The Scoop
Special Services Update - November 6, 2023
Communication, The Scoop & You!
Hello TISD #StarsofSpecialServices!! We have the roles of a lifetime to make a difference in so many lives...it's exciting to see your stories play out and and to see you #shine in your roles!
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.
~Keri
Recap of the last SCOOP - See last SCOOP for full details...
- Special Education Newsletters
- Texas SPED Support Website - Discipline Flowchart
TISD’s process for considering a Change of Program or Supports. Please make a copy of this document which will help the team document and guide you through the process. In Tomball ISD we implement this process to ensure we are doing everything we can to support a student and ensure we have implemented the IEP with fidelity prior to making a change in placement recommendation.
Accommodation updates/reminders... continued into this SCOOP
Reminder when creating drafts, not to change what rolls over for teachers to edit.
THANK YOUR SCHOOL PSYCHOLOGISTS!!! NATIONAL SCHOOL PSYCHOLOGY WEEK
Updates & Reminders for Accommodations
Tricia Baldwin will be joining us at our next Cross Talk to review Accommodations and updates for STAAR. Please review the below...
Updates for Accommodations
- Predictive spelling is now embedded in assessments in Cambium. Two devices are no longer needed.
- Text-to-speech is no longer available as spelling assistance for state assessments. Student will need to use one of the other types for STAAR.
- “Reading or Signing the writing prompt” is no longer an Accessibility Feature. Only students with Text to speech for Oral administration will have it read.
- An accessibility feature, “Using an Electronic device to monitor a Health Condition”, has been added in Frontline. Please make sure we are marking it for students who need it. This will allow us to have documentation when setting up rooms so proctors know who has them.
- Supplemental Aids: Blank Graphic Organizers are now allowable for TELPAS writing and speaking. It is the responsibility of the ARD, 504, or RTI committee to document if it is needed. The decision can’t be made by the LPAC.
Reminds for Accommodations
- Accommodations should not be added to documentation unless we have the data that shows it is being used routinely and effectively in classroom. If a teacher doesn’t have the data that shows an accommodation is being used and is effective then it shouldn’t be added to the paperwork at that time. Once the teacher has gathered the data then the accommodation can be added to the paperwork.
- ARFs should be submitted at least two weeks before the testing window opens. (March 19)
- When submitting an ARF, you must provide a rationale to why the student gets it. There must be data and documentation of what other accessibility features and accommodations have been used and that they weren’t successful. TEA is looking for Data.
- Diagnosticians will submit the ARF to TEA in Cambium. Test Coordinators can support. Once the ARF is submitted, TEA shares it with the District Coordinator to verify document is accurate.
- All ARDS must be completed two weeks before the testing window opens(not our testing date) for accommodations to be used for 23-24 assessment. If a committee meets after the deadline the accommodations will be for the 24-25 assessments. Please plan appropriately.
- February 1- STAAR ALT 2(Window opens on March 25)
- February 2- TELPAS(Window opens on Feb. 19)
- March 19- STAAR(1st Window opens on April 2)
Elementary Bowling Challenge Day Was a Success!
National Anthem
All Smiles
Let it Roll!
Let's Chat!
SLP and AT... oh my!
Hi there!
Information to Share with Parents on Available Trainings & Parent University Nights
Autism Grant Sessions:
Title: Autism, Neurodiversity & Social Support
Presenter: Phuong Lien Palafox, CCC-SLP
When: Thursday, November 16th 9-11am CST
Registration Link: https://forms.gle/p4SDXBW5rSpm5r526
Sessions will be scheduled throughout the school year and added to our Parent University webpage. Please visit the webpage for more details on sessions and what each session offers. All sessions are free to attend and are open to our Tomball ISD community.
UPCOMING SESSIONS
Parenting with Purpose: Love, Logic, and Mental Wellness
Thursday, November 9
5:30 - 6:30 p.m.| Northpointe Intermediate School
Don't solely rely on grades, intellect to determine eligibility.
BE CAREFUL NOT TO PREDETERMINE 504 ELIGIBILITY WHEN DISMISSING SPECIAL EDUCATION
When holding an IEP meeting to consider dismissal or a DNQ, be careful not to recommend or predetermine that a 504 plan is needed. Rather, it is appropriate to give recommendations of strategies and/or accommodations that would be appropriate for the student to access and make progress in the school setting. Work with the administrator outside of the IEP meeting to alert the 504 and/or SIT committee that consideration or an evaluation may be appropriate.
