Austin ISD Special Education
Parent and Community Newsletter January 26, 2022
Greetings Parents and Community Friends!
Welcome to the January 2022 edition of our newsletter! I hope your year is off to a great start.
Our newsletters allow us to stay connected throughout the year and provide up-to-date information regarding anything new in the Department or from the Texas Education Agency specific to special education, Section 504 and dyslexia updates. We hope our newsletters have been helpful and our team will continue to explore ways of fostering effective communication with our families and Team Austin ISD.
Since returning from winter break, we have been quite busy! We recently held our monthly Inclusion Workgroup meeting where we began to draft the guiding principles that will serve as the foundation in our journey towards meaningful inclusion in Austin ISD. It isn't too late for you to join our work group! Please reach out if you would like to be a part of this impactful work as all voices matter throughout this process. We are excited to launch our first book study for the year. Members of our Department and workgroup members will be reading the book: Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms. Please be sure to tune into our Twitter page and webpage for specifics.
Finally, what would you like to see in the Special Education Newsletter?
Articles on best practice, links to free resources, highlights from classrooms and events around the district?
Please email me with any suggestions at theresa.arocha-gill@austinisd.org
Thank you for your continued support!
Dr. Theresa Arocha-Gill
Executive Director of Special Education
~Cheers for Educators~
Recognizing: Vicente Escalante
Mr. Escalante is an outstanding teacher who uses tools to actively engage all learners in his classroom. The systems that he has in place encourage active learning, creativity, and positive reinforcement. Mr. Escalante’s classroom is filled with positivity, encouragement, and excitement for learning. He not only supports the students in his classroom and on his campus, he often works through the summer to ensure IEPs are prepped and Initial ARDs are held for our students across the district. Mr. Escalante works with a positive attitude regardless of what curveballs are thrown his way. His students are extremely lucky to have him on their side and so is Austin ISD! Thank you for ALL you do Mr. Escalante!
Reilly Elementary Principal Corrine Saenz:
Mr. Escalante is a miracle worker! With his many years of experience and expertise as a National Board Certified Teacher, Mr. Escalante serves our early childhood students with special needs to support their social emotional development, challenge their cognitive and academic abilities, and prepare them for the general education setting. Beyond the classroom, Mr. Escalante is a teacher leader and supports his colleagues and administration without hesitation. Mr. Escalante is a shining, yet humble example of a teacher that loves to work with children and is determined to do everything possible to ensure their success.
Recognizing: Macey Faver
Macey Faver currently serves as a dyslexia interventionist at Casis Elementary and Patton Elementary.
Prior to obtaining her alternative certification for teaching, Ms. Faver worked as an ABA therapist as well as a speech-language pathologist assistant. She began her first-year teaching as a social behavior skills teacher and then moved into a resource and inclusion position at Oak Hill Elementary. Macey says, “One of the best things about working for Austin ISD is the ability to grow and shape your career through different opportunities. I am grateful that I have been able to continue growing as an educator through these different roles and schools. I have also learned through these roles the importance of tailoring instruction to meet the needs of each student. While the program we use is systematic, I focus on pacing lessons to accommodate student needs, incorporating words and word meanings that are meaningful to students, providing students with choices, and modifying activities as needed. Students love to choose their favorite alphabet and phonological awareness games and coming up with their own words and sentences that incorporate the phoneme we are working on that day. One of my favorite aspects of my job is developing goals for students and watching them achieve these goals. I like to work with students to set their own goals, and to share with them the data as we track their progress. In addition to my amazing students, I work alongside outstanding teachers and staff members who have helped shape me as an educator and whom I learn from every day. I am looking forward to continuing to grow as a dyslexia interventionist and fulfilling my professional goals with the support of the special education and the 504/Dyslexia departments and my amazing colleagues.”
Recognizing: Dawn Rudolph
Dawn Rudolph recently joined the 504 and Dyslexia Department as the new 504 Coordinator for secondary schools.
