TOPIC/RESOURCES - esc4. Web viewand Employment Guide (TEG) Handout: Transition/ Employment Services...

Region 4 Education Service CenterSpecial Education Directors’ Meeting

February 4, 2016TOPIC RESOURCES SIGNIFICANT POINTS NOTES

Announcements/Information

Welcome and Introductions

Kirk is leavingAngela and Cecilia will be taking the helm of the TATN

Reports TCASE Cynthia Short, Ph.D., TCASE House of Delegates

Representative, Clear Creek ISD

GCASE Michaelene Morrison , GCASE President, Dayton ISD

Special Education CAC Laurie Goforth Rodriguez, Texas Special Education

Continuing Advisory Committee stakeholder, Dickinson ISD

Special Education Directors’ 2015-2016 Meetings

Handout: Special Education

Directors’ 2016-17 Meetings*

Please register for the remaining 2015-16 Special Education Directors’ Meeting: May 5, 2016 Session # 1139209

Mark your calendar and register for the 2016-17 Special Education Directors’ Meetings:

September 29, 2016 Session # 1220015 November 10, 2016 Session # 1220016 March 9, 2017 Session # 1220017 May 11, 2017 Session # 1220018

Resources Provided to Districts

Resources Provided to DistrictsThroughout the 2015-16 school year, resources have been provided to districts to support the provision of services to students with disabilities.

* included in packet For an electronic version of this note-taking guide and handouts, visit the Special Education Directors Portal at: of 19http://sped.esc4.net

http://sped.esc4.net/



To date, more than $ 298,817 in resources have been distributed toRegion 4 districts!

This Just In – Hot Topics

We will review topics “hot off the press” that impact services for students with disabilities.

Director to Director

Lessons Learned for a TEA Visit Michaelene Morrison , Dayton ISD

Accountability/Compliance

Texas Transition and Employment Guide (TEG)

Handout: Transition/

Employment Services Designee Information*

The Texas Transition and Employment Guide provides youth, young adults, parents and professionals with secondary transition resources to facilitate a young person’s progress towards post-secondary goals to education, employment, and community living.

This guide will continually be updated. It is also translated into Spanish.

In addition to entering the name of the Transition and Employment Designee on the Region 18 website, all districts and charter must enter the link to the TEG on your website. Since this guide is constantly updated, best practice is to link it to the Transition in Texas website version (http://bit.ly1N10yOr) so that it will always be current.

For further information or questions, contact Karen [email protected] or 713.744.4470



mailto:[email protected]

http://bit.ly1N10yOr/



Child Find/Student Evaluation Full Individual Evaluation

Support for Quality FIEs:

IDEA mandates that in the evaluation of students, evaluators must use a variety of assessment tools and that those instruments must be technically sound. In order to assist LEAs with this task, Region 4 is providing the new Woodcock Johnson IV Tests of Early Cognitive and Academic Development along with a PROMO CODE for one (1) FREE REGISTRATION to the training. These will be distributed to each Region 4 LEA with a Diagnostician or LSSP as an employee at the next Student Evaluation & Psychological Services Leadership Network on February 25, 2016.

Woodcock Johnson IV Tests of Early Cognitive and Academic DevelopmentFeaturing artwork and expanded content specifically designed for administration with all children ages 2:6 through 7:11 and children with cognitive developmental delays through age 9:11, the ten-test ECAD battery measures general intellectual ability, early academic skills, and expressive language skills. With its combination of unique new material and content adapted specifically for young children from trusted WJ IV tests, ECAD provides a dynamic way for examiners to assess emerging cognitive abilities and academic skills in young children and children with cognitive delays using contemporary, theory-based measures. In




February 4, 2016addition, ECAD offers percent delay, standard deviation delay, and months delay scores, helping examiners in many states to quickly determine if a child meets IDEA eligibility requirements.

SAVE THE DATE!An Introduction to the WJ IV Early Cognitive and Academic Development (ECAD) on Thursday, April 21, 2016 (9:00AM-4:00PM)

For additional information, contact Kara Zwolinski at 713-744-6562 or [email protected]

SPP 11 Update Compliance with Timely Initial Evaluation Timelines Data collection period is July 1, 2015 to June 30, 2016. All students, ages 3-21, who were evaluated, had their eligibility determined and had an IEP developed between July 1, 2015 and June 30, 2016 should be reported.

Report students for whom the evaluation process was completed during the July 1, 2015 to June 30, 2016 school year. Students for whom the parental consent was obtained in the 2013-14 school year and the eligibility process was completed between July 1, 2015 and June 30, 2016 would be included in this data collection.

