TOPIC/RESOURCES



TOPICRESOURCESSIGNIFICANT POINTSNOTESAnnouncements/InformationWelcome and IntroductionsNew DirectorsNew ESC StaffCynthia Barrett, Ph.D., Access to the Curriculum Education SpecialistTransition/AGC – Coming Soon! Interim contact: Jane Georges jgeorges@ ReportsTCASEMary Rosenberg, Ph.D., TCASE House of Delegates Representative, Klein ISDGCASELoree Bruton, GCASE President, Alvin ISDKendra Wiggins, Ed.D., President-Elect, Magnolia ISDSpecial Education CACLaurie Goforth Rodriguez, Texas Special Education Continuing Advisory Committee stakeholder, Dickinson ISDSpecial Education Directors’ 2016-2017 MeetingsHandout:Special Education Directors’ 2016-17 Meetings*Please register online at for the 2016-17 Special Education Directors’ Meetings:DateSession#September 29, 20161220015November 10, 20161220016March 9, 20171220017May 11, 20171220018Resources Provided to DistrictsResources Provided to DistrictsThroughout the 2015-16 school year, resources have been provided to districts to support the provision of services to students with disabilities.To date, more than $1,415,422 in resources have been distributed to Region 4 districts!This Just In – Hot TopicsHandout:Attorney General Opinion*SB 507 Video Surveillance*Chapter 103 Video Surveillance Rule*We will review topics “hot off the press” that impact services for students with disabilities.Guest speaker:Janet Little Horton, Thompson & Horton, LLCTEA Information Regarding Houston Chronical ArticleThe recent Houston Chronicle article regarding the percentage of students with disabilities served in special education has received national attention. TEA has provided the following information:The Texas Education Agency and school systems throughout Texas are staffed by a multitude of professionals who are motivated by the passion to serve kids, especially those most vulnerable.? Even beyond these basic motives, Texas school districts are obligated by law and agency policy to identify and provide services to all students with disabilities who require special education services.??All Texas students who are entitled to special education services at school should have access to the services they need.? However, research shows it is not in the best interest of students who do not need special education support to be erroneously admitted into special education programs.? As a result, the federal Individuals with Disabilities Education Act of 2004 (IDEA) includes language to ensure states take steps to prevent over-identification and disproportionate special education representation.? Consistent with this law, in 2004 the Texas Education Agency adopted a performance monitoring system to help draw attention to the risks associated with over-identification and disproportionate representation while still ensuring all students eligible for special education services receive those services.?The Texas Education Agency is committed to conducting a detailed review of this monitoring system and how it impacts Texas students.? The agency will continue to convene special education advisory groups for feedback and guidance on all aspects of special education policy, as it has for years as part of its annual public rulemaking processes.? Also, any member of the public can review a wealth of information related to these issues on the TEA website, including: are committed to ensuring that we support Texas students, schools, and districts and help improve outcomes for all students in Texas. The agency will continue to provide more detailed information relating to issues of special education placement.??--TEASupport for Students with DisabilitiesHandouts: List of General Education trainings*Region 4 ESC would like to support the districts and charters by providing a promo code for Special Education staff to attend General Education trainings at Region 4. General Education departments do not have the advantage of grant funds to help underwrite the cost of their offerings. Therefore, their fees are often higher than the traditional $35/day of Special Education trainings. The promo code will bring the fee for the General Education training down to $35/day.We feel that it is important to ensure that our Special Education staff have mastery of the instructional content in order to support the progress of students with disabilities, including access to the general curriculum.Promo code=SPEDAGC2017 Please share with us the positive impact for students with disabilities as a result of the vouchers and promo-codes to Dr. Ginger Gates at ginger.gates@ by October 15, 2016.For further information, contact Dr. Ginger Gates, ginger.gates@ or 713.744.6586FundingHigh Cost Funds/ Nonpublic Day/ Residential Placement Application – NEW PROCESSLinks:TEA Special Education Funding information at including High Cost Funds, Nonpublic, and Residential ApplicationsLegal Framework - USE OF FUNDS FOR CONTRACT SERVICES INCLUDING RESIDENTIAL PLACEMENTS TEAL login: TEASE login: A new TEASE application is under construction for all nonpublic day and residential submissions for notification and funding. The new application will be within the current High Cost Fund TEASE application. LEA personnel with active accounts in the High Cost Fund Application (HCF) will not need to re-apply as these accounts will roll over to the new Nonpublic Day and Residential Application (NPDay/Res). LEA personnel that do not have active accounts in HCF, but anticipate needed access to NPDay/Res, can start requesting for TEASE user roles within High Cost Funds. Accounts will roll over to NPDay/Res once the system becomes active.Residential ApplicationsCurrently, the target date to open the application for Nonpublic Day and Residential submissions is October 10, 2016. The deadline for submission of Nonpublic Residential applications for full year funding will be December 1, 2016. Please note that the daily rate for 2016-2017 will not exceed $260.95, an increase from last year. LEAs are encouraged to share this information with the approved nonpublic facilities.The Nonpublic Day application for submissions will open on the same date as Nonpublic Residential application. Funding formulas will be applied at the close of the school year based on LEA provided information to the system.Nonpublic submissions for day and residential placements are connected to funding approval and notification. As with all instructional arrangements, this process does NOT require TEA approval for placement. Students should start their placements according to the ARD decision, unless the Nonpublic facility is not yet on the approved facility list. The approval process for Nonpublic facilities will be initiated through the NPDay/Res application, however, if approval for new facilities are necessary prior to the application open date, please contact the Nonpublic Day and Residential Support Team in the Division of Federal and State Education Policy at 512-463-9414, or by email at NPDayandRes@tea. .TEA will provide a TETN on October 5, 2016. to present information regarding the new online nonpublic notification and residential application process. The presentation will be shared with ESC’s afterwards for further trainings and discussions. Information on LEA access will be provided by the ESC. For information or assistance at TEA contactNonpublic Day and Residential Support TeamTEA | Division of Federal and State Education PolicyNPDayandRes@tea.Tel: (512) 463-9414Fax: (512) 463-9560For information or assistance, contact Linda De Zell Hall, Ph.D., at lhall@ or 713.744.6399 or Jerry Klekotta at gklekotta@ or 713.744.6393.Revised IDEA-B LEA MOE Calculation Tool TETNsTEA is providing two TETNs to review the revised Maintenance of Effort Calculation Tool.Tuesday, October 4, 2016 form 1:30 p.m. -2:30 p.m., Session# 1276803orFriday, October 7, 2016 from 10:00 a.m. – 11:00 a.m., Session # 1276808Please share this information with your business office.Contact Information Jerry Klekotta, gklekotta@, 713.744.6393Noneducational Community Based FundsLinks:TEA information available including a Question and Answer document at Legal Framework The 74th Texas Legislative (1995) appropriated funds for families of certain students with disabilities. This money is non-educational (noned) community-based support services help them care for their children and to help them better cope with having an individual with a disability at home.Please note only LEAs may request noned funds. Parents or other parties who contact the ESC will be directed to the LEA contact. The current support services include the following:Attendant Care Psychiatric and Psychological Consultation Management of Leisure Time Peer Support GroupParent Support GroupSocialization TrainingIndividual SupportFamily SupportFamily Dynamics TrainingRespite CareTransportation to