TOPIC/RESOURCES



TOPICRESOURCESSIGNIFICANT POINTSNOTESAnnouncements/InformationWelcome and IntroductionsRetirementsDeborah Darmer, Spring Branch ISD, after providing 40 years of service to educationApril Fox, LaPorte ISD, after 35 years of servicePreviewed video All Kinds of Kinds by Miranda Lambert. Instructions to create a poster with their “kind of kind”. At break, Region 4 staff will be videoing participants with their “kind” signs. In September, Region 4 will show video. Showed the photo of the Director’s meeting at the beginning of the yearGingerMiranda Lambert songBreak-Sponsored by Print shopReportsTCASEMary Rosenberg, Ph.D., TCASE House of Delegates Representative, Klein ISDCynthia Peltier. Monitor bills coming out of legislature. SB – funding for residentialSB 149 Graduation – EOC – call governor; sitting on his deskCameras in classroom – if passed, it needs a fiscal note. Summer conference – get registeredGCASECynthia Peltier, GCASE President, Clear Creek ISDJune 17 – summer conference at Goose Creek CISDJune 10 is end of year meeting at Cyndi Short’s home in FriendswoodMary Rosenberg – State RF committee had last meeting. Some directors will be asked back. Some changes can be made now, some have to go through PEIMs change process. Will no longer be a snapshot of 3 indicators, but a more comprehensive picture of what is happening with the student. Special Education CACLaurie Goforth Rodriguez, Texas Special Education Continuing Advisory Committee stakeholder, Dickinson ISDGingerSpecial Education Directors’ 2015-2016 MeetingsHandout:Special Education Directors’ 2015-2016 Meetings*Please register for the 2015-16 Special Education Directors’ Meetings:September 17, 2015November 19, 2015February 4, 2016May 5, 2016GingerResources Provided to DistrictsResources Provided to DistrictsThroughout the 2014-15 school year, resources have been provided to districts to support the provision of services to students with disabilities.To date, more than $718,451 in resources have been distributed to Region 4 districts!GingerThis Just In – Hot TopicsWe will review topics “hot off the press” that impact services for students with disabilities.Reminder that Region 4 needs to have Purchase Order numbers from districts and charters Cameras in self-contained classrooms. Straw poll by raising hands of how many districts who have cameras in classroom. 8 have cameras. 3 have audio. GingerPOs on contractsDistrict HighlightsHandouts:HISD Supplemental IMA Agreement*DISD Letter of Intent*DISD Professional Services Agreement*UDL/Instructional MaterialsBeth GoodrichHouston ISD Big vision is 1:1 learning process for studentsContracts Aligned to New GuidanceDickinson ISDLaurie Goforth RodriguezDiscussed process over 12 years for Professional Service Agreements. Integrated Uniform Grant Guidance and worked with David Hodgins to update with new rules. Provided for used, but continue to credit Dickinson ISD’s work in footnote by stating “adapted from…”Also provided letter of intentHas worked with eSPED on using letter of intetAuditors will be reviewing Dickinson’s formsReminder cannot commit funds for next year until within the funding year terms of the districtTraining for Parents of Students with AutismEcho MansfieldKlein ISD GingerFundingTitle 2 of the Code of Federal Regulations, Part 200, the Uniform Grants GuidanceLink: Handout:Uniform Grants Guidance (slides)*On December 19, 2014, the Federal Register published a joint interim final rule implementing Title 2 of the Code of Federal Regulations, Part 200 (2 CFR 200) for all federal agencies that award grants, including the US Department of Education (USDE). The rule went into effect on December 26, 2014.For Further Information Refer to the Uniform Grants Guidance page of the TEA website for links to all TEA guidance related to 2?CFR 200. Or contact Jerry Klekotta at gklekotta@ or 713.744.6393Ginger/LindaEDGAR/Uniform Grants GuidanceHandouts:Key 2 CFR Part 200 Policies and Procedures *Comparison of New EDGAR Procurement Standards and TEA Purchasing/ Procurement Process in FASRG*Guidance and Best Practices (Contracts)*Implementation of the New EDGAR*Recently, TEA has addressed the issue of the new Uniform Grants Guidance. Critical issues include:Prior to submitting a 2015-16 federal grant application, each LEA must:Implement new policies and procedures aligned to EDGAR Train staff on these policies and proceduresPlan for implementation of new requirements Complete by July 1, 2015New changes include:Performance metrics will be developed by the USDE to determine if goals of the grant are being met.Priority ranking for allowing others to use items you purchased with one grant by another grant.Disposition forms must be completed for all equipment and supplies when wanting to dispose of an item(s).Travel costs must be reasonable and necessary for the implementation of the grant and must follow the state’s more restrict policy – no per diem but instead actual costs.There is no longer specific approval for some items on the eGrants application such as technology and hardware non-capitalized (in process of revising).Travel for students (not field trips) must get USDE approval before applying for grant.Travel for nonemployees requires USDE approval before applying for grant.Expect to justify out of state travel, field trips, and hosting any conferences.Have detailed written processes for determining expenditures are reasonable, necessary, and allocable/allowable.Consider whether costs are generally recognized as ordinary and necessary, comparable to market prices.Big question: If I were asked to defend this purchase, would I be able to do so? On TV?You will need a plan for expendituresFor further information., contact Jerry Klekotta, gklekotta@ or 713.744.6393Ginger/LindaAccountability/ComplianceSchedule of Services PageHandouts: Schedule of Services: Clarification for General Education Classes*Special Education Monitoring, April 2015*Recently, there has been clarification from TEA regarding the inclusion of general education services on