The Scoop
Special Services Update - January 23, 2023
Communication, The Scoop & You!
The Scoop is a place for you to make sure you are in the know and have all the information you need. You are responsible for the information in the SCOOP. If you need clarification, please reach out to your Student Support Specialist or me.
Have a great week!
~Keri
Recap of Last Issue:
Be sure and look back if needed for any information on:
- ESY - please see previous SCOOP for information on documentation, data collection, etc.
- Frontline Esped - Please only request students who have had special services. If you are unsure, please contact the previous school. When requesting records for a student from a frontline district, please do NOT add the student manually to Frontline. You will have two files and they cannot be merged. Here is the link to make Frontline requests.
If a staff member needs Special Education and Intervention Frontline access, changes, or support then please use the link below to request help:
Calculation Aids - See previous SCOOP to review when a student can use calculation aids on the state assessment.
Review Saturday Testing, extending initial timelines and extra duty evaluation guidelines for Tomball ISD
TISD FFA Special Rodeo - Wednesday, January 25 starting at 8:00 AM
Wave 1: 8-9 AM - THS, TJHS
Wave 2: 9-10 AM - TMHS, WWJH, GLJH, CPJH
Wave 3: 10-11 AM - GOES, CFES, CES, RES, DPES, OIS, NIS
Wave 4: 11-12 - CPES, WCES, WES, TES, LES, TIS
CTE Pathways - Resources for Intentional Transition Plans
While ALL CTE courses are available for ALL students, individual needs need to be taken into account through the IEP decision making. When considering pathways for students, please consider and discuss the coursework and required elements of the courses. Some elements are able to be accommodated and modified while others may not be able to have as much adjustment due to standards and requirements. Your campus or district CTE representatives are a wonderful resource to discuss the courses and pathways. Some fabulous pathways have been discussed that MAY be appropriate for students who need more modifications or alt curriculum, depending on their unique needs and interests. Check out these great pathway options:
Business Management
Audio/Visual Production
Graphic Design
Teaching and Training
Animal Science
For students on alternative curriculum served in a PALS setting who are interested in Public Service, there is also a pathway through Family and Community Services for a possible Public Service Endorsement in which many courses are only offered through the ARD process. This pathway, like all pathways should only be considered if the student indicated a true interest in a future in this area. Check with the high school campuses for what is able to be offered. Here is an example of a possible 4 year plan for this pathway.
Please share with case managers and counselors.
GameChanger Challenges for the Week
We are TISD GameChangers!!! Here's to a great 2023 being a year of positive change we can make for others!
For National Thank You Month, I want to make sure you all know how grateful I am for all the hard work happening by Special Services personnel on campuses on a daily basis. Evaluations have increased, enrollment has increased and we are actively searching for staff and strategies to provide you more support. At this time, I want to give you a BIG THANK YOU for working so diligently for our students and staff!
Points for this week:
- Send emails with pictures to me or tweet pictures of people in Tomball ISD you want to thank during nathional thank you month. Please follow the below RULES:
- If email, subject line must say SCOOP Thank You! and have a picture and statement on who/what you are thanking.
- If tweeting, must include #TISDGameChangers and #NationalThankYouMonth and a picture.
Teams can earn 2 points for each tweet and email, up to 8 points total.
We are #TISDGameChangers ....
TIP OF THE WEEK: Gather knowledgeable starting lineup for your MDR team
If a manifestation determination review is a meeting and not a disciplinary hearing, who are the starting team players?
When the district proposes a disciplinary measure that will result in a change of placement for a student with a disability, it must conduct an MDR within 10 school days. 34 CFR 300.530 (e). The IDEA provides that the MDR should be conducted by the district, the parent, and relevant members of the IEP team, as determined by the parent and the district.
Go HERE to see the full summary with link and resources from LRP.
TIP OF THE WEEK 2 - "Call me... maybe?" Tailor plans for overly communicative parents
Picture this scenario: A parent has begun sending emails to multiple staff members several times a day with questions and concerns about her child's IEP. The messages have become something staff members dread when they check their email even though all they want to do is serve the child and they believe the IEP is appropriate.
This situation may seem extreme, but if something similar occurs during the school year, you may need to set up a plan to improve communication with parents and bring the focus back on to the child. The key is that the communication plan has to be tailored to the particular situation and not so constraining that a parent could claim it is limiting meaningful participation in her child's education. After all, parents are mandatory members of the IEP team. 34 CFR 300.321 (a)(1).
Go HERE to see the full summary from LRP.
You Be The Judge
Did Minn. district's proposed IEP enable medically fragile student to make progress?
An elementary student had complex medical needs and qualified for special education due to developmental delays. Her first IEP contained an extensive recitation of the student's present levels of performance. The proposed IEP contained three goals: 1) understanding directions, 2) completing daily routines, and 3) engaging with others, all with adult assistance. The parent rejected the IEP.
The district and parent's relationship became contentious during the COVID-19 pandemic. The district responded to the student's extensive and ever-changing needs due to her medical conditions. For more than two years, the IEP team frequently created IEPs, revised them, and responded to the parent's input, particularly as it related to meeting the student's medical needs.
At an IEP meeting three years later, the district proposed an IEP that contained the following IEP goals: 1) understanding directions, 2) completing daily routines, and 3) engaging with others, all without adult assistance. The parent rejected the IEP. The district filed a due process hearing to approve the IEP, and the parent filed a complaint, alleging the proposed IEP services were insufficient to meet the student's needs.
Did IEP provide FAPE despite the student's goals remaining virtually unchanged for years?
Find out from LRP article HERE
GameChanger Thank You's
- Thank you to Jacy Warren and Kimberly Castillo for all the extra care and effort for NIS this past week! You both went above and beyond and we greatly appreciate you care for our students and staff!
- I would like to say thank you to my OT, PT, and AT team for your support and guidance, you are appreciated. ~ Team Titan
- Thank you to Vy for always being such a positive and uplifting team member. She has jumped back into the flow with both feet. We are all breathing a little easier this week. ~ Team Infinity
- Thank you, Kim Day and Kelly Robles for always having my back, working with me to problem solve difficult cases, and for being all-around amazing women to work with! ~ Team Infinity
Thank you Sharon for all that you for our department plus moreā¦.YOU ROCK!
Thank you Robanne for all the you for our department and willing to always help others! ~Team Titan
Thank all of you for all that you do and being great team members!!! ~ Team Progress Makers
More Information
Be sure and check out and read the other Smore Newsletters being produced by Student Support Staff:
The Specialized Support Snippits
Behavior Bulletin - NEW