Ms. Rudolph previously served as a Multi-Tiered System of Support Specialist for AISD secondary schools and northeast elementary campuses. She has prior experience as an RTI/MTSS campus coordinator, and she served as a campus math and reading interventionist for 12 years. Mrs. Rudolph held the position as a behavior specialist in Leander ISD for five years and started her teaching career as a special education resource and inclusion teacher for both elementary and middle school campuses. Prior to teaching, Mrs. Rudolph was a Conservatorship Caseworker for Child Protective Services where she became a passionate advocate for children and families in need of support.
Mrs. Rudolph brings a strong knowledge of behavior and academic evidence-based intervention practices. She is passionate about partnering with campuses to ensure every student has the opportunity to thrive in an enriching, equitable, and positive learning community. Mrs. Rudolph has a Master's degree in Education Administration, K-12 Special Education Certification, and holds a K-12 Principal as an Instructional Leader Certification. For fun, she teaches Zumba Fitness classes at her community YMCA and enjoys spending quality time with her friends and family.
Recognizing: Dr. Mayra Lopez and Dr. Carlos Urrutia-Campos
The Evaluation Team would like to feature two Educational Diagnosticians that have found love in AISD.
Dr. Mayra Lopez and Dr. Carlos Urrutia-Campos have been married since June 3rd, 2019. Together they have served in teaching roles for almost 17 years. Most recently they made the decision to become Educational Diagnosticians as an extension of their work as Special Education teachers to continue their work of serving students with special needs.
~Dyslexia~
Austin ISD is now accepting applications for membership on a Dyslexia Sub-Committee
Please review the additional details below:
Purpose:
To develop, implement, and review guidance related to specific dyslexia initiatives in Austin ISD in compliance with state and federal laws.
Year 1 Goals:
To increase campus engagement opportunities for parent/family training related to dyslexia training
Guidelines:
1. Parent members must stand in parental relation to a student currently enrolled in the district. Parents may not also be employees of the district.
2. Business members need not live or work within the district. Business members may also be parents.
3. Community members must live within the district. Community members may not also be parents or district employees.
4. Close relatives may not serve on the Dyslexia Subcommittee at the same time.
Membership Criteria:
Membership of the sub-committee will strive to reflect the geographic, ethnic, gender, disability, and economic diversity of the district. At a minimum, the Dyslexia Subcommittee shall consist of the following members, which may be expanded upon at the discretion of the Coordinator:
1. Eight parents, community members, or business members
2. Four campus staff members
For additional information, please contact Dr. Cherry Craig Lee at cherry.lee@austinisd.org or 512-414-9669.
~Section 504~
What is Dysgraphia?
Dysgraphia is a term used to describe a learning disability in writing with primary impairments in handwriting and spelling. Students identified with dysgraphia may be eligible to receive special education services for a specific learning disability in written expression or be identified through Section 504.
The Dyslexia Handbook (2018) describes dysgraphia as a related disorder to dyslexia and provides the following definition: Dysgraphia is best defined as a neurodevelopmental disorder manifested by illegible and/or inefficient handwriting due to difficulty with letter formation. This difficulty is the result of deficits in graphomotor function (hand movements used for writing) and/or storing and retrieving orthographic codes (letter forms) (Berninger, 2015). Secondary consequences may include problems with spelling and written expression. It is not solely due to lack of instruction and is not associated with other developmental or neurological conditions that involve motor impairment. (p. 59)
Young Children
Tight, awkward pencil grip and body position
Avoiding writing or drawing tasks
Trouble forming letter shapes
Inconsistent spacing between letters or words
Poor understanding of uppercase and lowercase letters
Inability to write or draw in a line or within margins
Tiring quickly while writing
School-Age Children
Illegible handwriting
Mixture of cursive and print writing
Saying words out loud while writing
Concentrating so much on writing that comprehension of what’s written is missed
Trouble thinking of words to write
Omitting or not finishing words in sentence
Teenagers and Adults
Trouble organizing thoughts on paper
Trouble keeping track of thoughts already written down
Difficulty with syntax structure and grammar
Large gap between written ideas or responses and oral ideas/responses
Check out this video from Understood.org on Writing Challenges:
*Of note, all dysgraphia referrals will begin with a special education referral.