the Schedule of Services page of an IEP. Q: Do IEPs have to reflect general education classes?A: IEPs must include a statement of the special education and related services and supplementary aids and services to be provided to the child to enable the child to advance appropriately toward attaining the annual goal.34 CFR §300.320(a)(2)(B)(4)Q: Can the district choose to include all classes in the IEP?A: Yes, but If the district chooses to include all general education classes---the classes in the IEP must match the student’s class schedule! Reminder: Whatever the IEP specifies must be provided!Region 4 Contact: Kirsten Omelan, Ph.D. at Kirsten.Omelan@ or Kara Zwolinski at Kara.Zwolinski@ GingerUpdates on Implementation of the Provisions of Rider 70 on the Accountability System Web link: Handout:Summary of Rider 70: Where We Have Been and Where We are Going!Pertinent information and visual representations of the changes from the Rider 70 report and TEA TETNs on changes to the Accountability System and timelines will be reviewed. Region 4 Contacts: Linda De Zell Hall, Ph.D. at lhall@ or 713.744.6399 or Jerry Klekotta at gklekotta@ or 713.744.6393LindaSPP Data EntryHandouts:State Performance Plan / Annual Performance Report Data Collection Schedule for 2014-2015*SPP 11-14 Trouble Shooting Guide 2015*SPP 7, 11, 12, 13, and 14 applications will close earlier this year than in previous years. Data must be entered and certified for all indicators by Wednesday, August 12, 2015.SPP 11 and 12 will open Monday, June 1, 2015.One change to SPP 7 is that campus administrators will no longer need to enter or indicate the assessments used to make Child Observation Student Forms (COSF) ratings but instead will check an assurances statement indicating that they have a list of assessments on file. One change in SPP 11 is that LEAs will no longer need to write in the reason for ARD delay. Clarification period will remain the same for SPP 11 and 12. It will open right after the applications close for two weeks. Anyone that did not meet the 100% compliance target will be notified. SPP 7 and 12 Contact Sonja Hollan, sonja.hollan@ or 713.744.6340SPP 11 and 12 Contact Kara Zwolinski, kara.zwolinski@ or 713.744.6562SPP 13 and 14 Karen Pepkin, karen.pepkin@ or 71.744.4470SonjaChanging the Balance of PK ClassroomsIf a PK classroom has 50% of students without an IEP and that balance changes to less than that percentage during the year, it is necessary to schedule an ARD review of the Schedule of Services, Instructional Arrangement, PPCD Service Location Code for all students with IEPs in the classroom. For further information, contact Sonja Hollan, sonja.hollan@ or 713.744.6340 or Kristina Parr, kristina.parr@ or 713.744.6350SonjaFull Day Prekindergarten ProgramsFor LEAs that provide full day PK then the LEA must offer a full continuum of services that are determined on an individual basis and a full day of PPCD services needs to be available and considered. For further information, contact Sonja Hollan, sonja.hollan@ or 713.744.6340 or Kristina Parr, kristina.parr@ or 713.744.6350SonjaPerformance Based Monitoring Analysis System (PBMAS) 2015Handout:Draft 2015 PBMAS (slides)*Several changes are coming to the PBMAS system: Indicators 4 SPED STAAR Participation Rate, 5 SPED STAAR Modified Participation Rate, and 8 SPED Placements IS 40/41 will be discontinuedIndicator 7 SPED Regular Early Childhood Program Rate (ages 3-5) will have performance levels assignedIndicator 20-22 Discipline will be changed to a new structure to emphasize disproportionality2015 PBMAS Manual rule adoption is underway. TEA is in the process of preparing the rule packet for adoption.Proposed Amendment to 19 TAC Chapter 97, Planning and Accountability, Subchapter AA, Accountability and Performance Monitoring, §97.1005, Performance-Based Monitoring Analysis SystemSummary: The proposed amendment would adopt the Performance-Based Monitoring Analysis System 2015 Manual30-Day Public Comment Period: Anticipate May 8, 2015 – June 8, 2015.The rule will likely be effective in mid July.Once the rule becomes effective, the Manual will be posted on our web site, followed by a listserv notification of the posting.At that time, hard-copy versions will also be available from TEA’s Publications Office (see order form at the back of the posted Manual).For current information on the rule adoption process, visit (TAC)/Commissioner_of_Education_Rules_-_Texas_Administrative_Code/ and/orSubscribe to the Rules Listserv at Regional ContactsPBMAS Lead: Richard Blair at richard.blair@ or 713.744.6596CTE: Monelle Rogeau at mrougeau@ or 713.744.6581NCLB and Bilingual/ ESL: Danette Thornton at danette.thornton@ or 713.744.6578Special Education: Jerry Klekotta, gklekotta@ or 713.744.6393 or Linda De Zell Hall, Ph.D., lhall@ or 713.744.6399 LindaARD TranslationsAs the requirements for translating ARD committee meetings are increasing, districts struggle to keep up with the expectations.As a table group, discuss the following issues:What is your district translating? (written document, discussion, etc.)? In CyFair there are trained interpreters. They are paid hourly wage. Translate what’s going on in the ARD. ?? Parent wants professional translating service. Has someone on staff who is translating. Pam – is that typically just Spanish? Carmen Meza – uses a company (Alliance) for translating. Crosbby – Karla McGee – has a retired counselor they use. Paid $30 per hour.What is the cost for the translating service?? See aboveAre you writing the translation responsibility into job descriptions?Cyndi Short, Clear Creek – were spending $80,000 on translating services. Now have a staff paraprofessional position. Still contract for other languages. Are your bilingual staff receiving stipends?Melissa Knop, Galveston ISD - pay a stipend to folks on their bilingual staff. Also can get an additional stipend to do translating for district.Other considerations?Carmen Meza, Houston ISD – lessons learned: 1) be careful that translation covers everything in