Report students for whom the evaluation process was completed, but not within the timeline because the parent of the child repeatedly failed or refused to produce the child for evaluation. (CFR §300.301(d)(1)) Only districts or charter schools that maintain detailed records of delays should report these students within the timeline and in compliance.





February 4, 2016LEAs submit compliance data through SPP 11 & 12 TEASE Application (Application opens June 1, 2016, closes August 10, 2016)

For further information or questions, contact: Kara Zwolinski, M.Ed. [email protected] 713-744-6562

SPP 12 Update Compliance with Early Childhood Transition Timelines For this data collection, the 2015-2016 school year is defined as July 1, 2015 to June 30, 2016.

Report children for whom the LEA has been notified that child served by Part C/ECI is potentially eligible for services under Part B prior to the child’s third birthday.

Report children for whom the LEA has received an invitation to the transition conference.

Report children served by Part C/ECI and the LEA was notified that the child is potentially eligible, even if the child was referred to Part C/ECI less than 90 days before their third birthday.

LEAs submit compliance data through SPP 11 & 12 TEASE Application (Application opens June 1, 2016, closes August 10, 2016)

For further information or questions, contact: Kara Zwolinski, M.Ed. [email protected] 713-744-6562

Special Education Instruction and Services Progress in the General Curriculum (PGC) State Network

New PGC State Network webpage:http://programs.esc20.net/default.aspx?

The Access to the General Curriculum (AGC) State Network has changed its name and webpage. The Network is now the Progress in the General Curriculum (PGC) Network. This information has been shared in a previous weekly update and is being provided as an



http://programs.esc20.net/default.aspx?name=pgc.home





February 4, 2016name=pgc.home additional reminder. Additional updates regarding PGC

resources are included below. All resources are free for use by LEAs and charter campuses.

The following resources can be found on the PGC

website: o IEP Q&A: Posted in English and Spanish

(November 2015)o SBIEP Online Training: Updated September 2015;

revisions and expansion of content expected August 2016

o LRE Q&A: Posted in English (January 2016); Spanish coming soon

o Co-Teaching: A How to Guide for Texaso Working with Paraprofessionals: Posted in

English and Spanisho Scheduling for Inclusiono Grading and Progress Monitoring for Students

with Disabilities

In Progress/Upcoming:o Specially Designed Instruction (SDI): Expected

publication February 2016o LRE Infographic: Expected publication May 2016o IEP goal progress monitoring resource/guide:

Expected publication August 2016o High Yield Instructional Strategies (focus on

reading) – Expected publication May 2016o Progress monitoring on IEP goals – Expected

publication June 2016o Next steps when a student is not making

progress – Expected publication June 2016





February 4, 2016

For further information or questions, contact: Kirsten Omelan, Ph.D. [email protected]. 713.744.6361

Super Tools for Teachers

Just-in-Time videos on digital tools to support classroom learning www.esc4.net/UDL

Region 4 provides online tools for teachers and staff to find just the right support for students. Easy to access, quick to view, great for students!

Find short videos and useful handouts on these topics:

o Digital Accommodations: Tools to implement in the classroom and to practice STAAR A supports!

o Google Docs & Google Drive: Find out what Google can do for your students! Individual & collaborative tools!

o OneNote: A productive, organizational, multisensory software you probably have – learn to use it! Part of the Microsoft Office software suite.

o Word Prediction: Find free tools and assistive technology software options!

o Educational Apps: Best websites for educational apps reviewed by professionals. A decision-making tool for “I found an app, can I buy it??”

o Apps to Support Executive Functioning: Tablet apps to support planning, organization, memory, mood regulation, and attention.

o Tablet Accessibility: Learn about built-in accessibility options in a variety of tablet operating systems.



http://www.esc4.net/UDL



February 4, 2016For further information or questions, contact Tricia Peters at 713-744-6374 or [email protected]

SPP 7 Updates State Performance Plan Data Collection Schedule*, SPP 7 Entry Exit Definitions*, SPP 7 FAQ*, Data Integrity Checklist SPP 7*

The SPP 7 application will open in January, 2016. Remember that the application requires the use of Internet Explorer. The only change in the application is that every child that is entered into the program and is of age to exit the PPCD program will require a COS Form or a response as to why there is not an exit COS Form. The certifier will not be able to certify the data if all students are not addressed.

