 to 90 minutes in length. I don't know if you had an opportunity to participate in any sessions so I thought I would share them. I have also shared the videos with the campus administrators.
IEP and ARD Roles
The development of the IEP is completed by the Case Manager. If a student is serviced in the resource room or in co-teach the teacher that is teaching those classes is responsible for writing those PLAAFPs. If the student has inclusion, the PLAAFP is written in collaboration with the general education teacher and the inclusion para.
ARD
The ARD is facilitated by the administrator on the campus. The Case Manager speaks to the paperwork. Prior to the ARD, the Case Manager will need to determine who will be taking the deliberations (it should not be the administrator). This could be any related service member, a diag, CTE rep, counselor, etc... anyone that has been trained in deliberations. We can support with the training of taking deliberations as well.
Multiple Disabilities
Here is a definition to help clarify:
Multiple Disabilities: The disabilities are expected to continue indefinitely and the disabilities severely impair the child’s performance in two or more of the following areas: psychomotor skills, self-care skills, communication, social and emotional development, cognition.
ARD Checklist
Let us know if you have ANY questions at all!!
PEIMS FORM
Student Led ARDs
Guest Educators in SPED
The Texas Legal Framework
Behavior Supports
All students, whether in general education or special education, may demonstrate challenging behaviors. Educators are better equipped to address the needs of every student in their classroom when effective school-wide systems of support are in place for all students, not just for those in a particular subgroup.
This guide has some wonderful tips on School Wide PBIS, Classroom Interventions as well as Individual Interventions. We want to make sure we have a multi-level system of support. Pages 12-16 have some great strategies for setting up a classroom to support all students in the general education classroom. These strategies are important for all students but are vital for students that are needing individual interventions as well. Coaching gen ed teachers in these strategies would be extremely beneficial!
Aware
Creating Monitor Lists
If you have students that are not rostered to you and you need to view their AWARE data, you will need to create a monitor list.
2. Email your administrator and let them know you have a monitor list to be approved
3. Campus Administrators: approve the monitor list
Content Language Supports/Clarifiers
To learn how to add these supports to your AWARE assessments, please click here!
Note: With teacher level AWARE access, you can add content clarifiers to all teacher and team tests. For District Assessments, C & I Coordinators and SDICs can assist.
Dyslexia Awareness Month!!
We wanted to share a valuable parent resource that will be shared in the upcoming parent newsletter: Lovejoy ISD Dyslexia Parent Education Program
Refer to TEA's Dyslexia and Related Disorders webpage for more resources, guidance, and information or take a course on TEALearn to find out more about dyslexia.
STAAR Redesign
State and federal laws require a redesign of the STAAR that will ensure it is more aligned with how students are learning in the classroom. Beginning with the spring 2023 STAAR administration, students who test online will interact with a variety of new question types in addition to traditional multiple-choice questions. The following table indicates all new question types and the subject areas and grade levels where they could appear on the summative test.
Restraint Paperwork
1. Fill out paperwork in SEAS
2. Call parents and share the details of the restraint
3. Send a follow up email to parents referencing the phone call as well as attaching the SEAS paperwork
4. Send a copy of the paperwork to the campus PEIMS clerk so they can document it
PLEASE let us know if you have any questions about this process.
CPI training is coming for those that need a refresher or a full training.
Specially Designed Instruction
This resource was designed to help teachers understand, develop, implement, and evaluate the specially designed instruction (SDI) students with disabilities need to access and progress in
the general curriculum. In addition, it clarifies concepts related to, but distinct from, specially designed instruction, including accommodations, modifications, and high yield instructional strategies.
Highlights:
Scenarios- pg. 9
Accommodations and Modifications- pg. 17
FAQ- pg. 21
Prior Written Notice
Prior written notice is a legal right guaranteed to parents of students with IEPs.
Prior written notice requires the school to send written explanations of any proposed changes in a student’s IEP.
Prior written notice also requires the school to send a written notice if the school denies a parent request.
Prior Written Notice
The purpose of the prior written notice is to ensure that parents/guardians or the adult student are provided all relevant information so that they are fully informed about the actions related to special education identification, evaluation, services and placements the LEA has proposed or refused to provide.
The PWN- Legal Requirements and Best Practices Handout describes each element of the of the PWN in depth. The PWN Guide is a quick guide that you may want to print and keep close.
There will be a Case Manager meeting on this topic in the future!
UPDATE- OHI
This is helpful to know that now a physician assistant and a nurse practitioner can sign documents, not just a doctor.
*New to the Texas Administrative Code
ARD Membership
Answers below!
Calling all new teachers!!
What do we do?
What do we do?
All parent requests for special education/ dyslexia testing should be responded to in a PST/504 meeting within 15 school days.
1. Schedule a PST/504 Meeting within 15 days of request.
2. Collect Data - ( See attached Data Collection Form )Intervention Portfolio/ Documentation Checklist
3. Schedule a staffing to analyze data and determine as a team what the campus recommendations are.
4. Meet in a PST/504 to review data and adjust the current plan as data indicates.
5. Provide a completed Prior Written Notice either proposing or refusing evaluation request .
6. Send all data and PWN to be scanned into SEAS file.