IEP2) Consider what the law says – audio to written translation of the IEP. Is that the meeting or the document? Must have all required components 3) Notice of refusal must be in language of the student. It is a Prior Written Notice. Melissa Knop, Galveston ISD – they tape all ARDs in Spanish. Many parents do not want the copy. Recommendation – be sure to provide to them even if you have to mail. Also provide access to them. As a note, Houston ISD often provides their translations of the Procedural Safeguards in other languages. We will share ideas with the large group to assist with this process.GingerREEDs and ReevaluationsHandout;Student Transfers Flowchart *REED vs. Reevaluation*The reviews of existing data (REEDs) and reevaluations continue to be an area of confusion. Several documents have been created to assist with these procedures.A flowchart has been created to assist with student transfer determinations to a new LEA from in-state and out-of-state.A school district must comply with the following for a student who is newly enrolled in the school district. 19 TAC §89.1050 (i)For further information, contact Kara Zwolinski, kara.zwolinski@ or 713.744.6562KaraUpdate on Data Entry for SPP 11 and SPP 12Handouts:SPP 11 Instructions*SPP 11 FAQ*Link: 12 Instructions*SPP 12 FAQ*ECI Transition Flowchart*ECI Transition Flowchart Document *Link: 11The 2014-2015 data collection period is July 1, 2014 to June 30, 2015. All students, ages 3-21, who were evaluated, had their eligibility determined and had an IEP developed between July 1, 2014 and June 30, 2015 should be reported. Indicator 11 refers to “initial” eligibility determinations made for children ages 3-21. Report students for whom the evaluation process was completed during the July 1, 2014 to June 30, 2015 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, 2014 and June 30, 2015 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. Do not report three-year-old students who are transitioning from Part C (Early Childhood Intervention) to Part B (Preschool Programs for Children with Disabilities) Report these students in SPP 12 (Early Childhood Transition Timelines) online applications only. Do not report students for whom the evaluation process was interrupted and the district or charter school was unable to complete the evaluation process, therefore eligibility was not determined. Detailed records of attempts must be documented and maintained at the local level for audit purposes. Sampling is not permitted for this data collection. SPP 12For this data collection, the 2014-2015 school year is defined as July 1, 2014 to June 30, 2015. Report all children for whom the evaluation process was completed July 1, 2014 to June 30, 2015. Referrals initiated in the 2013-14 school year and completed July 1, 2014 through June 30, 2015 would be included in this data collection. 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. Do not report a child who has been served by Part C/ECI that enrolls in another LEA after the child has been referred for special education services. Do not report a child who has not been determined eligible and served in Part C/ECI services. Sampling is not permitted for this data collection. For further information, contact Kara Zwolinski, kara.zwolinski@ or 713.744.6562KaraRegion 4 Upcoming EventsAssistive Technology Team Seminars (ATTS) Applications 2015-2016 Handout:Application directions, ATTS descriptions, AT Options 2015-2016*ATTS online applications are due June 30, 2015. Additionally, districts may apply for the AT Consortium, or request Customized AT Training (there is no deadline to apply for these services). For further information, contact Angela Standridge 713-744-6831, angela.standridge@ AngelaThe Co-Teach, Collaboration, and Inclusive Practice Collaborative (CCIP) 2015-2016During the 2015-16 school year, Region 4 will offer the Co-Teach, Collaboration, and Inclusive Practice Collaborative (CCIP). The purpose of this collaborative is to provide content support to teaching teams who work in specific content areas. Co-Teach partners will attend a one day content specific session on co-teaching, additional PD across the center to strength their content of collaboration practices, and a session presented by a national presenter. Participants will have the opportunity to receive a stipend for planning. Additional details will be discussed at the meeting. An application will be included in a future Weekly Update.Region 4 Contacts: Kirsten Omelan, Ph.D. at Kirsten.Omelan@ or Shaunta Singer, Ph.D. at Shaunta.Singer@Kirsten/ShauntaSpecial Education Instruction and ServicesUnified English Braille (UEB) Handout:UEB is Coming to Texas *Nationally, the Unified English Braille (UEB) will be implemented on January 4, 2016.Texas plans to change to the UEB. Nemeth Code, braille code for mathematics and scientific notations, will continue to be used. As the UEB is being phased in, existing instructional materials in braille, the English Braille American Edition (EBAE), will continue to be used.The UEB stakeholders group met in November, 2014, and made some suggestions for implementation. These suggestions have been submitted to TEA for approval.For more information about the UEB, including resources, please click the following Web link: 4 contact: Cecilia Robinson, 713.744.6379 or cecilia.robinson@Sheryl Sokoloski, 713.744.6315 or sheryl.sokoloski@CeciliaTechnology Loan Program for Students with Visual ImpairmentsHandout:Technology Loan Program for Students with Visual Impairments: Participation Agreement *The annual inventory packet has been distributed to districts and charter schools that have checked out technology equipment from Region 4. Please refer to the memo dated May 7 from Ginger Gates, Ph.D., for details to complete the inventory. The 2015-2016 Participation Agreement must be signed by the Special Education Administrator and received at Region 4 prior to equipment checkout for the 2015-2016 school year.Please send the original copy of the Inventory by Teacher to Region 4 by June 