For further information or questions, contact Sonja Hollan at 713-744-6340 or [email protected]

House Bill 2610 House Bill 2610 Frequently Asked Questions*

Beginning in the 2016-2017 school year, LEAs will submit calendars showing the amount of time that school is held each day. The new language in the law indicates that LEAs must provide at least 75,600 minutes of instruction, including intermissions and recess or at least 37,800 (half of the calculation for half day prekindergarten programs.

For further information or questions, contact Sonja Hollan at 713-744-6340 or [email protected]

SPP 13 Handout: SPP 13 Sampling

There are changes to sampling procedures for SPP 13. From now on, districts will generate a list from all campuses. All eligible students will be sampled excluding those who were previously sampled. The maximum number of students in the sample for any district is 250. Please make sure that ASKTED data is correct. Districts and charters can begin sampling now even though the window







February 4, 2016for entering data is not yet open.

For further information or questions, contact Karen [email protected] or 713.744.4470

Making Up Missed Related Services

Handout: USDE Letter to

Clark*

Melody Musgrove, OSEP Director, sent an email to State Directors reminding them of the original OSERS letter from 2007 that provided guidance on missed related services.

The letter reminded LEAs that they must ensure that all students with disabilities have instructional and related services consistent with their IEPs. In addition, in regard to missed sessions or services, the determination of impact on FAPE is to be made on an individual basis.

For further information or questions, contact Gayla Lutz, M.A., CCC-SLP, [email protected] or 713.744.8138

Professional Preparation in Visual Impairment

The Fall 2015 statewide data summary of professionals working in visual impairment (VI) is as follows:o The total number of full-time and part-time VI

professionals (VI teachers [TVI] and certified orientation and mobility specialists [COMS]) decreased from 960 to 955 (from 2014).

o 553 TVIs are working full-time while 139 are working part-time (compared to 551 full-time and 157 part-time in 2014).

o 154 COMS are working full-time while 126 are working part-time (compared to 162 full-time and 97






February 4, 2016part-time in 2014).

o Statewide, the number of students with visual impairment increased by 531 from 2014 to 2015.

o The rate of attrition of both TVI and COMS in 2015 is 42; the projected attrition over the next 3 years is 115.

o Stephen F. Austin State University and Texas Tech University are training as many VI professionals as they can, and the mentorship program continues to support new VI professionals entering the field and working in public schools/charter campuses.

o Texas School for the Blind and Visually Impaired continues to support new TVIs and COMS through the statewide mentorship program.

In the 2015-16 school year, Region 4 has increase of 96 students (1,866 students total).

Regionally, a few school districts continue to have vacancies for TVIs. Most districts have already filled their COMS vacancies.

Region 4 continues to support new TVIs through the New Teacher Series, a two-year cycle of professional development and technical assistance.

For further information or questions, contact:Cecilia Robinson at [email protected], 731.744.6315 or Sheryl Sokoloski, [email protected], 713.744.6315.

Plan for Professional Development in

The Unified English Braille (UEB) was implemented nationally on January 4, 2016.

Texas has opted to continue using the Nemeth Code, * included in packet For an electronic version of this note-taking guide and handouts, visit the Special Education Directors Portal at: of 19

http://sped.esc4.net





February 4, 2016Unified English Braille

the braille code for mathematics. Region 4 provided a half-day meeting to address the

UEB resources and training needs. The meeting was attended by a few administrators, teachers and braillists.

The plan for professional development includes the following: o A two- to three-day training on the basics of the UEB

code to be offered in the summer of 2016. The target audience for this training will be TVIs and braillists.

o In Fall 2016, a two- to three-day training on Duxbury, braille translation software, will be offered to braillists and TVIs.

o Using Duxbury to create mathematics documents will be addressed.

o Most likely, the Duxbury training will be repeated in Summer 2017.

o Additionally, ongoing professional development will be provided to TVIs: 1) those who are new to the braille codes, and 2) those who have knowledge of the current braille codes (also known as EBAE, English Braille American Edition and Nemeth Code), and are teaching students in using assistive technologies that support the UEB.

o Professional development topics will also include using the UEB with Nemeth Code.