~Compliance and Operations~
Frequently Asked Questions (FAQs) and Answers About an IEP:
What’s an IEP?
The acronym IEP stands for Individualized Education Program. This is a written document that describes the educational program and plan that is developed to meet a child’s individual needs. Every child who receives special education must have an IEP. The IEP sets the learning goals for your child and describes the supports and services that the school district will provide for your child.
What type of information is included in an IEP?
According to federal law, your child’s IEP must include specific information. Each one of these pieces of information is described below.
Present levels of academic achievement and functional performance. This information describes how your child is currently achieving academically, behavioral, and functionally in school. Within this area, the school district must include how your child’s disability affects his or her participation and progress in the general education curriculum.
Annual goals. The IEP must state annual goals for your child, what you and the school team think he or she can reasonably accomplish in a year. The goals must relate to meeting the needs that result from your child’s disability. They must also help your son or daughter participate in and progress in the general education curriculum.
Special education and related services to be provided. The IEP must list the special education and related services to be provided to your child. This includes supplementary aids and services (e.g., preferential seating, a communication device, one-on-one tutor) that can increase your child’s access to learning and his or her participation in school activities. It also includes changes to the program or supports for school personnel that will be provided for your child.
Participation with children without disabilities. The IEP must include an explanation that answers this question: How much of the school day will your child be educated separately from children without disabilities or not participate in extracurricular or other nonacademic activities such as lunch or clubs?
Dates and location. The IEP must state (a) when special education and related and supplementary aids and services will begin; (b) how often they will be provided; (c) where they will be provided; and (d) how long they will last.
Participation in state and district-wide assessments. Your state and district probably give tests of student achievement to children in certain grades or age groups. In order to participate in these tests, your child may need individual accommodations or changes in how the tests are administered. The IEP team must decide what accommodations your child needs and list them in the IEP. If your child will not be taking these tests, the IEP must include a statement as to why the tests are not appropriate for your child, how your child will be tested instead, and why the alternate assessment selected is appropriate for your child.
Transition services. By the time your child is 16 (or younger, if the IEP team finds it appropriate for your child), the IEP must include measurable postsecondary goals related to your child’s training, education, employment, and (when appropriate) independent living skills. The IEP must also include the transition services needed to help your child reach those goals, including what your child should study.
Measuring progress. The IEP must state how school personnel will measure your child’s progress toward the annual goals. It must also state when it will give you periodic reports on your child’s progress.
~Related Services~
Related Services Deep Dive Series, Part One: Occupational Therapy
WHAT DOES IT TAKE TO BECOME AN OCCUPATIONAL THERAPIST?
Occupational Therapists are licensed practitioners who have earned either a masters or doctorate level degree in occupational therapy. OTs become certified after passing a rigorous board examination and must also complete a state licensure process to practice occupational therapy. OTs are required to participate in ongoing learning by participating in continuing education in order to renew license every two years in the state of Texas.
WHAT DOES AN OCCUPATIONAL THERAPIST DO?
Occupational Therapists are experts in the occupations of daily life across school, work, and home. The goal of an occupational therapist is to increase an individual’s independence and active participation in the various tasks required by our daily lives that have been impacted by an injury or disability.
WHERE DO OCCUPATIONAL THERAPISTS WORK?
Occupational therapists work in a variety of settings to include: hospitals, schools, mental health facilities, outpatient therapy clinics, home health, and community programs such as vocational rehabilitation centers, day programs or residential facilities for adults with disabilities. In the school setting, the role of an OT is to promote a student’s ability to meaningfully participate in the tasks and activities required within the scope of a school day. Some of the most common areas school-based OTs focus on include self-care (i.e. toileting, dressing, mealtimes), functional fine motor skills (i.e. using the hands to access/use and manipulate school tools and materials), and self-regulation.
HOW DO OCCUPATIONAL THERAPISTS HELP OTHERS?
Occupational therapists use a wide range of skills, techniques, and specialized equipment to promote an individual’s success in the job of living. OTs are skilled at using task analysis to break down a specific activity and identifying the steps or demands of a task that are most difficult for the person with whom they’re working to do. OTs use their knowledge of anatomy, physiology, medical conditions, and creativity to find solutions for modifying the task in a way that enables the individual to be more independent and engaged in the activity.
~Campus Support~
At Home Skill Building
Math Interventions
This month we are focusing on ways that families can engage in and support math learning for students of all ages.
The math problem solving strategy UPS is highly effective in helping students solve math word problems. Allowing students to use a variety of math manipulatives can be a very powerful way to help them feel empowered and build confidence in their math skills. Below you will find resources to help your student on their learning journey.
UPS-Check Model
U-Understand & Analyze the problem
P-Plan using a strategy Making a Plan Formulating a plan or strategy
S-Solve the problem with a solution Carrying out the plan Determining a Solution Check-Explain or Justify
~Online Math Manipulatives~
~Other Parent Resources~
TEA Resources on Special Education in Texas
The documents linked in the TEA Resources on Special Education in Texas are general resources for families on the topics such as: Dyslexia, Individuals with Disabilities Education Act (IDEA), Multi-Tiered Systems of Support (MTSS), and more.
https://tea.texas.gov/academics/special-student-populations/special-education/resources
Texas Complex Access Network
~Mark Your Calendars~
~Transition Services Training~
Person-Centered Employment Planning Training
Transition Service Activity
Austin AISD Department of Special Education is partnering with Texas A& M to provide Person-Centered Employment Planning Training.
- Gain skills and experience necessary for a successful transition into postsecondary education and/or competitive integrated employment
- Development of their person-centered employment plan.
- Certified Person-Centered Planning (PCP) and People Planning Together (PPT) trainers will design and provide activities
- Students will identify career goals, social and independent living skills necessary for that career, as well as the steps necessary to reach their goals.
- Students will practice self-advocacy skills with the support of project staff and trainers throughout the development and dissemination of their plan.
- Students will gain autonomy for their own lives and planning
- Students will create and communicate their own employment goals.
- Parents/guardians will understand the principles of person-centered planning and work with their child to help them achieve their goals.
- Small Sessions
The training will be presented and facilitated by both parents and students who have disabilities that are certified with The Learning Community on Person Centered Practices.
The PCEP Project is a 2-day in person training. Sessions will be offered for students aged 14-22 with disabilities who are currently enrolled in school and receiving special education services.
Dates Time Place
January 28-29 8:00 am - 4:00 pm Akins HS
April 22-23 8:00 am - 4:00 pm TBD
May 13-14 8:00 am - 4:00 pm TBD
Lunch & Snacks Provided
For More Information or to Register Contact:
Regina Earls
Transition Coordinator
512 414-7733
~Summer Youth Employment Program~
~Inclusion Workgroup Book Study Group~
The Inclusion Workgroup will be starting a book study group next month.
Inclusion Workgroup members will start its first book study group in February 2022!! We look forward to learning and sharing new perspectives in the area of inclusion.
Your Students, My Students, Our Students explores the hard truths of current special education practice and outlines five essential disruptions to the status quo. Authors Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener show you how to:
Establish a school culture that champions equity and inclusion.
Rethink the long-standing structure of least restrictive environment and the resulting service delivery.
Leverage the strengths of all educators to provide appropriate support and challenge.
Collaborate on the delivery of instruction and intervention.
Honor the aspirations of each student and plan accordingly.