1, 2015. Region 4 contact:Cecilia Robinson, 713.744.6379 or cecilia.robinson@Frankie Fontenot, 713.744.6518 or frankie.fontenot@ CeciliaRegional Plan for Visual Impairment (VI) Supplemental Funds for 2015-2016 Handout:Region 4 Plan for VI Supplemental Funds 2015-2016 *The Regional Plan for VI Supplemental Funds addresses the projected allocation of funds in the following areas: Orientation and Mobility (O&M) Salary SupplementTechnology EquipmentProject D.O.V.E.S.Certification SupportRegion 4 ESC AllocationsThe proposed plan for 2015-2016 is based on regional needs:The supplement for the orientation and mobility specialists’ salary has increased this school year when compared to the previous year. The need for salary supplement is expected to increase next year. Use of technology by students and districts continue to be in high demand, especially with portable equipment such as note-takers and video magnifiers, specialized software for braille translation, and hardware for braille and tactile graphics production. As the UEB is being phased in, many braille production systems will need to be updated.Project D.O.V.E.S. will continue to support 100 clinical low vision examinations. The first set of optical aids, if appropriate, follow-up visits and technical assistance, will be provided by the University of Houston’s Center for Sight Enhancement. The amount for Certification Support remains the same, as much of the coursework is online vs. over TETN. Region 4 contact: Cecilia Robinson, 713.744.6379 or cecilia.robinson@Sheryl Sokoloski, 713.744.6315 or sheryl.sokoloski@CeciliaBabies’ Day OutHandout:Babies’ Day Out: A Special Event for Parents of Infants with a Visual ImpairmentThis is a new event for Region 4 parents and their infants with a visual impairment. It is an opportunity for parents to receive information regarding visual and tactile strategies to use with their infants.Parents will participate in two information sessions, receive resources, visit vendors and enjoy a sponsor provided luncheon while their infants are being cared for by volunteers including teachers of students with visual impairments, certified orientation and mobility specialists, early intervention specialists, and department of assistive and rehabilitative services volunteers.The event will be held September 15, 2015 Region 4 contact:Sheryl Sokoloski, 713.744.6315 or sheryl.sokoloski@ Cecilia Robinson, 713.744.6379 or cecilia.robinson@SherylAfternoon Session: Janet Horton, Thompson Horton, LLPIndependent Educational EvaluationsResource:Independent Educational Evaluations: Resources for Implementation*Independent Educational EvaluationsIn response to district requests, Region 4 , in partnership with Thompson Horton, LLP, has created a resource document to assist districts/charters in the implementation of independent educational evaluations.Region 4 IEE contact: Ginger E. Gates, Ph.D. at ginger.gates@Facilitated IEP ResourcesResource:Resources for Implementing the Facilitated Individualized Education Program Process* Facilitated IEP As a part of the regional implementation plan for IEP Facilitation, Region 4 has partnered with Janet Horton, Thompson & Horton, LLP to develop and identify resources for facilitating the IEP process (FIEP) under TAC § 89.1196 Individualized Education Program Facilitation and 89.1197 State Individualized Education Program Facilitation. Janet Horton will present the FIEP resources. Region 4 FIEP contacts: Linda De Zell Hall, Ph.D. at lhall@ or 713.744.6399 or Jerry Klekotta at gklekotta@ or 713.744.6393Electronic access to resources via the Special Education Director’s portal.For Your InformationSpecial Education Director’s PortalSpecial Education Director Portal: 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.Until the portal is fully functional, the meeting handouts will continue to be available on the wikispace at: Autism Network Projects to Support the Use of Evidence-Based Practices in the ClassroomHandouts:Cohort 2 AC Application*Autism Network projects to support the use of EBPs*The Statewide Autism Network is always striving to find more ways to support teachers’ use of evidence-based practices in their classrooms. In order to do this, several projects are under way. The online trainings are being updated to reflect changes outlined in DSM 5 and to add information on executive functioning. These are located at (Trainings: Online tab). The existing trainings will continue to be available and will be replaced as the new trainings are developed.The Texas Autism Resource Guide for Effective Teaching (TARGET) that describes numerous interventions and therapies according to their evidence base is being revised to be more user-friendly and to more clearly indicate the evidence bases of interventions/therapies as strong, moderate, weak, or nonexistent. This resource is located at (TARGET tab). The current TARGET resource page will continue to be available and then replaced when the new resource is created.The Autism Circuit is a new project in which cohorts of teachers from each region participate in training webinars, discussions, and the sharing of resources and videos demonstrating the use of evidence-based practices. The webinars and resources/videos are accessible to the public at and (Toolkit tab) respectively. These are works in progress to which webinars and resources are continuously being added.Please see the included quick-reference graphic and share with your districts. If you have any questions and/or would like to receive an electronic copy of this reference, contact Cathy Williams at cathy.williams@ or 713.744.6801.Extended School Year (ESY) Services for Students with DisabilitiesWeb link to TEA Guidance Framework Last Updated: Tuesday, April 14, 2015 Change doc available through Administrator Login)ESYS*From the TEA GuidanceExtended School Year (ESY) services is an individualized instructional program for eligible students with disabilities that is provided beyond the regular school year. The need for ESY services must be determined