Updated information on the UBE is available on the Braille Authority of North America’s Web site:http://www.brailleauthority.org/

For further information or questions, contact:Cecilia Robinson at [email protected], 731.744.6315 or Sheryl Sokoloski, [email protected], 713.744.6315.





http://www.brailleauthority.org/


February 4, 2016

Funding

High Cost Fund Update

Districts will submit HCF eligibility applications for high-need students with disabilities through the TEASE HCF Eligibility Application

o Only one HCF eligibility data entry person per district is allowed

o If districts have listed a person who is no longer approved by the superintendent to be the HCF eligibility data entry person, they need to have the approval for that person revoked (TEASE User Administration +) and a new application must be submitted through TEASE (Add/Modify Application Access)

o Districts that plan to submit HCF eligibility applications should ensure they have TEASE access now

Costs must be documented in a high-need child’s IEPo Only costs that are student-specific and are

associated with the provision of FAPE are allowable

o Costs for items that equip classrooms or that will be used by multiple students are not allowable

Documentationo Districts must provide documentation for all HCF

expenditures. Districts must submit the entire ARD/IEP document and include a cover sheet that references the page numbers of the document where the submitted costs in the




February 4, 2016eligibility application are documented.

o Districts should be prepared to submit time and effort and certification reports if the award funds the pro-rated salaries of any personnel.

Changes from 2014-2015: Grants will be based on reimbursement

o Districts will submit HCF eligibility applications in the spring based on funds they have already used to provide FAPE to high-need students with disabilities.

o Previously districts submitted HCF eligibility applications in the fall based on estimates of funds they would need to provide FAPE to high-need students with disabilities.

Limit on number of applicationso Districts may submit HCF eligibility applications

for up to two percent (2%) of the students enrolled in special education from the fall 2015 snapshot.

o Considerations will be considered on a case-by-case if an LEA exceeds 2% of enrolled students with disabilities

For further information or questions, contact Jerry Klekotta at [email protected] or 713.744.6393

IDEA-B Maintenance of Effort

Handout: TTAA December 10,

2015 letter*

TEA is on track to complete 2014-2015 IDEA-B LEA MOE compliance reviews this spring using the following data: PEIMS financial data mid-year collection Summary of Finance (SOF) SPED student count (October snapshot)





February 4, 2016 SHARS Reimbursement Reports.

Be sure to review the TTAA letter dated December 10, 2015, which explains two changes to the IDEA-B LEA MOE Guidance Handbook:

SOF data used in the calculation will be from the first “Near Final” report (for 2014-2015, it is dated 9/8/14).

Exceptions for “decrease in the enrollment of children with disabilities” will offer LEAs greater flexibility to justify/document a decrease in expenditures as a result of a “decrease in enrollment . . . “ – examples include re-assigning teachers to general education and closing a self-contained unit. TEA-approved exceptions of this kind will lower the MOE baseline/threshold going forward. Good news for LEAs!

TEA staff are working on finalizing website resources and training opportunities: Compliance Review Flowchart – will be posted to the

IDEA-B LEA MOE website soon Compliance Report format for Preliminary and Final

MOE reports TCASE Learning Lab sessions – January 20, 2016,

from 10:45 – noon and 1:30 – 2:45 Future TETNs – February 9th Session #1218535 and

February 11th Session # 1218536, register at www.esc4.net

E-mail questions to [email protected]

This and That




http://www.esc4.net/


February 4, 2016Manifestation Determination

Handouts: Discipline Flowchart* Manifestation

Determination Implications*

Guidelines for Manifestation Determination*

Manifestation Determination Standards*

Manifestation Determination Review: Timeline Chart*

Discipline for students with disabilities can be a complicated process. Region 4 would like to share with LEAs documents that will assist with the process of conducting manifestation determinations.

It is important to remind our administrators that IDEA allows school personnel to consider any unique circumstances on a case-by-case basis when determining the disciplinary consequences for students with disabilities. If the disciplinary consequence does not constitute a change of placement, then NO manifestation determination review is necessary!

We will review critical issues in discipline for students with disabilities.

What is Your Sentence?

Sentence Project links: https://

www.youtube.com/watch?v=gw2xSdp4bOc

https:// www.youtube.com/watch?v=xjBmnfI4Tn4

https:// www.youtube.com/watch?v=AvtxConAuHs&list=PL6EAE0E3AB829F5F6

Daniel Pink, best-selling author, created the One Sentence Project to motivate us to find our sense of purpose.

How would you sum up who you are in one sentence? What is your North Star Purpose?

Afternoon Session



https://www.youtube.com/watch?v=AvtxConAuHs&list=PL6EAE0E3AB829F5F6



https://www.youtube.com/watch?v=xjBmnfI4Tn4



https://www.youtube.com/watch?v=gw2xSdp4bOc




February 4, 2016

Accountability and Special Education

Handouts: Regional Data Index

System Results* Accountability Update*

Richard Blair, Accountability and Leadership Department, will share an accountability update.

