Esc4.net



Weekly Update (7.14.2016) TEA InformationUpdated Resource Available: New EDGAR Frequently Asked Questions (FAQ)The Division of Grants Administration has posted an updated version of the New EDGAR FAQ on The New Edgar page of the TEA website.This version of the New EDGAR FAQ addresses recently asked questions and changes made at the federal level. In particular, see questions 6.4 and 9.8 for clarification. New questions include 2.4, 3.8–3.11, 5.8, and 7.36–7.40.For a chronology of changes made to the FAQ, refer to Appendix 1 of the FAQ.SPE-106 Nonpublic Day School ReportDistricts who have students placed in approved nonpublic facilities (coded with a 60 instructional arrangement and placed in an approved nonpublic facility) should complete the attached SPE-106 Nonpublic Day School Report. Return the completed SPE-106 Nonpublic Day School Report to the email address, NPDayandRes@tea. , via Accellion () by September 1, 2016.SPP Data Entry for SPP 7, 11, 12, 13, and 14The SPP Data Collection period has ended for all applications. Data must be entered into the TEASE/TEAL application by August 10, 2016. Note that this year you do not need to enter assessment tools into the SPP 7 application. You are required to keep a list of those tools in case you are asked what was used to provide information to inform your ratings on the Child Observation Summary Form (COSF). Remember all students between the ages of 3-5 (including some kindergarten students) who are receiving special education services must have an entry and an exit COSF. Should you have any questions about any of the SPP applications, contact the appropriate individual listed below.SPP 7 – Sonja Hollan, sonja.hollan@ or 713.744.6340 SPP 11 and SPP 12 – Kara Zwolinski, kara.zwoliniski@ or 713.744.6562 SPP 13 and SPP 14 – Karen Pepkin, Kpepkin@ or 713.744.4470 Passing rates rose on 13 of 17 STAAR exams for grades 3-8 when compared to 2015 standardsAfter four years of seeing little change, the 2016 results for the State of Texas Assessments of Academic Readiness (STAAR?) for grades 3-8 are on the rise. Thirteen of the 17 assessments showed gains – some as much as nine percentage points – when compared to 2015 passing standards. “Student success on STAAR is generally up this year when compared to last year’s standards, which reflects the day-in, day-out hard work of teachers in the classroom throughout our state,” said Commissioner of Education Mike Morath. “Despite unanticipated issues associated with the transition to a new testing vendor, Texas students are generating results for a majority of the grades 3-8 assessments that are better than prior years, providing additional confidence in their use,” he said. The full press release including information on performance of students with disabilities is available at: 07 14 16 STAAR Grades 3-8.pdfLegal Framework: Electronic Submission of Local Education Agency (LEA) Policies and ProceduresPursuant 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.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. For additional information, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562, or Jerry Klekotta at gklekotta@ or 713.744.6393.Legal Framework: Identification of District Transition and Employment Services Designee and Web link to Transition Employment GuideHouse 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.” Please use the following link to update or submit the information via the authoring system of the Legal Framework: additional information, contact Kara Zwolinski at kara.zwolinski@ or 713.744.6562, or Jerry Klekotta at gklekotta@ or 713.744.6393.Parent’s Guide to the ARD Process – Additional DistributionWe are pleased to announce that almost 20,000 new April 2016 ARD Guides were delivered to Region 4 districts and charter schools at the end of May/beginning of June!After distribution to Region 4 and seven other ESCs, we realized that more ARD guides were printed than expected. If you would like an additional shipment of ARD Guides for your district/charter school, please completed the survey by clicking on the link: note that there is a limited supply and ARD Guides will be distributed on a “first-come-first-serve” basis as well as the number requested may need to be adjusted based on the supply.2016-2017 Teacher Shortage Areas and Loan Forgiveness ProgramsThe United States Department of Education (USDE) has approved the 2016-2017 teacher shortage areas submitted by the Texas Education Agency (TEA). Special Education – Elementary and Secondary levels is included on the list. The approved shortage areas give administrators the ability to recruit and retain qualified teachers and to help reward teachers for their hard work using the loan forgiveness opportunities. School principals can certify that a teacher has met the minimum qualifications required for certain loan forgiveness programs.The federal, state, and public service loan forgiveness programs are available to teachers. All school personnel can take advantage of the public service program.More information about eligibility for each of the programs and application forms can be found on the TEA website at:. The TAA Letter is available at McKinney-Vento Homeless Education Updates – New Listserv from TEATEA recently added a ‘McKinney-Vento Homeless Education’ listserv, as an avenue to communicate and share information from TEA regarding McKinney-Vento and the Homeless Education Program. If you are receiving this message you have successfully signed up for the listserv. Homeless liaisons are encouraged to join this listserv and share with their networks. This listserv will be another avenue to receive homeless education updates in addition to communications normally distributed by Region 10 and the Texas Homeless Education Office. Subscription access to the listserv can be found here: Your InformationPublic Comment on ESSA Due by 8/1/2016-Accountability and State PlansThe USDOE has released draft regulations for ESSA. Draft regulations at: may be submitted through 8/1/2016 at Misconceptions about FeedbackThere are many popular misconceptions about the content of feedback in the literature. Most misconceptions about feedback result from a more traditional view of feedback as information transmitted to a learner by a knowledgeable other as a part of assessment or evaluation. Joellen Killion dispels some common misconceptions about feedback in her book The Feedback Process: Transforming feedback for professional learning (2015). Misconception 1: Feedback occurs only in performance evaluation.Many supervisors provide feedback during the dreaded annual performance review or when something has gone wrong. In its 2013 State of the American Workplace Report, Gallup reports that 70% of American workers are not fully engaged in their workplace. Of the 12 attributes Gallup uses to assess engagement, a factor consistently associated with high levels of organization performance, four directly relate to the presence of ongoing feedback.Misconception 2: People are feedback adverse.Feedback as a process to promote growth is the fuel for improvement. When feedback is scarce, people lack knowledge to make changes in their practice...When they have ongoing opportunity to understand expectations, have clear goals, know where they stand in relationship to expectations, and clarify actions for changes, they are able to be more self-directed, continue to improve, feel more engaged, and feel better about their own performance. Misconception 3: The feedback sandwich softens critical feedback.Some management advisors recommend the use of the feedback sandwich, critical feedback pressed between two slices of positive feedback...While common as a component of performance evaluations or review, the feedback sandwich also has the potential to miscommunicate the intent, lessen the learner's motivation to act on the information, and eliminates the learner's opportunity to learn how to be analytic and independent.Misconception 4: People prefer positive to negative feedback.The direction of feedback, positive or negative, has been the subject of multiple studies over the years, yet results are inconclusive that one direction of feedback is preferable to or has a greater impact than the other. Learners usually understand that the purpose of the feedback process is to promote their growth. To that end, they want to be a part of a process that helps them understand how to mon though they may be, these misconceptions contain the seeds of an approach to feedback as a process rather than a product. Misaligned practices can, with some care, practice, and guided effort, be adapted or adjusted so they more closely align with practices recommended throughout this book.(JSD, Learning Forward 2015)Information Technology: Not Just a ConvenienceAmong the most common unattributed quotes about technology’s impact on the lives of people with disabilities is "For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible.” Access to information technology is not just a convenience for the estimated 54 million Americans with disabilities, it is a necessity and a civil right. In order for people with disabilities to be able to use assistive technology’s to access online resources for employment, education and commerce and lead lives of independence depends upon content developers making their information and communications technology accessible. Below are some resources identified by the Governor’s Committee on People with Disabilities to help public entities meet their responsibilities for accessibility of information and communications technology. is a project of the Great Lakes ADA Center and the Pacific ADA Center to promote full and unrestricted participation in business and society by persons with disabilities through the use of electronic information technology that is universally accessible. Listed below are Accessible tech’s Top Five Technology FAQs that reflect national trends with accessibility.What is the Status of the Section 508 Standards and Guidelines Refresh?What is accessible electronic & information technology?What is assistive technology?Increasing the accessibility of technology in your businessHow does accessible web design benefit all web users?Free webinars on accessible technology. July 21, 2016 - Real Life Accessibility: Software versus Disability-Based UX Testing September 15, 2016 - Speaking the Same Language: Making Closed Captioning Work November 17, 2016 - Accessible IT – A status report on legal milestones The latest archived webinar about electronic information and communications technology in the workplace, The Importance of Accessibility in Disability Employment is now available to view. Three leading Texas resources for information on how public entities can make their websites accessible are:Texas Health and Human Services Accessibility Center for Electronic Information ResourcesAnother