access approved non-educational servicesGeneralization TrainingLEAs wishing to request funds may Linda De Zell Hall, Ph.D., at lhall@ or 713.744.6399.SHARS Reporting RequirementsLink:TEA Letter Each LEA (district & charter) must complete the SHARS Reimbursement Form and choose form one of three options. They are:Option 1: The LEA did not participate in the SHARS Medicaid program and thus did not receive any SHARS Medicaid reimbursements to expend again in state and local expenditures for special education services.Option 2: The LEA received SHARS Medicaid reimbursements but did not expend any of the reimbursements in state and local expenditures for special education services.Option 3: The LEA received SHARS Medicaid reimbursements and made subsequent expenditures with the reimbursements in state and local expenditures for special education services.Deadline is October 31, 2016. Remember, your choice impacts Maintenance of Effort (MOE).To access and submit the form, you must do as follows:Log on to TEASE/TEAL.Select “GFFC Reports and Data Collections.”Select “Download Response Documents” to download the form.Select “Upload Response Documents” to submit the form.From the Report Title drop-down menu, select “SHARS for IDEA-B LEA MOE.”From the School Year drop-down menu, select “2015–2016.”From the Response Doc Type, select “Response Document.”Select “Browse” to locate your completed, signed, and scanned form.Select “Upload Document.”Please share this with your business office and superintendent.Contact Information Jerry Klekotta, gklekotta@, 713.744.6393Accountability/ComplianceSTAAR A UpdatesHandouts:Handout TAA Letter 9-6-16*Student Assessment Email 9-14-169-6-16 TEA To The Administrator Addressed Letter ADDITIONAL FLEXIBILITY AVAILABLE IN ONLINE ADMINISTRATIONS TO BEGIN IN MARCH 2017. Starting in December 2016 we will no longer have STAAR A as a separate assessment, but rather a new “enhanced online version of STAAR.”9-14-16 TEA Student Assessment CommunicationIn the case of a student with a disability whose ARD or Section 504 committees selected one or more STAAR A assessments for Spring 2017, the committee will need to update the student’s IEP or Section 504 plan so that it reflects each assessment the student will take and describes the specific embedded accommodations and non-embedded accommodations (i.e., supports that are not part of the technology platform) that the student requires during testing. The accessibility features that are available to all students who take the online version of the STAAR need not be listed in a student’s IEP or Section 504 plan, unless the student’s ARD or Section 504 committee wants to ensure that the student uses a certain feature. A district must determine on a case-by-case basis whether a student’s IEP should be revised in an ARD committee meeting or through an agreement to amend the student’s IEP.As in previous years, language proficiency assessment committees (LPACs) will continue to make assessment decisions for English language learners in the spring. The 2017 LPAC Decision Making Guide for State Assessments will be available in December 2016 and will reflect changes associated with the online testing system. Region 4 Special Education Assessment Updates Sessions November 2, 2016 Session ID 1231994 or December 2, 2016 1231999For additional information, contact Kirsten Omelan, Ph.D. at komelan@ or 713.744.6361 or Cynthia Barrett, Ph.D. at Cynthia.barrett@ or 713-744-6343Child Find/Student EvaluationRegion 4 Child Find Resources Region 4 Child Find webpage: 4 provides the following resources to assist with the Child Find Process: Frequently Asked Questions Child Find Flyers Helpful ResourcesFor additional information, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562.Full Individual Evaluation IDEA mandates that in the evaluation of students, a variety of assessment tools must be used and that those instruments must be technically sound. ?In order to assist LEAs with this task, Region 4 is providing the following evaluation tools along with a PROMO CODE for ONE (1) FREE REGISTRATION?to the trainings. The test kits will be distributed to each Region 4?LEA?(school districts and charter schools) with a Diagnostician or LSSP as an employee?at the first?Student Evaluation & Psychological Services Leadership Network?on October 6, 2016.WISC-V – The WISC-V gives a comprehensive picture of a child’s cognitive abilities and includes notable improvements to make identifying the issues, such as the presence of a specific learning disability.Vineland-3 – The Vineland-3 gives evaluators a complete picture of personal and social skills needed for everyday living. Vineland-3 helps perform a variety of tasks such to support diagnosis of intellectual disability and autism; determine eligibility or qualification for special services; plan intervention programs; and track and report progressSAVE THE DATE!KTEA-3 and WISC-V Update PROMO CODE: R4DirectorWISCV for one (1) free registration per district.Session ID: 1233214Date: October 7, 2016Time: 8:30a.m. – 3:30p.m.Location: Region 4 ESCFee $35Introduction to the Vineland-3 PROMO CODE: R4DirectorV3 for one (1) free registration per district.Session ID: 1231552Session ID: 1256515Date: November 17, 2016Date: November 17, 2017Time: 9:00a.m. – 12:00p.m.ORTime: 1:00p.m. – 4:00p.m.Location: Region 4Location: Region 4Fee $30Fee $30For additional information, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562 .Student Transfer – In-State vs. Out-of-State Handout: ?Transfer Student Flow Chart* When a student transfers from a school district in another state in the same school year and the parents verify that the student?was receiving special education services in the previous school district or the previous school district verifies in writing or by telephone that the student was receiving special education services, the new school district must meet the requirements of 34?CFR, §300.323(f), regarding the provision of special education services. If the new school district determines that an evaluation is necessary, the evaluation is considered a full individual and initial evaluation and must be completed within the timelines established by §89.1011(c) and (e). The timeline for completing the requirements in 34 CFR, §300.323(f)(2), if appropriate, is 30 calendar days from the date of the completion of the evaluation report. If the school district determines that an evaluation?is not necessary, the timeline for completing the requirements outlined in 34 CFR, §300.323(f)(2), is 30 school days from the date the student is verified as being a student eligible for special education services.A 30 school day ARD meeting is not?required following verification of special education services if an evaluation is determined necessary?and consent is obtained to proceed with assessment. If the school district determines that an evaluation is not necessary, the timeline for completing the requirements outlined in 34 CFR, §300.323(f)(2), is 30 school days from the date the student is verified as being a student eligible for special education services.? For additional information, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562 . OCR Dear Colleague Letter - ADHDHandout: Policy Guidance Letter*Links: Link for Letter: for Know Your Rights: U.S. Department of Education’s Office for Civil Rights (OCR) issued guidance clarifying the obligation of schools to provide students with attention-deficit/hyperactivity disorder (ADHD) with equal educational opportunity under Section 504 of the Rehabilitation Act of 1973 (Section 504).? The guidance—in the form of a Dear Colleague Letter and accompanying Resource Guide—provides a broad overview of Section 504 and school districts’ obligations to students with ADHD, including appropriately evaluating and providing services to such students, and ensuring due process. In addition, the Department also released a Know Your Rights document that provides a brief overview of the guidance.For additional information, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562 . Special Education Instruction and Services STAAR Alternate 2 Decision-Making GuidesLink:Low Incidence Disabilities Web link:. Handout:PreK Guidelines 2008 v. 2015 Changes*Region 4 Special Education and content area departments, in collaboration with ESCs 3, 9, 11, 12, & 20 and with permission from the Texas Education Agency created a series of TEKS-based, instructional decision-making guides (Guides) for educators working with students on alternate academic standards. The Guides are provided for the subjects and grades assessed with the STAAR Alternate 2 and are intended to support the selection of appropriate prerequisite skills an easier process. Important Update - Recent updates have been made to the