The Scoop
Special Services Update - January 28, 2022
Extra Duty Testing
District Collaborative Day February 18
Resources to Support the STAAR Redesign
House Bill (HB) 3906, 86th Texas Legislature, 2019, requires significant changes to the design of the state summative assessment. These changes were confirmed by HB 3261, 87th Texas Legislature, 2021, and will go into effect during school year 2022–2023. If you are reading this, email keriwilliams@tomballisd.net with the magic word of Spaghetti. The first 3 people to email me the magic word will get a free random day jeans pass.
The STAAR redesign webpage has been updated to reflect the information in this communication. Additionally, an updated Frequently Asked Questions (FAQ) document is available to address common questions about the redesign.
The Dyslexia Handbook has Been Released!!!
The biggest change is that all initial evaluations for a suspician of Dyslexia should go through the Full and Initial Individualized Evaluation Process. Tomball ISD began this practice beginning our first day back for the spring semester 2022.
The updated version of the Dyslexia Handbook that goes into effect on February 10, 2022 has been posted on the TEA Dyslexia web page.
FACT or FICTION?
If a district and parent amend an IEP without a meeting, the district must inform the team of the changes.
In making changes to a child's IEP after the annual IEP team meeting, the parent of a child with a disability and the district may agree not to convene an IEP team meeting just to make those changes. Instead, it may develop a written document to amend or modify the child's current IEP. Once the district amends the IEP, the district must ensure the team knows what revisions the district and parent agreed to make. Is this fact or fiction?
Under 34 CFR 300.324 (a)(4)(ii), if changes are made to the child's IEP in accordance with 34 CFR 300.324 (a)(4)(i), the district must ensure that the child's IEP team is informed of those changes.
Therefore, you were correct if you answered FACT.
TIP OF THE WEEK
Use emails, forms to document efforts to provide transition services
Formal and informal documentation, as with other IDEA provisions, is an important procedural practice in providing transition services. By demonstrating its efforts to provide services and make them available, the district can better respond to complaints alleging violations of FAPE under the IDEA.
IEP teams should maintain emails inviting students and their families to participate in transition services and related learning opportunities to guard against FAPE complaints. Furthermore, teams must document consideration of the requirements of 34 CFR 300.324 with sufficient detail to show compliance with this regulation in the development, review, and revision of IEPs. See Questions and Answers on Individualized Education Programs (IEPs), Evaluations, and Reevaluations, 111 LRP 63322 (OSERS 09/01/11).
Districts have obligations under the IDEA to ensure students' IEPs include appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. The plans should also delineate the transition services necessary to help students reach those goals. 34 CFR 300.320 (b).
The district is expected to take a leadership position in contacting agencies expected to provide services to the student once they leave the district and to act as a liaison between the parents and the other agencies while the student is still enrolled in school.
The district's transition plan should comprise of goals, objectives, and the requisite components of appropriate instruction, community experience, and daily living services. See Yankton Sch. Dist. v. Schramm, 23 IDELR 42 (D.S.D. 1995), aff'd, 24 IDELR 704 (8th Cir. 1996), petition for reh'g denied, 112 LRP 18821 (8th Cir. 10/01/96).
While a statement of needed transition services is a required content element for IEPs under 34 CFR 300.320 (b), there are no specific format requirements. Still, the U.S. Education Department provides a model form for transition IEP content.
It's Baby Shower Time Again
Student Support Shout Outs
Shelbi Redfearn - Shelbi came to the Special Rodeo ready to support students in teh best way, providing them communication across teh spectrum of abilities. What a fun day and to be able to talk about it too. Shelbi is doing amazing things advocating for our students' voices.
Eileen Garza- Eileen is quick to answer my questions, address my concerns and turn my ideas into reality for our students! Thank YOU for providing the students with the devices, support , techniques/strategies, and resources to improve OUR communication skills.
Audra Arnold & Jessica Mueller - "They have supported one of our students make the transition back to the bus and have worked with transportation, teachers, family and student extensively. They consistently go above and beyond to ensure student success and are truly invaluable to our campus and district."
More Information
Be sure and check out and read the other Smore Newsletters being produced by Student Support Staff: