for the Child Find, Evaluation, and ARD Supports Network
The Texas Education Agency (TEA) is committed to providing effective supports and guidance to Texas public schools in their implementation of strong and effective programs for students with disabilities. The purpose of this project is to increase capacity in Texas local education agencies (LEAs) regarding the implementation of effective practices related to child find, evaluation (including full and individual initial evaluations (FIIEs)), and the admission, review, and dismissal (ARD) process. This will be accomplished through the development of easily accessible resources and professional development opportunities, both of which must reflect best practices regarding adult learning theory.
Check out our FREE TEALearn courses!
The self-paced, online course provides an understanding of the SB IEP process for gathering student data, including the full and individual evaluation (FIE), to write the student’s present levels of academic achievement and functional performance (PLAAFP) statement, to draft measurable annual goals with short-term objectives/benchmarks, if appropriate, and to create a data collection system for monitoring progress of the annual goals.
This webinar consists of content related to PLAAFPs (the federal law and state guidance related to PLAAFPs that identify a student’s strengths, baseline data, and critical areas of need), annual academic goals (the purpose and importance of measurable annual goals and a four-step process for developing annual academic goals), and annual functional goals (the purpose and importance of functional goals and a four-step process for developing a functional goal).
This webinar summarizes the amendments to 19 Texas Administrative Code (TAC) Chapter §89.1040(c)(9) and eligibility criteria for specific learning disability (SLD); identifies the key update to the Texas Dyslexia Handbook 2021 related to evaluation; states the evaluation procedures for dyslexia as a specific learning disability under federal and state law; reviews the required and additional data to gather and interpret for an evaluation for dyslexia; and outlines the role of the multidisciplinary team to review data for the determination of dyslexia as a specific learning disability.
This webinar addresses the unique characteristics of culturally and linguistically diverse (CLD) learners in schools, summarizes the relationship between language and culture, and provides practices that support appropriate special education referrals for CLD learners.
COMING SOON! Standards-Based IEP Process Training for Speech-Language Pathologists (SLPs)
This course will be offered face-to-face and/or virtually at all 20 education service centers during the 2023-2024 school year.
Revised February 2023! Related Services for Students with Disabilities-Questions and Answers
Revised March 2023 - Documenting the Frequency, Location, and Duration of Services
This document outlines documenting frequency, duration, and location of services in the student's IEP.
Student-Centered Transitions Network (SCTN) April 2023 Newsletter
The SCTN publishes a monthly newsletter to support creating new pathways to successful adult lives for students with disabilities.
NEW Fast Facts on Students with TBI Served Under IDEA Part B
The Office of Special Education Programs (OSEP) released a new OSEP Fast Facts on Students Identified With Traumatic Brain Injuries.
OSEP Fast Facts looks at data collected under section 618 of the Individuals With Disabilities Education Act (IDEA). This latest Fast Facts addresses data focused on students identified with traumatic brain injury.
“In school year 2021-22, students with traumatic brain injury were less likely to be served inside a regular class 80% or more of the day than all students with disabilities,” according to an OSEP blog post.
Click HERE to access the OSEP Fast Facts: Students Identified With Traumatic Brain Injury.
OSERS Blog - Discipline and Behavior Series
Valerie C. Williams, director of the Office of Special Education Programs (OSEP), released the latest blogs in a series on discipline and behavior.
- Suspension, Expulsion & Informal Removals: Unexpected Realities in Preschool
- The Power of Asking “Why”
- Changing Our Mindset—Discipline Inequities
- Informal Removals Matter
- Our Discipline Policies Reflect Our Priorities
- Introduction: The Impact and Harm of Exclusionary Discipline
Please share these blog posts and resources with your staff, district leadership, and parents/families.