STAAR Alternate 2 Vertical Alignment documents that take into account the December 2015 new and updated Prekindergarten Guidelines. These updates were posted to the TEA STAAR Alternate 2 Resource page on September 13, 2016. Additional updates will be made to the Curriculum Framework documents to incorporate these changes as well.Please note that the STAAR Alternate 2: Instructional Decision-Making Guides (Guides) contained on this site DO NOT yet have the new updates. The changes will be made and posted in the near future. Implications for the Guides – When teaching any prerequisite skill that is noted as a Pre-K prerequisite skill teachers MUST refer to the updated Prekindergarten Guidelines for the correct skill until updates are made to the Guides. Prekindergarten Guidelines - 4 PreKindergarten Guidelines Change Document – included as a handout Region 4 strives to provide timely and effective resources to support instruction and is working to update the Guides with these new changes as soon as possible. For additional information, contact Susan Parker at sdparker@ or 713.744.6398.Texas Teacher Evaluation and Support System (T-TESS) Companion Documents to assist Administrators in Performance Evaluations for VI ProfessionalsLink:T-TESS companion documents T-TESS companion documents are now available for administrators and VI professionals.These documents can be found on the Texas School for the Blind and Visually Impaired website under the topic Performance Evaluation and VI ProfessionalsThe companion documents consist of the following:T-Tess Pre-conference Suggestions for VI ProfessionalsIntroduction to the T-TESS Companion: Teachers of Students with Visual Impairments (TVI)T-TESS Companion: Teacher of Students with Visual Impairments (TVI)Introduction to the T-TESS Companion: Certified Orientation and Mobility Specialists (COMS)T-TESS Companion: Certified Orientation & Mobility Specialist (COMS)For further information, please contact Sheryl Sokoloski at sheryl.sokoloski@ or 713.744.6315, or Cecilia Robinson at cecilia.robinson@ or 713.744.6379, Unified English Braille (UEB) Link:Braille Authority of North America The Braille Authority of North America continues to provide guidance documents when they become available. The latest release include:Music Braille Code, 2015Guidance for Transcription Using the Nemeth Code within UEB ContextsStarting this school year, Region 4 will provide professional development in UEB for teachers of students with visual impairments and braillists. Two sessions have been scheduled:Overview of Unified English Braille (September 29-30, 2016)Unified English Braille and Nemeth Code (January 18, 2017)Next school year, professional development in UEB will include:UEB instruction and transitioning students from the English Braille American Edition (EBAE), the current braille code being used, to UEB. Using Duxbury braille translation software to create UEB documents. Region 4 continues to update braille production systems to support the districts’ production of UEB documents.The Technology Loan Program for Students with Visual Impairments continues to upgrade braille note-takers to support student’s access to both EBAE and UEB, as well as Nemeth Code. For further information, please contact Cecilia Robinson at cecilia.robinson@ or713.7444.6379 or Sheryl Sokoloski at sheryl.sokoloski@ or 713.744.6315.Accessibility Requirements: New Texas Administrative Code Rules for PublishersLink:Instructional materials 19 TAC §66.28.?Requirements for Publisher Participation A publisher who intends to offer instructional materials for review shall comply with product standards and specifications.(2)??A publisher who offers electronic instructional materials must provide a report for each electronic component that verifies that the components follow Web Content Accessibility (WCAG) 2.0 AA standards and technical standards required by the Federal Rehabilitation Act, Section 508. The report must be prepared by an independent third party and be based on an audit testing the accessibility of a random sampling of pages as outlined in each proclamation. The number of pages to be audited to meet the requirements in the proclamation shall be determined by the publisher.(3)??A publisher who provides access to materials to students with disabilities through an alternate format shall include a link to that material on the entrance page of the main rmation on State Adoption and Distribution of Instructional Materials can be located at . For further information, contact Cecilia Robinson at cecilia.robinson@, 713.744.6379 or Angela Standridge at angela.standridge@, 713.744.6831.Regional Plan for Orientation and Mobility Services to Students withVisual ImpairmentsHandouts:Memo to Directors of Special Education*Budget Appropriation Form*As part of the Regional Plan for Services to Students with Visual Impairments, Region 4 provides funds as reimbursement to supplement salary/benefits or contracted hourly instruction for Orientation and Mobility (O&M) Specialists. The supplements for the 2016-2017 school year are as follows:$10,000 for full-time O&M Specialists with a minimum caseload of 12 students$5,000 for half-time O&M Specialists with a minimum caseload of 6 students$40.00/hour for contract O&M SpecialistsReimbursement for districts and O&M co-operatives may not exceed $20,000.00Please complete and submit the Budget Appropriation Form to Region 4 by October 14. No later than October 31, a letter will be sent indicating the amount that the district or co-operative will receive.For further information, please contact Cecilia Robinson at cecilia.robinson@ or713.7444.6379 or Sheryl Sokoloski at sheryl.sokoloski@ or 713.744.6315.Collaborative Learning Group for OTs & PTsLink:CLG registration, New! Collaborative Learning Groups for OTs & PTs will be scheduled at host districts for therapists to share best school-based practices. Please check Region 4’s online catalog for date, time, and location.For further information, contact Tricia Peters at tricia.peters@, 713-744-6374 Region 4 Autism SymposiumOn August 1, 2, & 3, 2017, Region 4 ESC will host a 3-day symposium and provide the most recent information on autism research and issues related to autism from birth to transition. Keynote speaker, Temple Grandin, Ph.D., will share her personal experiences as an individual with autism. Additionally, leaders in the field, Celine Saulnier, Ph.D., Paula Kluth, Ph.D., and Peter Gerhardt, Ed.D., will provide information regarding research on the etiology and early identification of autism, strategies to support students with autism in the classroom, and issues related to adolescence and early adulthood. Participants will receive a set of four books authored by the presenters.In order to support our districts, we will be providing a promotional code for the amount of $50 that will reduce the cost of the symposium from $200 to $150. The number of registrants who will be able to use this promo code will be based upon the proportion of Region 4 AU students in each district. Additional information regarding registration and codes will be sent to you via email.Please contact Cathy Williams, Ph.D., with any questions: cathy.williams@, 713.744.6801.Assistive Technology “just in time” webinars and online coursework offered at no charge to LEAs in Texas Links:ATIA TATNPD16TATN OCALI on Technology and Disabilities Region 4 and the Texas AT Network offer all Texas LEAs assistive technology webinars at no charge.Assistive Technology Industry Association (ATIA) synchronous/current and asynchronous/archived webinars can be accessed the following link using the code TATNPD16 until 9/30/16. This agreement will be renewed 10/1/16. The new code will be provided in the SPED Director weekly update. TATN offers several free webinars annually and archives previous webinars and handouts can be found here: TATN has also partnered with the Ohio Center for Autism and Low Incidence (OCALI) to provide a variety on webinars and online courses here: Center on Technology and Disability Center on , has free archived and synchronous webinars as well as more in depth online coursework in AT.Additionally, almost all AT vendors offer asynchronous “how to” webinars at no charge on their websites.Please contact Angela Standridge, with any questions: angela.standridge@, 713.744.6831.Working LunchFacilitation Skills for ARD MeetingsShare with your table positive outcomes for students with disabilities as a result of the vouchers and promo-codes.Please share your stories with Dr. Ginger Gates at ginger.gates@ by October 15, 2016.Afternoon SessionFacilitation Skills for the Special Education Admission, Review, and Dismissal Process (ARD)Handout: Facilitation skills for managing admission, review, and dismissal (ARD) meetings*Resources provided: Bens, I. (2012). Facilitation at a Glance! 3rd Ed. Goal/QPC: Salem, NH.Bens, I. (2013). Conflict at a Glance! Goal/QPC: Salem, NH.Bens, I. (2013). Facilitating with Ease! 3rd Ed. Josey-Bass: San Francisco, CA.Region 13 ESC. (2011). Facilitation tips: Discussion, decisions, and challenges. Region 4: Austin, TX.Ingrid Bens is a consultant and trainer whose special areas of expertise are facilitation skills, team building, employee participation and conflict management. She has a Master’s degree in Adult Education and more than 20 years of experience as a workshop leader and Organization Development consultant. Ingrid Bens is a certified professional facilitator and has also been granted the title of master facilitator. Ingrid Bens conducts workshops on core facilitation skills, advanced facilitation strategies and conflict management.Ingrid is the founder of Facilitation Tutor and the Facilitation Cores Skills eLearning program which is located in Sarasota, Florida. Past clients of Ingrid Bens include: General Electric Canada, Ontario Securities Commission, Bayer, Nabisco Foods, Philadelphia Children’s Hospital, Harley-Davidson, and Harcourt Brace.Region 4 Education Service Center (Region 4) has a long history of targeting capacity building skills in order to further enhance the effectiveness of Admission, Review and Dismissal Meetings (ARD). In this program, Region 4 is presenting its facilitators with additional tools and techniques that respond to specific challenges. Most ARD meetings run smoothly, however, some challenges remain:Reconciling differing viewsBuilding consensusOvercoming resistance to changeDealing with ineffective behaviorsSession Objectives:Describe the facilitation tools and techniques that are being taught to the those taking part in ARD meetingsTeach core facilitation skills and demonstrate why those are essential in ARD meetingsEngage you in learning some of the techniques that past participants found to be very effective: dealing with resistance and redirecting ineffective behaviorsIEP Facilitation Resources and InformationARD Committees and Alternatives for Dispute ResolutionUnder federal (20 USC § 1414; 34 CFR Part 300) and Texas state (Texas Education Code, 19 TAC Chapter 89) law, a public school district or public charter school is required to establish an admission, review, and dismissal (“ARD”) committee to develop an individualized education program (“IEP”) for each student served by the school district or charter’s special education program. In 2013, the 83rd Texas Legislature passed Senate bill (“SB”) 542 relating to alternative dispute resolution methods regarding educational services for students with disabilities, including Individualized Education Program (IEP) facilitation. Under the provisions of SB 54219 TAC § 89.1150 was revised to include facilitation as an option for dispute resolution19 TAC § 89 1196 added for local voluntary IEP facilitation19 TAC § 89.1197 added for state IEP facilitation were addedVoluntary Local IEP Facilitation (19 TAC § 89 1196)Link:TEA 19 TAC § 89 1196Individualized education program (IEP) facilitation is a method of alternative dispute resolution that involves the use of a trained facilitator to assist an admission, review, and dismissal (ARD) committee in developing an IEP for a student with a disability. The facilitator uses facilitation techniques to help the committee members communicate and collaborate effectively. A student’s school or the state may provide a facilitator for an ARD committee meeting. While schools are not required to offer IEP facilitation as an alternative dispute resolution method, TEA encourages the use of IEP facilitation. Facilitation must be voluntary on the part of the participants and must be provided at no cost to the parents. Additionally, no one may use facilitation to deny or delay the right to pursue a special education complaint, mediation, or due process hearing in accordance with federal law.A facilitator is not a member of the ARD committee and has no decision making authority over the ARD committee meeting. The facilitator must be impartial and cannot provide input or an opinion into the development of a student’s IEP. A facilitator assists with the overall organization and conduct of the ARD committee meeting by:?assisting the committee in establishing an agenda and setting the time allotted for the meeting,?assisting the committee in establishing a set of guidelines for the meeting,?guiding the discussion and keeping the focus on developing a mutually-agreed-upon IEP for the student,?ensuring that each committee member has an opportunity to participate,?helping to resolve disagreements that arise, and?helping to keep the ARD committee on task and within the time allotted for the meetingLocal FacilitationSchools that choose to offer IEP facilitation in accordance with Texas Education Code § 29.019 must provide information to parents regarding facilitation, including a description of any applicable procedures for requesting facilitation. The information provided to parents must be included with other information provided to the parent of a student with a disability, although it may be provided as a separate document and may be provided in a written or electronic format.The school may choose to use independent contractors, employees, or other qualified individuals as facilitators.A parent who is interested in local facilitation should contact his or her student’s school and follow local procedures to request that a facilitator be present at the student’s ARD committee meeting. Region 4 has provided training, technical assistance and resources for IEP Facilitation.Region 4 Developed Resources for Voluntary Local IEP FacilitationLink for resources:Region 4 resource: Resources for Facilitating the IEP Process available at: 4 has provided training, technical assistance and resources for implementation of IEP Facilitation. The Resources for Implementing the Facilitated Individualized Education Program (FIEP) Process includes:Program Guidelines Guidelines that focus on the use of the FIEP process by parents, however, these guidelines are also applicable to an adult student who seeks to use the FIEP process.Parent Information Information to provide to persons who may wish to participate in the facilitated individualized education program (“FIEP”) process to avoid or resolve disagreements concerning the individualized education program (“IEP”) of students who are provided special education and related services under the Individuals with Disabilities Education Act (“IDEA”).The FIEP process is voluntary and is a student-centered approach to reaching consensus agreement about a student’s eligibility and educational programming.Sample Request FormsSample LettersSample ContractFacilitator SurveyFor information or assistance, contact Linda De Zell Hall, Ph.D. at 713.744.6399 or lhall@.State IEP FacilitationLink:TEA Web link: Note the form to request State Facilitation is accessed via the Web link above19 TAC § 89.1197TEA has established a program that provides independent IEP facilitators in accordance with Texas Education Code §29.020. State IEP facilitation has the same general meaning described above except that state IEP facilitation is used when the ARD committee is in dispute about decisions relating to the provision of a free, and appropriate public education to a student with a disability and the facilitator is an independent facilitator provided by the TEA.If a parent and a school want to request an independent facilitator, the parent and the school must complete the Request for a State Facilitated Individualized Education Program Meeting form (English | Spanish). Additionally, an interested party may contact TEA’s Division of Federal and State Education Policy at (512) 463-9414 and request a copy of the form. Upon completion, the form must be filed with TEA by the parent or by the school through mail, hand-delivery, or facsimile to:Texas Education AgencyDivision of Federal and State Education PolicyWilliam B. Travis Building1701 N. Congress AvenueAustin TX 78701-1494Fax: (512) 463-9560For TEA to provide an independent facilitator, the following conditions must be met:The parent and the school must complete and sign the required form.The dispute must relate to an ARD committee meeting in which the committee did not reach mutual agreement about the required elements of the IEP and in which the ARD committee has agreed to recess and reconvene the meeting in accordance with 19 Texas Administrative Code (TAC) §89.1050. The parent and the school must file the request for an IEP facilitation within five calendar days of the ARD committee meeting that ended in disagreement, and a facilitator must be available on the date set for reconvening the meeting.The dispute must not relate to a manifestation determination (a meeting to determine if a student's behavior is substantially linked to the student's disability) or determination of interim alternative educational setting.The same parties must not be concurrently involved in special education mediation.The issues in dispute must not be the subject of a special education complaint or of a special education due process hearing.The parent and the school must not have participated in IEP facilitation about the same student within the same school year of the filing of the current request for IEP facilitation.Within five business days of receipt of a request for an IEP facilitation under this section, TEA will determine whether the required conditions have been met and will notify the parent and the school of its determination and the assignment of the independent facilitator, if applicable.TEA may make the independent facilitator assignment based on a combination of factors, including but not limited to geographic location and availability. If assigned, the independent facilitator will promptly contact the parties to clarify the issues, gather necessary information, and explain the IEP facilitation process.If TEA decides not to provide an independent facilitator, TEA will notify the parent and the school of the decision. TEA’s decision is final, and is not subject to review or appeal.You may address questions related to the state IEP facilitation program to the Division of Federal and State Education Policy at 512-463-9414.TEA: Special Education Dispute Resolution Process and HandbookLinks:Dispute Resolution Process at (TEA Division of Legal Services resources available at: The Texas Education Agency (TEA) offers three formal processes for resolving disputes related to special education: mediation, special education complaints, and due process hearings. Information for these three processes: mediation, complaint resolution, or due process hearing. TEA Office of Legal Services, Special Education General Information and resources includeSpecial Education Dispute Resolution Systems Handbook Free and Low Cost Legal Services - This Free and Low Cost Legal Services List contains information about free or low cost legal service providers in the State of Texas in accordance with 34 CFR §300.507(b). The list is not exhaustive and TEA, its employees, and contractors cannot provide recommendations on which provider, if any, should be choose.Special Education Parent Attorneys and Advocates - For a list of attorneys and advocates who represent and/or assist students in special education disputes, please contact TEA Legal Services. The list is not exhaustive. TEA, its employees, and contractors cannot provide recommendations about which attorney or advocate, if any, should be chosen. This list is provided for the information and convenience of the parties and does not constitute an endorsement or recommendation by TEA, its employees, or contractors..For questions related to special education complaints, please contact the Division of Federal and State Education Policy:Phone (512) 463-9414Fax (512) 463-9560For questions related to mediations or due process hearings, please contact the Division of Legal Services: Phone (512) 463-9720Fax (512) 475-3662.ARD Facilitator Networking Meeting (2016-17)Link:Region 4 online professional development catalog Networking opportunity for ARD Facilitators in Region 4 districts and charters that are implementing TAC 89.1196 Local IEP Facilitation. Participants will review legal updates, facilitation skills, and current topics related to implementation of TAC 89.1196 IEP Facilitation at the local level. This networking opportunity is designed for special education staff who are serving in the role of ARD Facilitator in districts or charter schools. Materials and resources are partially or fully funded by state and federal funds.Districts and Charters are encouraged to review dates so that participants can attend all networking sessions. Note: Participants in this Networking Meeting will need to have completed the online modules for Facilitating the IEP process provided by Region 4 and 13 Education Service Centers.Region 4 ESC: The 4 Tenets of IEP Meeting Leadership and Facilitation – Modules 1–4 (6 hours credit for all modules). Click here to search Module 1: Foundational KnowledgeModule 2: IEP Preparation & PlanningModule 3: Problem Solving & Consensus BuildingModule 4: Breaking Through an ImpasseRegion 13 ESC: The Basics: Facilitating ARDs/IEP Meetings (18 hours credit) Course # FA1219851. Region 4 IEP Facilitation Online Training: The 4 Tenets of IEP Meeting Leadership and FacilitationLink:Region 4 online professional development catalog at The following trainings are provided online at no cost to participants to register. Each module covers a separate topic and takes 1.5-2 hours to complete. Participants may take one or all four courses.The 4 Tenets of IEP Meeting Leadership and Facilitation – Modules 1–4 (Online – NOTE the following are 2015-16 Course Numbers, you may be redirected for 2016-2017 course numbers) 1262403Module 1: Foundational Knowledge1262407Module 2: IEP Preparation & Planning1262409Module 3: Problem Solving & Consensus Building1262410Module 4: Breaking Through an ImpasseRegion 13 IEP Facilitation Resources and TrainingLink:Region 13 online resources training (FA12198651) at Region 13 ESC, Austin, TX has posted resources and an online training opportunity at .Parent Handbook for Special EducationIEP ChecklistFacilitation ContinuumConsensus GradientThe Basics: Facilitating ARDs/ IEP Meetings (FIEP Online) is an 18 hour online course intended to provide skills to all members of the ARD/IEP committee including the parents of students with disabilities. This course explores group process, communication, problem solving and decision making. And, because sometimes team work is challenging, the course provides strategies for conflict resolution. The examples relate to special education, but the skills and strategies are applicable to any team. The online course is provided at no cost to the participant. Register online to take session # FA1219851For Your InformationCommunity Resource Coordination Groups (CRCG) of TexasLink: Community Resource Coordination Groups (known as CRCGs) are local interagency groups, comprised of public and private providers who come together to develop individual services plans for children, youth, and adults whose needs can be met only through interagency coordination and cooperation.For additional information, contact: Susan Parker, Education Specialist, Region 4 CRCG Representative sdparker@ or 713.744.6398.Parent Coordination Link:Parent Coordination Network The Parent Coordination Network, led by Region 9 ESC, is committed to ensuring that parents of students with disabilities receive accurate and timely information to assist them in making informed choices in their child’s education. The network has identified the following priorities: joint training opportunities for parents and educators, collaboration with other parent training entities, and technical assistance to parents and school district personnel in the area of special education.The Parent Coordination Network Projects areParent SurveyParent Organizations AcademyTexas Project FirstSurrogate Parent Training Surrogate Parent Training resources also available via the Region 20 ESC websiteFor additional information, contact: Susan Parker, Education Specialist at sdparker@ or 713.744.6398.Parent Coordination Network: Parent SurveyLink: Region 9 ESC coordinates the statewide Texas Survey of Parents of Students Receiving Special Education Services as part of the State Performance Plan Indicator 8 Parent Participation. Indicator 8 asks each state to report the percent of parents with a child receiving special education services that report school facilitated parent involvement as a means of improving services and results for children with disabilities. In collaboration with the Lead, the Parent Coordination Network members provide technical assistance to school districts that receive the surveys.Results of past surveys are available via the Web link.For additional information, contact: Susan Parker, Education Specialist at sdparker@ or 713.744.6398.Parent Coordination Network: Parent Organizations AcademyLink: The Parent Coordination Network and Texas Education Agency Division of Federal and State Education Policy host an annual Parent Organizations Academy. The purpose of the Academy is to ensure parent organization representatives have timely and accurate information to provide to the families they serve. For additional information, contact: Susan Parker, Education Specialist at sdparker@ or 713.744.6398.Parent Coordination: Texas Project FirstLink: Families, Information, Resources, Support, and Training. This website was created by parents, for parents and is a project of the Texas Education Agency and the Parent Coordination Network. The website is committed to providing accurate and consistent information to parents and families of students with disabilities.For additional information, contact: Susan Parker, Education Specialist at sdparker@ or 713.744.6398.Parent Coordination: Surrogate Parent TrainingLink: Link:Surrogate Parent Training resources also available at ESC 20 parent training resources are available in English and Spanish. For additional information, contact: Susan Parker, Education Specialist at sdparker@ or 713.744.6398.Legal Framework: Notice of Procedural Safeguards: Rights of Parents of Students with Disabilities (Procedural Safeguards)Link:Notice of Procedural Safeguards Translations of Notice of Procedural Safeguards and ARD Guide Texas Education Agency (TEA) posted the Notice of Procedural Safeguards: Rights of Parents of Students with Disabilities (Procedural Safeguards) to the Legal Framework on the Region 18 ESC website. Translations are available on the SPEDTex website (Region 10 ESC).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. Please enter ESC information as noted following. Please do not list specific names of staff at the ESC as this may cause delay in responding.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). For information or assistance, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562 or Susan Parker at sdparker@ 713.744.6398 or Guidance on Parent’s Guide to the Admission, Review, and Dismissal Guide (Parent Guide) Production and Required DisseminationLink:TEA Guidance on ARD Guide and dissemination Parent's Guide contains information that parents need to effectively participate in an ARD committee meeting for their child. The Parent's Guide is intended to be a companion document to, not a replacement for, the Procedural Safeguards, which identifies parents’ rights and responsibilities in federal law. The purpose of the Parent's Guide is to create a common understanding for parents, school personnel, and communities of the IEP process for a student with disabilities.The Parent's Guide is a living document and is reviewed on a regular basis to reflect timely and accurate information. The Parent's Guide contains a production date on the cover and in the footer of the document.LEAs must provide the most current version of the Parent's 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 Parent's Guide; however, LEAs may provide updated versions to the parent when requested.For information or assistance, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562.Electronic Submission of Local Education Agency (LEA) Policies and ProceduresLink:Legal Framework Pursuant to 34 Code of Federal Regulations (CFR) §300.220, each LEA must have on file with the TEA its policies and procedures that are consistent with State policies and procedures governing special education. The online policies and procedures format allows districts the opportunity to make this very important information readily available to community stakeholders, as well as provide the State with an effective and efficient way to manage this federal requirement.You can generate the District Status Report for Policies using the LF Authoring Account system. Start by going to the Legal Framework; click the link on the bottom right for the Administrator link to log in to your LF Authoring Account. Once in the account, select Reporting, Status Report, and report type Policies and Procedures. Review the report and make any needed changes. If you need to review the process for linking, refer to the Resource Library Training Materials. TEA has verified that policy linking/uploading for all LEAs (districts and charter schools) is to be completed by October 31, 2016.For information or assistance, contact the Legal Framework at frameworkhelp@ or 432.561.4332.Region 4 Legal Framework representatives: Jerry Klekotta at gklekotta@ or 713.744.6393 or Kara Zwolinski at kara.zwolinski@ or 713.744.6562.Legal Framework; Technical Assistance for Linking Policies and ProceduresLink:Legal Framework Web link/ access to Administrator login: Region 4 will be providing technical assistance to support LEAs with the linking process. Session ID: 1242377Session ID: 1242385Date: September 21, 2016Date: September 27, 2016Time: 9:00a.m. – 12:00p.m.ORTime: 9:00a.m. – 12:00p.m.Location: Region 4 ESCLocation: Region 4Fee $0Fee $0For information or assistance, contact the Legal Framework at frameworkhelp@ or 432.561.4332.Region 4 Legal Framework representatives: Jerry Klekotta, 713.744.6393 or gklekotta@ or Kara Zwolinski at 713.744.6562 or kara.zwolinski@.Legal Framework:Identification of District Transition and Employment Services Designee and Web link to Transition Employment GuidePlease use the following link to update or submit the information via the authoring system of the Legal Framework: Bill (HB) 617, 83rd Texas Legislature, Regular Session, 2013 amended Section 29.011 of the Texas Education Code. The state law now requires each local education agency (LEA) or shared services arrangement (SSA) to:(1) Designate at least one employee to serve as the LEA or SSA designee on transition and employment services for students enrolled in special education programs. LEAs and SSAs must enter transition and employment services designee information into the authoring system of the Legal Framework and (2) Post the Texas Transition and Employment Guide (Guide) on their district or charter websites, if they maintain a website, and provide students/parents with information on how to access the Guide. LEAs and SSAs must enter the Web link to the Guide on their website into the authoring system of the Legal Framework. A complete instructional guide on how to enter and check the information has been updated and can be found in the Resource Library--Training Material folder in the special education director workbench within the Legal Framework. It is entitled “2015 Transition Employment Designee Information.” For additional information on Legal Framework, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562, or Jerry Klekotta at gklekotta@ or 713.744.6393.For information on Transition, contact Jane Georges at jgeorges@ or 713.744.6380.Telehealth in Occupational Therapy PracticeLink:OT Rules:ptot. The Texas Board of Occupational Therapy Examiners has approved telehealth as a delivery model for OTs. The OT Rules have been updated to include appropriate practices when providing telehealth services.For more information, contact Tricia Peters at tricia.peters@, 713-744-6374Region 4 ESCCore TeamsHandout:Special Education Solutions Department Core Teams Chart*Region 4 Special Education staff are divided into Core Teams in order to better serve districts.The team members work collaboratively to identify regional and district needs and develop services to address those needs. Core TeamLeadAccess to the General CurriculumShaunt? Singer, Ph.D.Administration, Accountability, ComplianceJerry KlekottaAssistive Technology/ Related Services Angela StandridgeBehavior, Social, EmotionalClynita Grafenreed, Ph.D.Low IncidenceSusan ParkerPreschoolSonja HollanStudent Evaluation, SpeechGayla LutzTexas Assistive Technology Network (TATN)TATN website: Texas Assistive Technology Network (TATN) consists of representatives from each of the Texas Education Services Centers, and the Texas Education Agency (TEA). Region 4 Education Service Center provides statewide leadership for the network. Through a comprehensive planning process, the TATN has developed a framework for statewide collaboration. Priorities in professional development and technical assistance focus on providing training, products and services that: build district capacity in assistive technology knowledge and skills promote strategies for building the literacy skills of all students, and are aligned with statewide literacy initiativesFor additional information, contact:Cecilia Robinson, Statewide Co-Lead, at 713.744.6379 or cecilia.robinson@ Angela Standridge, Statewide Co-Lead, at 713.744.6831 or angela.standridge@Shannon Paige, Education Specialist at 713.744.6377 or shannon.paige@ Tricia Peters, Education Specialist at 713.744.6374 or tricia.peters@ Alisa McCarty, Resource Specialist at 713.744.6339 or alisa.mccarty@ Carmen James, Secretarial Support at 713.744.6566 or carmen.james@Linda Moses, Secretarial Support at 713.744.6369 or lmoses@ Texas Behavior Support Network (TBS)TBS website: Texas Behavior Support (TBS) network consists of representatives from each of the Texas Education Service Centers and the Texas Education Agency (TEA). Region 4 Education Service Center provides statewide leadership for the network. The focus of TBS is to provide capacity-building trainings and products for Education Service Centers and Child-Serving Agency Network Representatives for regional-level professional development and technical assistance activities with districts/charter schools and child-serving agencies. The goal of the network is to create a Positive Behavior Support System in the Texas public schools that will enable students with disabilities to receive special education supports and services in the least restrictive environment and to participate successfully in the TEKS-based curriculum and state assessment system. For additional information, contact:Clynita Grafenreed, Ph.D., Statewide Lead, at 713.744.6345 or cgrafenreed@ Shelley Garza at 713.744.4433 or sgarza@ Catherine Landry at 713.744.6555 or catherine.landry@ Vicki Santos at 713.744.6321 or vicki.santos@ Justine Osbourne at 713.744.6371 or justin.osbourne@ Chasity Brown, Secretarial Support at 713.744.6868 or chasity.brown@ Preschool Specialist Leadership GroupTo provide technical, support, and leadership to preschool specialists for the state, Region 4 has been named to lead the Preschool Specialist Leadership Group. For further information, please contact Sonja Hollan, shollan@ 713.744.6340Region 4 Representatives to Statewide Leadership FunctionsWeb link Leadership FunctionRegion 4 RepresentativeLow Incidence Disabilities (ESC 3 Lead)Susan ParkerParent Coordination (ESC 9 Lead)Susan ParkerProgress in the General Curriculum(ESC 20 Lead)Kirsten Omelan, Ph.D.PLRE-Sonja HollanServices for the Blind and Visually Impaired (ESC 11 Lead)Cecilia RobinsonSheryl SokoloskiServices for the Deaf and Hard of Hearing (ESC 11, Lead)Kelley WattTexas Secondary Transition and Post School Results (ESC 11 Lead)Jane GeorgesTexas Statewide Leadership for Autism (ESC 13 Lead)Cathy WilliamsRegion 4 Representatives to Statewide Leadership ProjectsWeb link: Leadership ProjectRegion 4 RepresentativeLegal Framework (ESC 18 Lead)Kara ZwolinskiJerry KlekottaEvaluation Conference (ESC 12 Lead)Kara ZwolinskiGayla LutzTexas Autism Conference (ESC 2 Lead)Cathy WilliamsTexas Initiative for Disproportionate Representation in Special Education (ESC 1 Lead)Gayla LutzTETN/TWU Speech Pathology Master’s Program(ESC 10 Lead)Gayla LutzRegion 4 Contact for Other TEA Specific eGrant Funded or Special Education Related ActivitiesActivityRegion 4 ContactCertified Teacher for Students with Visual Impairments Training (ESC 10 Lead, Stephen F. Austin State University)Cecilia RobinsonSheryl SokoloskiCharter SchoolsJerry KlekottaMaria Vega, Secretarial SupportEarly Childhood Intervention (ECI) Directors ConsortiumSonja HollanKristina ParrFacilitating the IEP ProcessLinda De Zell Hall, Ph.D.Low Functioning Deaf Stakeholders GroupMarina McCormickNational Center on Deafblindness (NCDB) Coaches for Interveners Cecilia RobinsonMarina McCormickNational Center on Deaf-Blindness (NCDB) Intervener Services Technical Work GroupCecilia RobinsonNoneducational Community-Based Support Services Program (Administration of Flow-thru Funds)Linda De Zell Hall, Ph.D.Carolyn Kemp, Secretarial SupportNontraditional Deaf Education Certification Program (ESC17 Lead)Kelley WattPreschool Least Restrictive EnvironmentSonja HollanProfessional Preparation Advisory Group (PPAG)Cecilia RobinsonSheryl SokoloskiProgram Monitoring & Interventions (PMI)/Performance Based Monitoring Analysis System (PBMAS)/State Performance Plan (SPP)Jerry KlekottaSPP 7 Sonja HollanSPP 9, 10 Gayla LutzSPP 11, 12 Kara Zwolinski SPP 13, 14 Jane GeorgesRegional Day School Program for DeafMarina McCormickCarolyn Kemp, Secretarial SupportRider 19, Building Inclusive Schools InitiativeShaunt? Singer, Ph.D.Cynthia Barrett, Ph.D.Jane GeorgesTony GoedickeKirsten Omelan, Ph.D.Becky Maya, Secretarial SupportSpecial Education Budgeting, Finance, and eGrants Training including High Cost Funds, Residential Applications, and Nonpublic Day PlacementsJerry KlekottaStandards Based IEPs TrainingShaunt? Singer, Ph.D.Kirsten Omelan, Ph.D.Gayla LutzSusan ParkerState Services for the Visually Impaired (SSVI)Cecilia RobinsonSheryl Sokoloski Julie JonesStatewide Assessment Training Shaunt? Singer, Ph.D.Kirsten OmelanSusan Parker (Low Incidence, Significant Intellectual Disabilities)Statewide Conference on Education of the Deaf/Hard of Hearing (SWCED) CommitteeKelley WattMarina McCormickTexas Action Committee for Students with Visual ImpairmentsCecilia RobinsonSheryl SokoloskiTexas Deafblind Mentor Teacher ProjectSheryl SokoloskiTexas Deafblind Project: Teachers of Students with Deafblindness (Texas School for the Blind and Visually Impaired and Region 4, Project Lead)Cecilia RobinsonSheryl SokoloskiTexas Teacher Evaluation and Support System (T-TESS)Tony GoedickeSonja HollanKirsten Omelan, Ph.D.Texas Teacher Evaluation and Support System (T-PESS)Linda De Zell Hall, Ph.D. Texas Turnaround TeamJerry KlekottaLinda De Zell Hall, Ph.D.Autism Satellite Sites Training UpdateHandout:Autism Satellite Sites Training Information*Preparation for the Autism Satellite Sites Training project that was discussed last spring has been completed. Based on the feedback that was given, seven satellite sites have been identified, dates and locations have been determined, topics have been selected, and Session IDs have been created. See the attached handout, Autism Satellite Sites Training Information, for detailed information regarding this project. Please send any questions to Cathy Williams, Ph.D., at cathy.williams@ or 713.744.6801.Navigating Life with Hearing LossHandout:TEA Approved Innovative Course A new high school course has been approved to support students who are deaf or hard of hearing. The purpose of the course is to provide the necessary information, resources, and opportunities that will empower students who are deaf or hard of hearing to effectively apply information and skills learned in educational, home, and community settings in order to facilitate achievement in secondary and postsecondary environments. Areas to be addressed include audiology, hearing health, assistive technology, available support services and accommodations, communication, self-determination and advocacy, and Deaf culture. For additional information, please contact Kelley Watt at kelley.watt@ or 713.744.6363Special Education Director’s Portal Special Education Director’s PortalSpecial Education Director Portal: 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.Professional Development OpportunitiesIt's Not My Job! But Whose is it?Join us in this session as we explore questions related dual enrollment in preschool, school aged services plans, and who is responsible for implementing them. This technical assistance session is offered to support districts and private schools with questions related to students living and attending school in two different locations, the services they require, and who is responsible to implement them.Session ID: 1268919Date: September 30, 2016 Time: 9:00am-12:00pmFee: FreeContact: Sonja.hollan@Ready Bodies, Learning Minds: Motor Sensory Labs and Classrooms for Students with Multiple ImpairmentsJoin this two-day session to learn more about Ready Bodies, Learning Minds motor labs, created to support the developmental, motor, sensory, and academic growth of all students, including those with multiple impairments.?During this training, participants will 1) learn of the essential connection between motor/sensory development and the ability to perform tasks necessary for increased independence and behavioral control, 2) receive information regarding the research base for the program, 3) see multiple demonstrations of lab set-up and activities adapted to students with multiple impairments, and 4) practice those lab activities.? Session ID: 1224695 Dates: October 11 & 12, 2016Time: 8:30 – 4:00Fee: $70 Contact information: Cathy Williams, cathy.williams@, 713.744.6801Video Modeling: Applications for School- and Transition-Aged YouthAttend?this professional development session to learn more about video modeling, an evidence-based practice for instructing students with disabilities?in the classroom and postsecondary settings. Following this session,?participants will be able to immediately incorporate this technique into their existing?practices.? Examples of how video modeling (VM) has been used by different districts throughout the country and across disability categories will be provided. Participants will be shown, and have a chance to practice, all of the steps needed to create and deliver VM interventions using an iPad or other commonly available technology.? Practitioners will also be shown how to monitor and chart student progress.? As part of the professional development, practitioners in small teams will develop, film, and implement their own VM intervention.Session ID: 1226438 Dates: November 4, 2016Time: 9:00 – 4:00Fee: $35 Contact information: Cathy Williams, cathy.williams@, 713.744.6801ADOS-2 TrainingSession ID: 1231648The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) improves an instrument already viewed as "the gold standard" for observational assessment of autism spectrum disorder (ASD). This is a 2-day workshop that teaches you how to use the ADOS-2 to assess and diagnose autism. An experienced workshop leader will describe the ADOS-2 and demonstrate administration and scoring, operationalizing diagnostic criteria for ASD. The workshop focuses primarily on Modules 1 through 4.Date: October 25-26, 2016Time: 9:00a.m. – 4:00p.m.Location: Region 4 ESCFee $90Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562Functional Educational Evaluation ProjectSession ID: 1234388Explore best practices for using functional/non-standardized educational evaluation techniques that are non-discriminatory and are administered in the student’s native language or other mode of communication to assess students with moderate/severe disabilities, including autism and intellectual disability, as well as low-incidence disabilities such as auditory impairment, visual impairment, deaf-blindness, and traumatic brain injury. Build skills to identify what the student knows, understands, and is able to do in pre-academic, academic, and vocational areas, and learn how to write summaries of the student’s present levels of academic achievement and functional performance within a full and individual evaluation. This is a 3-day project/series.Date: November 2, 2016 and January 13, 2017 and March 8, 2017Time: 8:30a.m. – 3:30p.m.Location: Region 4Fee $135Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562Special Education Webinar – Orthography and ReadingSession ID: 1240442A common misconception is that phonological deficits are at the root of all reading disorders. This webinar will explore the critical role that orthographic processing plays in reading while introducing the concept of a functional reading system. Participants will learn how to identify orthographic deficits, and will be provided information on research-based intervention recommendations.Date: November 8, 2016Time: 10:00a.m. – 12:00p.m.Location: onlineFee $20Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562Houston Metropolitan Educational Diagnostician Association 41st ConferenceSession ID: 1213201Houston Metropolitan Educational Diagnosticians Association (Hou-Met), a local chapter of the Texas Educational Diagnosticians Association (TEDA), promotes professionalism, excellence, and continuing growth for diagnosticians to provide individuals with disabilities quality educational services in the Houston-Metropolitan area. The purpose of this conference is to provide the latest information on evaluation for eligibility and facilitate networking opportunities for school personnel involved in the evaluation of children with disabilities. Attend this annual conference to learn more about current special education evaluation issues.Date: November 29-30, 2016Time: 9:00a.m. – 4:00p.m.Location: Region 4Fee $125Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562Language Development: What Diagnosticians and LSSPs Need to KnowSession ID: 1256514Distinguishing language development from disability is a common challenge for many evaluation professionals in Texas. This workshop will review the different language development trajectories of ELL students, formal and informal assessment practices for language proficiency and data interpretation from a cross-linguistic perspective. Emphasis will be given to the evaluation of Spanish-speaking students.Date: December 2, 2016Time: 9:00a.m. – 4:00p.m.Location: Region 4Fee $35Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562Verbal Behavior: Teaching Communication Skills to Children with Autism and Other Developmental Disabilities?Join this session, presented by Dr. Vincent Carbone, to learn more about the behavioral approach to teaching communication skills to children with autism and other developmental disabilities. Participants in the workshop will learn how to 1) conduct a Behavioral Language Assessment, 2) select the most appropriate form of communication for a child (vocal, signing, pointing to or exchanging pictures, or activating an augmentative device), and 3) select the communication responses and supporting skills that should be taught first.?The workshop includes the recommended teaching procedures for those children who have no formal communication skills to those who are near conversational speakers. ?Dr. Carbone will also describe and demonstrate errorless teaching, specific quick-transfer (prompting and fading) procedures, and the use of both discrete trial training in the natural environment and during intensive teaching sessions.? Many video tape demonstrations are provided to illustrate the methods to increase spontaneous language and to develop conversation.?Session ID: 1225548 Dates: March 7 & 8, 2017Time: 9:00 – 4:00Fee: $70 Contact information: Cathy Williams, cathy.williams@, 713.744.6801You're Going to Love This Kid! Educating Students with High Functioning Autism in Inclusive SchoolsJoin this interactive session to?learn practical ways to support students with autism and other disabilities within a general education classroom. Topics addressed include defining (and?redefining) autism, listening to the voices of those with autism, differentiating instruction, creating more active?and responsive lessons, making the classroom comfortable, and providing opportunities for communication?and social skill development. The session will focus on the importance of pushing beyond access and?participation and asking schools to challenge students and to understand each learner as complex and capable.?Session ID: 1230470 Dates: April 11, 2017Time: 9:00 – 4:00Fee: $35 Contact information: Cathy Williams, cathy.williams@, 713.744.6801Region 4 Autism SymposiumJoin this 3-day symposium to gain the most recent information on autism research and issues related to autism from birth to transition. Keynote speaker, Temple Grandin, Ph.D., will share her personal experiences as an individual with autism. Additionally, leaders in the field, Celine Saulnier, Ph.D., Paula Kluth, Ph.D., and Peter Gerhardt, Ed.D. will provide information regarding research on the etiology and early identification of autism, strategies to support students with autism in the classroom, and issues related to adolescence and early adulthood.Session ID: 1143551 Dates: August 1, 2, & 3, 2017Time: 8:30 – 4:00Fee: $200 Contact information: Cathy Williams, cathy.williams@, 713.744.6801Texas Assistive Technology Network Statewide Conference 2017The conference is sponsored by the Texas Assistive Technology Network (TATN).Session ID: 1014709 Dates: June 13-14, 2017Time: 8:00 a.m. – 4:30 p.m.Fee: $100 / Early Bird $75 ends April 1, 2017 Contact: Angela Standridge at angela.standridge@ or 713.744.6831Help! I’m Not Bilingual and I Have ELL Students to EvaluateSession ID: 1242967Students from diverse cultures and backgrounds are often referred to special education for evaluations. Sometimes, a bilingual evaluator is not available. What are the best practices for both monolingual and bilingual evaluation staff? This presentation will provide practical field-based guidelines and research findings for the assessment of ELL students.Date: December 6, 2016Time: 9:00a.m. – 4:00p.m.Location: Region 4Fee $35Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562Special Education Webinar – Dyslexia, the Diagnostician, and the FIESession ID: 1241148In their Dear Colleague Letter dated 10-23-15, OSERS discusses that evaluation professionals in determining whether the child has a specific learning disability would find it helpful to include information about the specific condition (e.g., dyslexia) in documenting how that condition relates to the child’s eligibility determination. This webinar will assist participants in understanding the dyslexia identification process through a differential diagnosis approach, and analyzing the definitions and characteristics of Dyslexia and Specific Learning Disability within the special education evaluation pathway. The domains to assess for dyslexia, including achievement, cognitive processes, and other related areas, and how to use a pattern of strengths and weaknesses as part of the evaluation process to differentiate between dyslexia and other disabilities will also be addressed.Date: December 13, 2016Time: 10:00a.m. – 12:00p.m.Location: onlineFee $20Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562 ................
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