on an individual basis by the admission, review, and dismissal (ARD) committee and must be documented from formal or informal evaluations provided by the district or the parent. The individualized education program (IEP) developed for ESY must include goals and objectives.If a student requires a significant amount of time to recoup acquired critical skills, then the ARD committee must discuss whether the student needs extended educational or related services during school breaks. If the loss of acquired critical skills would be particularly severe or substantial, or if such loss results, or reasonably may be expected to result, in immediate physical harm to the student or to others, ESY services may be justified without consideration of the period of time for recoupment of such skills.The following information is adapted from LRP publications (2015) and provided to help districts and charters in planning for and providing ESY.IEP DevelopmentAn ARD team determines, on an individual basis (34 CFR 300.106), whether ESY services are necessary for the provision of a free appropriate public education (FAPE)Once a district determines that a student is in need of ESY services, the district must conduct an ARD meeting and develop the student's IEP to reflect the student's educational needs. The district may not unilaterally determine that ESY services are necessary for the studentBecause the goal of ESY services is to prevent regression and recoupment of a student's IEP goals, a student's ESY services will likely differ from the services offered in the regular IEPStandards for Determining Need for ESY Services. Courts have identified two different standards that districts should use to determine whether a student needs ESY services:Regression-recoupment analysis: ESY services are necessary when a child will experience significant regression in the absence of an educational program and the time it will take to relearn the skills is excessive.Significantly jeopardized analysis: ESY services are necessary when the progress the student made during the school year will be significantly jeopardized during extended school breaks.The 10th U.S. Circuit Court of Appeals has identified factors that districts may also consider in addition to the regression-recoupment analysis:Degree of regression documented in pastExact time of past regression based on data Child's rate of progress based on data Child's behavioral and physical needs Availability of alternative resources Ability of child to interact with nondisabled childrenAreas of child's curriculum that need continuous attentionChild's vocational needs Whether requested services are extraordinary for the child's condition, as opposed to an integral part of a program for populations of students with the same disabling conditionProvidersRegardless of whether services are provided during the school year or over the summer, the teachers and paraprofessionals providing those services must satisfy the qualifications set forth in the Part B regulations.Region 4 contacts for ESY: Susan Parker at sdparker@ or 713.744.6398 or Kirsten Omelan, Ph.D. at komelan@ or 713.744.6361Legal Framework for the Child Centered ProcessWeb link for Legal Framework Updates Texas Education Agency (TEA) and Region 18 ESC have updated the Parents Guide to the Admission, Review, and Dismissal Process (ARD Guide, March, 2015), Notice of Procedural Safeguards (March, 2015), and several frameworks which are all posted to the Legal Framework for the Child Centered Process.The Legal Framework has provided change documents for the ARD Guide and Notice of Procedural Safeguards. Not all frameworks that are updated will have change documents. Frameworks that had significant changes will have comparison documents posted. Frameworks that have minor or only cosmetic changes will not have comparison documents posted. Access to comparison documents is provided through the Administrator Login at (bottom right of Legal Framework front page). Note the font size on the Administrator Login is very small, so you may have to enlarge your viewing screen and be sure to scroll the bottom right of the screen. The Local Education Agency Director of Special Education is the designee who has this login. The Change Document(s) are available from the tabs via the administrator’s login on the Legal Framework. The change items that are underlined will have change/comparison documents and may be opened by clicking on the title/link. There are still many more frameworks to be updated and information will be provided as available.Legal Framework contact information: 412.561.IDEA (4332) or frameworkhelp@ Region 4 representatives to the Legal Framework: Linda De Zell Hall, Ph.D. and Jerry KlekottaLegal Framework for the Child Centered Process: Parent's Guide to the Admission, Review, and Dismissal Process (ARD Guide) March, 2015)Web link for TEA Guidance on ARD Guide and dissemination ARD Guide The Texas Education Agency (TEA) and has revised the Parent's Guide to the Admission, Review, and Dismissal Process (ARD Guide), (March, 2015) and posted it to the Legal Framework website.The Legal Framework has provided a change document for the ARD Guide. The ARD Guide is available in English and Spanish. The admission, review, and dismissal (ARD) ARD Guide implements Texas Education Code (TEC) Section 26.0081 requiring the TEA to create a comprehensive, easily understood document which explains the individualized education program (IEP) process for a student in a special education program. Additionally, the ARD Guide incorporates a parents’ rights and responsibilities concerning the ARD process.Dissemination: LEAs must provide the most current version of the ARD Guide to parents of students with disabilities before the first ARD committee meeting or when a parent requests it. LEAs are responsible for the initial dissemination of the ARD Guide; however, LEAs may provide updated versions to the parent when requested. Documentation: TEA encourages schools to maintain a record of dissemination in the child’s eligibility folder in case of a compliance review through the State’s monitoring system.Legal Framework for the Child Centered Process: Provision for Printing of the Parent's Guide to the Admission, Review, and Dismissal Process (ARD Guide) March, 2015) LEAs who need to provide a current copy prior to shipment may access the ARD Guide via the Legal Framework at: Texas Education Agency has granted provision for Region 4 to provide printed copies of the revised Parent's Guide to the Admission, Review, and Dismissal Process (ARD Guide) booklet in English/Spanish. Region 4 ESC has reviewed Region 4 district or charter PEIMS 2014-15 special education student count and TEASE-SPP initial referral count and projected the number of ARD Guides for you to provide to the parent of each student with a disability or initial referrals. The ARD Guide will be printed and distributed during May-June, 2015. Region 4 will drop ship the ARD Guide in bundles of 25 to the address listed in the TEA AskTED directory UNLESS YOU PROVIDE an address via this survey. Please respond by May 7, 2015. [Note, if your district or charter is not in the Region 4 ESC area, please contact the appropriate ESC for information on printing].Region 4 Contacts: Linda De Zell Hall, Ph.D. at lhall@ or 713.744.6399 or Jerry Klekotta at gklekotta@ or 713.744.6393Legal Framework: Notice of Procedural Safeguards: Rights of Parents of Students with Disabilities (Procedural Safeguards)Web link for TEA Guidance on ARD Guide and dissemination of Procedural Safeguards The Texas Education Agency (TEA) has updated the Notice of Procedural Safeguards: Rights of Parents of Students with Disabilities (Procedural Safeguards) and posted it to the Legal Framework on the Region 18 ESC website.The Procedural Safeguards explains parents ‘specific rights and responsibilities under the IDEA 2014. The Procedural Safeguards fulfills the current legal requirements for the federally prescribed content of this notice. When districts distribute this notice, other than adding local contact information in the designated space, they must not change the wording and format of the document. The Procedural Safeguards are available in English and Spanish. Dissemination: IDEA requires that school districts and charter schools provide the Procedural Safeguards to parents. They must disseminate it once a year and on the following occasions: upon initial referral or on request for evaluation; upon the first occurrence of the filing of a due process hearing complaint or special education complaint during a school year; upon a disciplinary change of placement; orupon a request by a parent. Documentation: Local Education Agencies (LEA – districts and charters) must continue to document the provision of Procedural Safeguards in a student’s eligibility folder. Documentation is subject to compliance review through the State’s monitoring system.Language Requirements: LEAs must provide the Procedural Safeguards to parents in their native language or other mode of communication unless it is clearly not feasible to do so. If a parent’s native language or other mode of communication is not a written language, the school must translate the notice orally or by other means so that it is understood by the parent.Production: Each LEA is responsible for downloading, printing, and distributing the Procedural Safeguards. The Procedural Safeguards document reflects current requirements. Schools should incorporate the Procedural Safeguards into their referral process for special education evaluation. The newly revised version of the Procedural Safeguards is available at Information: LEAs are provided spaces on the back page of the Procedural Safeguards to list local contact information for the LEA, Education Service Center and Parent Training Information (PTI) Center. TEA requires that the PTI be listed unless there is an alternate advocacy organization located closer to the LEA than the PTI. In that case the closer parent advocacy, ARC, or other organization, may be listed. In addition, the new Special Education Information Center contact information is printed on the back page. The Special Education Information Center provides information related to special education to parents, school personnel, and other members of the public. The contact number is 1-855-773-3839 (1-855-SPEDTEX). Region 4 Parent Coordination Network Representative: Karen Pepkin, Education Specialist, 713.744.4470 or kpepkin@Updates to the Legal FrameworkThe Legal Framework has updated the following Frameworks:April 29, 2015PARENT PARTICIPATIONAUDITORY IMPAIRMENTVISUAL IMPAIRMENTEVALUATION PROCEDURESINCARCERATIONApril 14, 2015TRANSITION SERVICES?CHILDREN IN SUBSTITUTE CARERULE OF CONSTRUCTION STATE AND DISTRICTWIDE ASSESSMENTSREVIEW OF EXISTING EVALUATION DATA AMENDMENT WITHOUT A MEETING ANNUAL GOALS PRESENT LEVELS DETERMINATION OF ELIGIBILITY SUMMARY OF PERFORMANCE SPECIAL FACTORS SUPPLEMENTARY AIDS AND SERVICES, SPECIAL EDUCATION, RELATED SERVICES EXTENDED SCHOOL YEAR SERVICES April 8, 2015CHILDREN WHO TRANSFER Region 20 ESC Online Training Opportunity: Collaboration in the IEP Environment: Module I (2014-2015)Link for Region 20 online registrationModule 1 Module 2 Region 20 ESC has provided 2 self-study online modules for collaborating in the IEP processModule 1: This 10 hour self-study, online course is designed for special education professionals who participate in conferences, such as the development and review of individual education plans (IEP) for children with special needs. This skills-based training is based on Nicholas Martin's new book, A Guide to Collaboration for IEP Teams (2004, Brookes Publishing) and explores collaboration “best practices” that help parents to live the dream of IDEA to be part of a decision-making partnership that benefits kids. Join Nicholas Martin as he explores the following topics: frequently voiced concerns of parents principled negotiation as a bridge to consensus communication pitfalls of school professionals saying no without losing friends working with advocates conflict resolution skillsModule 2: This 2 hour self-study, online course is the second module of Collaboration in the IEP Environment, and is designed for special education professionals who participate in conferences, such as the development and review of individual education plans (IEP) for children with special needs. Completion of the first online module is a prerequisite for enrollment in this course.Region 20 ESC contact: John Bond, 210.370.5766 or john.bond@ Region 2 and 10 ESC TETN Training Opportunity: IEP Facilitation and Operating Guidelines (TETN)To attend:Register online to attend at Region 4 ESC at Preventing conflict and intervening early to solve differences is a goal of all professionals, especially in the context of special education. Attend this session provided by Region 2 and 10 Education Service Centers (ESC, broadcast via statewide TETN) to learn how to set up an Individualized Education Program Facilitation and write operating guidelines in accordance with SB 542 . Nick Martin, Center for Accord, Dallas, Fort Worth Metroplex Area, Texas, will be presenting this TETN session. This session will be provided onsite at Region 4 ESC via TETN access. Local Education Agencies (LEA, districts and charters) who subscribe to TETN through Region 4 ESC may go through local technology contact to access via TETN in their district.Region 2 contact: Laurie Carey, laurie.carey@esc2.us or 361.561.8538Region 10 contact: Monica Allen at monica.allen@ Region 4 Facilitators: Linda De Zell Hall, Ph.D. at lhall@ or 713.744.6399 or Jerry Klekotta at gklekotta@ or 713.744.6393Application for Residential PlacementTEA Guidance: Legal Framework: USE OF FUNDS FOR CONTRACT SERVICES INCLUDING RESIDENTIAL at List of nonpublic schools available at: A school district or charter school may contract for residential placement when the student’s admission, review, and dismissal (ARD) committee determines that a residential placement is necessary in order for the student to receive a free appropriate public education (FAPE, (19 TAC § 89.61). Applications for Approval of Funding for Residential Placement are submitted through the local Education Services Centers (ESCs). The school district or charter school must submit a separate application for each student.A school district or charter school which intends to contract for residential placement of a student with a residential facility shall notify TEA of its intent to contract for the residential placement through the Residential Application process. Costs of an approved educationally-based contract for residential placement may be paid from a combination of federal, state, and local funds. An Application is submitted to TEA for approval no matter which funding source is used.The LEA must expend its local tax share per ADA and 25 percent of its IDEA Part B formula tentative entitlement (or an equivalent amount of state and/or local funds) for related services and residential costs (19 TAC § 89.61(b)(2)(B). If this is not sufficient to cover all costs of the residential placement, the LEA through the residential application process may receive additional IDEA Part B discretionary funds to pay the balance of the residential contract placement(s) costs. NOTE submission of the Application is not a guarantee that additional funds will be granted.Funds generated by the formula for residential costs must not exceed the daily rate recommended by the Texas Department of Protective and Regulatory Services (TDPRS) for the specific level of care in which the child is placed.In 2014-15, TEA transitioned to a new funding period. The transition to the fiscal period for 2014-15 applications moved the funding period to August 1, 2014 – July 31, 2015. All applications approved for 2014-15 were approved for funding through July 31, 2015. The application deadline for 2014-15 was: Application is received at TEA by November 1st August 1st (or the date of placement if the placement is after August 1st )Application is received at TEA after November 1stDate of placement if the application is received at the TEA within 30 school days of ARD decision; orDate of TEA receipt if received more than 30 school days after the ARD decisionReminders for 2014-2015Reminder for school districts or charter schools who have submitted a Residential Application for 2014-2015. If within the fiscal year, a student’s ARD committee meet and makes decisions that result in a change or placement and/or services for which funding has been requested, an Amended Application for Approval of Funding for Residential Placement must be submitted. The amended application must be received at TEA within 15 school days of the ARD meeting. School districts and charter schools are further reminded that this 15 day timeline includes time necessary for submitting to the ESC with sufficient time to review and forwarding to TEA.TENTATIVE for your information for 2015-2016 planning HOWEVER WATCH FOR UPDATES:TEA has informed the ESCs that the Agency does not anticipate changes in the process to submit applications for residential placements for 2015-2016. TEA is reviewing forms and once provided to Region 4 the 2015-2016 Application and directions will be provided through weekly updates and on the Special Education Directors Portal , If TEA does not make additional changes to the funding period, applications for 2015-16 funding period cannot have a start date prior to August 1, 2015 and cannot extend past July 31, 2016. If TEA does not make changes to the Application due timeline, Applications will be due November 1, 2015 to TEA. This is the due date to the Agency. must include submission to Region 4 with sufficient time for review in order to meet the November 1 submission to TEA deadline (note November 1, 2015 is a Sunday). Therefore, it is anticipated that the due date to submit the Application to Region 4 will be October 15, 2015. Reminder, school district or charter schools should allow sufficient time to obtain all necessary signatures including superintendent and Local Intellectual Disability Authority (LIDA) or Mental Health Authority (MHA) PRIOR TO SUBMISSION to Region 4. for their School Board to approve contract and/or expenditure if necessary. In general, expenditures over $50,000 require Board approval. Check with your School Board on timelines and amount limit for expenditures. Region 4 contacts: Linda De Zell Hall, Ph.D. at lhall@ or 713.744.6399 or Jerry Klekotta at gklekotta@ or 713.744.6393Non-Educational Community-Based Support ServicesTEA Guidance: Legal Framework: FUNDING FOR NONEDUCATIONAL SERVICES at The 74th Texas Legislative appropriated funds to provide non-educational community-based support services (noned) for certain students with disabilities who would remain or would have to be placed in residential facilities primarily for educational reasons without the provision of noneducational community-based support services. Districts should coordinate with the Local Intellectual Disability Authority, Mental Health Authority, Community Resource Group, or group of people knowledgeable about the student to determine whether noneducational support services are available that would enable the student to remain in or return to the community. Reminders for 2014-2015Region 4 does currently have some funds available. Please contact Linda De Zell Hall, Ph.D. if you have a student in need of noned funds. Reminder if you are receiving noned funds, please submit for reimbursement on a monthly basis. All funds for 2014-2015 for noned end on August 31 and final requests have to be submitted by the first week in September. TENTATIVE for your information for 2015-2016 planning HOWEVER WATCH FOR UPDATES:TEA does not anticipate any changes in the process for requesting noned funds for 2015-16. An application was not provided by TEA for the 2014-15 funding year, therefore Region 4 requests information provided by completing a spreadsheet sufficient to allocate funds and submit information to TEA on use of funds. Region 4 contacts: Linda De Zell Hall, Ph.D. at lhall@ or 713.744.6399 or Jerry Klekotta at gklekotta@ or 713.744.6393Autism Circuit Cohort 2: Call for ApplicationsAs a part of a grant from TEA, Region 13 has created the Autism Circuit to promote professional development for evidence-based practices for students with autism. The goals of this project are to 1) increase the number of educators in Texas who are skilled in the implementation of EBPs, 2) build capacity in districts across Texas, and 3) provide examples/models for educators to reference.A cohort of up to 400 educators will be recruited to participate in webinars and follow-up coaching through a virtual professional learning community to allow participants to ask questions, make comments, and upload implementation artifacts. The cohort will be supported by regional specialists.See the included form that explains the project further and provides the application (hard copy and online survey options). Please send this to those whom you believe would be interested in and qualified for this project. The application deadline is August 10, 2015.If you have any questions, contact Cathy Williams, cathy.williams@, or the Autism Circuit Team, autismcircuit@esc13.. Professional Development OpportunitiesSigning Exact English (SEE) SkillshopFlyerThis week-long workshop for adult learners is designed to meet the needs of beginning as well as advanced users of Signing Exact English. Participants will improve their expressive and receptive signing skills, sign vocabulary, visual features of sign language, and song and storytelling techniques. All skill levels will be addressed through intensive work in level-matched small groups. Recent research findings on the effectiveness of Signing Exact English will also be presented.Session ID: 106666Dates: August 3–6, 2015Times: 8:15 a.m. – 5:00 p.m.Cost: $180Contact: Kelley Wattkelley.watt@ or 713.744.6363Preschool Summer InstituteFlyerThe Preschool Summer Institute is July 14-16, 2015. We have identified 14 speakers to provide training on music, storytelling, technology, movement, science, adapting books, potty training, behavior, centers, autism and play. Session ID: 976008Dates: July 14 – 16, 2015Time: 8:30 AM – 3:30 PMFee: $135Contact: Sonja Hollan sonja.hollan@ or Kristina Parr kristina.parr@ 18+ SymposiumFlyerLearn about the various aspects of creating and sustaining a successful 18+ program in this one-day symposium.? Session ID: 1065429Date: June 19, 2015Time: 8:00am to 4:00pmFee: $60 (includes breakfast and lunch)Contact: Karen Pepkin, kpepkin@, 713.744.4470Using the WISC-V for LD Identification: Case Study ApproachAttend this workshop to learn how to utilize the new WISC-V in a processing approach for the identification of learning disabilities. Presenters will use real-life case studies and scenarios to illustrate LD identification. The KTEA-3 and WIAT-III will be used to provide information on achievement. The application of WISC-V scores in CHC Cross-battery Assessment will be discussed.Session ID: 1075482Date: May 14, 2015Time: 9:00AM-4:00PMFee: $45Contact: Kara Zwolinskikara.zwolinski@ or 713-744-6562Summer Evaluation InstituteAttend 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. Keynote Speakers include: Dr. Dawn Flanagan and Dr. Jennifer Mascola -- Selecting and Tailoring Interventions Featured Speakers include: Dr. Jon Lasser -- Assessing When Behaviors Are Challenging and Linking Behavior Assessment to Interventions Dr. Gail Cheramie -- Reviewing Evaluations with Parents and Staff Dr. Shanon Gibson -- Understanding Preschoolers and AutismPaula Maddox Roalson -- Legal Updates Related to Assessment and Report Writing Dr. Loretta Allen -- Cultural Diversity Related to Assessment Dr. Jennifer Schroeder -- Ethics Related to Assessment Linda De Zell Hall, Ph.D. and Gayla Jordan Lutz, M.A., CCC-SLP -- Functional Evaluation Session ID: 973046Date: June 2-3, 2015Time: 9:00AM-4:00PMFee: $125Contact: Kara Zwolinskikara.zwolinski@ or 713-744-6562 ................
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