CASE FILE: Modified curriculum denies 8th-grader FAPE, prevents earning diploma
Case name: Irvine Unified Sch. Dist. v. Landers, 123 LRP 31789 (C.D. Cal. 09/05/23).
Ruling: The U.S. District Court, Central District of California found that a district denied an eighth-grader with ADHD FAPE in violation of the IDEA by placing her on a modified curriculum. The court reversed an administrative law judge's decision at 122 LRP 1507 in part.
What it means: A district denies a student with a disability FAPE if it doesn't provide the student with a meaningful path to earning a high school diploma. This district denied a student that opportunity by placing her on a modified curriculum. The student's IEP team should have developed a program that allowed her an opportunity to work towards a standard high school diploma. If that couldn't be accomplished by way of instruction in the general education curriculum, it should have allowed for meaningful progress to meet grade-level standards with modifications, accommodations, and supports.
Summary: Teaching an eighth-grader with ADHD using a modified curriculum denied her FAPE. A California district denied the student an opportunity to earn a standard high school diploma. The parents disagreed with the modified curriculum in the student's IEPs and unilaterally placed her in a private school. They claimed that teaching the student using a modified curriculum would not have allowed her to graduate from high school with a regular diploma and thus constituted a substantive denial of FAPE. The court agreed. It explained that a district must offer a student with a disability FAPE under the IDEA by way of an IEP that is reasonably calculated to enable the student to make progress in light of her circumstances. The court noted that "none of [the district's] IEPs provided a meaningful path to a high school diploma." For example, the June 2019 IEP noted that it would be difficult for the student to master grade-level standards when she gets into high school. The March 2020 IEP similarly observed "that if the gap closes and [the student] is able to participate in general education classes with accommodations that the team would discuss a change in recommendation to high school diploma," it pointed out. Instead, the district placed the student on a "certificate of completion" track, the court noted. And, it "expressed ambivalence" as to whether its proposed plan and placement would lead to a diploma if the student left the private school, it observed. The district's failure to ensure the student would receive the instruction and support necessary to earn a high school diploma if she chose to resulted in the substantive denial of FAPE, it held.
October 31, 2023
Copyright 2023© LRP Publications
Upcoming Events
Secondary Bowling Challenge Day is almost here... come join us!
November 10th is our Secondary event. NIS, OIS, CPJHS, GLJHS, TJHS, WWJHS, THS, TMHS will be in attendance on this date.
Upcoming Dates:
CROSSTALK - November 17th... Will start promptly at 8:15. There will be coffee, but no breakfast, we will be providing lunch for our Thanksgiving send off!
2nd Annual Superintendent’s Fun Run
APRIL 13, 2024
Nov. 6 - Exchange Day #1
Compliance ONLY - Vector Solutions
NOT in Strive portfolio
Nov. 7 - Exchange Day #2
6 hours of approved Exchange Credit in Stive Eduphoria Portfolio
May 28 - Exchange Day #3
12 hours of approved Exchange Credit in Strive Eduphoria Portfolio
- Check HERE for the rest of the year meetings for Special Services
SHOUT OUTS!
- A HUGE shout out for the TEAM for organizing, setting up, supporting your campuses and being there to celebrate and work on community skills with the students at elementary bowling day last Friday! Fun was had by all!!!
- If you are a former TISD student and now staff and haven't received a yard sign, please see Sharon! We want to highlight you!
- Ashlee Zbranek for bringing the communication motherload to Bowling Day!!!
- Becky Stucky and others who helped support students who were overstimulated or were having behavior incidents at bowling... thank you for stepping in and supporting where it is needed most!
Special Services All Stars of the Month!
Social Media: Twitter
More Information
Be sure and check out and read the other Smore Newsletters being produced by Student Support Staff
PLEASE remember to contact your student support specialist for all questions, concerns, or needs. Thank you in advance.
Student Support Personnel by Campus
Our Student Support Personnel are listed by campus on the link above. This will help ensure you know your student support specialist as well as other campus contacts.