The Workforce Opportunity Investment Act (WIOA) 2015 and DARS

Handout: WIOA Cheat Sheet*

Marilyn Gilbreath, Regional Transition Specialist, will discuss WIOA and its impact on the role of DARS in the districts

For Your InformationSpecial Education Director’s Portal

Special Education Director Portal:

http://sped.esc4.net Region 4 Special

Education Directors' Portal User Guide

Region 4 provides a Special Education Director’s Portal.

Handouts and resources from the Special Education Directors’ meetings will be available on the Special Education Director’s Portal.http://sped.esc4.netChoose “Forms Authentication”Username = your district email addressDefault password = R4SpEd!

24th Annual Texas Autism Conference

Save the Date! Flyer* The 24th annual Texas Autism Conference will be held in San Antonio, Texas on August 4 & 5, 2016. For registration information, please visit http://txautism.esc2.net.

If you have any questions, contact Cathy Williams, Ph.D., at [email protected] or 713.744.6801.

Professional Development Opportunities




http://txautism.esc2.net/




February 4, 2016Inclusion Works Conference: February 8-9, 2016 (in Houston this year)

Ethics for Licensed Specialists in School Psychology

Session ID: 1172257

Examine ethical situations that commonly occur for individuals providing psychological services in the school setting. This session will review relevant rules of practice, ethical standards, and legal implications. Session and materials costs are partially funded through state or federal grants. Date: February 26, 2016Time: 8:30a.m. – 11:30a.m.Location: Region 4Fee $30Contact: Kara Zwolinski at [email protected] or 713-744-6562

Issues in Cultural Diversity for the LSSP

Session ID: 1172264

Attend this session to consider and discuss current issues in cultural diversity as it relates to the field of school psychology. This session will satisfy the annual requirement for 3 hours of cultural diversity training that is required by the Texas State Board of Examiners of Psychologists. Date: February 26, 2016Time: 12:30p.m. – 3:30p.m.Location: Region 4Fee $30Contact: Kara Zwolinski at [email protected] or 713-744-6562

Special Education Webinar – Visual Impairment Evaluations, Part 2

Session ID: 1176099 Emphasis in this session will be on identifying other eligibilities. Participants will develop skills in determining other conditions that may be impacting educational progress. Specific topics addressed will include presence of specific learning disabilities, intellectual disabilities, emotional disturbance, and autism spectrum disorders. In addition, instructional strategies for these groups will also



https://www.escweb.net/tx_esc_04/catalog/session.aspx?session_id=1176099






February 4, 2016be discussed.Date: March 1, 2016Time: 10:00a.m. – 12:00p.m.Location: onlineFee $20Contact: Kara Zwolinski at [email protected] or 713-744-6562

Special Education Webinar – How to Write Psychoeducational Reports that People Will Want to Read

Session ID: 1176818

Writing great reports—reports that inspire hope and change—does not require extraordinary talent or superhuman effort. It requires the same commitment to demonstrate empathy for the reader of our reports as we demonstrate for people we evaluate face to face. If we want our reports to be read carefully, we must write them so that they are worth reading all the way through. This means that we must reevaluate many traditional report-writing practices. I will talk about a wide variety of ways in which our reports can be made more engaging and useful. Date: April 12, 2016Time: 10:00a.m. – 12:00p.m.Location: onlineFee $20Contact: Kara Zwolinski at [email protected] or 713-744-6562

SUMMER EVALUATION INSTITUTE 2016 PRECONFERENCE

Session ID: coming soon! SAVE THE DATE!!!!!June 7, 2016

Using the WJ IV to Diagnose Dyslexia with Nancy Mather, Ph.D.This session will discuss the unique features of the WJ IV that can be useful for the identification of dyslexia, as well as Specific Learning Disability (SLD) identification under IDEA 2004. Emphasis will be placed on the specific tests and clusters most relevant to an evaluation for dyslexia, as well as increasing understanding of the use and







February 4, 2016interpretation of the comparison and variation procedures.

Contact: Kara Zwolinski at [email protected] or 713-744-6562

SUMMER EVALUATION INSTITUTE 2016 Session ID: coming soon!

SAVE THE DATE!!!!!June 8-9, 2016

Attend this institute to acquire the latest information regarding student evaluation processes and linking the assessment and data to recommendations and interventions for a comprehensive and individual evaluation.

Session and materials costs are partially funded through state or federal grants.

Contact: Kara Zwolinski at [email protected] or 713-744-6562





TOPIC/RESOURCES - esc4. Web viewand Employment Guide (TEG) Handout: Transition/ Employment Services...

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