free training tool can be found at the Governor’s Committee on People with Disabilities Texas Key Laws and Resources page which provides training videos and instructions.The Texas Department of Information Resources (DIR) EIR Accessibility Tools, Training, and Related Resources Region 4 is available to provide technical assistance. Region 4 Upcoming Professional DevelopmentRelated Services Staffing and Salary Trends in Region 4Find out about current staffing and salary ranges for occupational and physical therapists in the surrounding ISDs! Complete the Region 4 survey and receive a copy of all data from participating districts!The window to complete the survey opened in May 2016 and will close July 30th. Ten school districts have already completed the survey – please only one submission per district. If you would prefer to review the survey questions, please use the Read Only link. Previewing the questions allows time to collect the pertinent data requested in the survey. Survey results will be available at the time of the first Region 4 Special Education Directors meeting!Only districts completing the survey will receive the data results. Last day to complete the surveys is July 30th!Occupational Therapy Services 2016, Physical Therapy Services 2016, Read only version, Contact: Tricia Peters, OTR, ATP, tricia.peters@, 713-744-6374Applied Behavior Analysis (ABA): Skills Training InstituteJoin this three-day institute designed to provide educators with the knowledge and skills required to implement the principles of applied behavior analysis (ABA). Participants will learn of the myths and facts of ABA and leave the series with knowledge of the methods to increase, decrease, and refine behavior. Those who attend will also receive 2 CDs: Autism and ABA: A How-To Handbook for Teachers and Instructional Objectives Handbook.Session ID: 1219171 Dates: July 26, 27, & 28, 2016Time: 9:00 – 4:00Location: Crowne Plaza BrookhollowFee: $135 Contact information: Cathy Williams, cathy.williams@, 713.744.6801New for 2016-2017: Transformational Special Education Leadership SeriesIn a leadership position for Special Education in schools in the state of Texas? Or want to be? Join us for the Transformational Special Education Leadership series. Topics include:Transformational Special Education Leadership Crucial Conversation and Accountability Skills for the Special Education Leader What Every Special Education Leader Needs to Know About Resource Allocation, Supervision, Legal, Compliance, and Fiscal/Budget, IssuesInstructional Leadership and Program Supervision in Special EducationInfluencer: The New Science of Leading Change in Special EducationKey Components to Take the Next Step in Leading for the FutureThis session is designed for current and future leaders of special education including Directors, Assistant Directors, Administrators, Coordinators, Supervisors, Senior Specialists, Leads, and ARD Facilitators. Participants will be encouraged to operationalize leadership by identifying and focusing on a personal leadership application. Topic specific resources for each day will be provided during the series. Attendance and participation during each respective session is mandatory for receipt of training materials for that day. This seven-day series will be provided throughout the 2016-2017 school year. Registration is limited to 50 participants. Registration fee will not be prorated. Session and materials are partially or fully funded by state or federal grants.Session ID: 1170966Dates: 9/15/201610/5/201611/4/201611/15/20161/11/20172/8/20173/1/2017Time: 9:00 AM - 4:00 PMLocation: Region 4Fee $245Contact: Linda De Zell Hall, Ph.D., 713-744-6399 or lhall@ ARD Facilitator Networking Meeting (2016-17)Networking opportunity for ARD Facilitators. Participants will review legal updates, facilitation skills, and current topics related to implementation of Texas Administrative Code (TAC) 89.1196 Individualized Education Program (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.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. Register online for the following sessions. Information on submitting evidence of course completion will be provided.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. Click here to search. Topic specific resources for each day will be provided during the series. Attendance and participation during each respective session is mandatory for receipt of training materials for that day. This networking opportunity is not designed as a training, it is designed to support districts and charters implementing facilitation of IEPs. It is recommended that participants attend all days. A resource will be provided only at the first session that will be used throughout the year. Registration is limited to 50 participants. Special Education Director of the participant’s district or charter will be contacted to verify extent to which local facilitation is being implemented. Session ID: 1171248Dates: 9/13/201610/11/20161/10/20172/7/20174/4/2017Time: 9:00 AM - 12:00 PMLocation: Region 4Contact: Linda De Zell Hall, Ph.D., 713-744-6399 or lhall@ Residential Placement Application UpdatesNOTE: TEA HAS PROJECTED CHANGES IN THE RESIDENTIAL APPLICATION/NONPUBLIC DAY SCHOOL APPLICATION PROCESS MOVING TO ONLINE SUBMISSION FOR 2016-2017. PLEASE REGISTER FOR THE FOLLOWING SESSION IN ORDER TO RECEIVE UPDATES VIA EMAIL ON THESE CHANGES. ALSO NOTE THAT THIS SESSION MAY BE RESCHEDULED OR CANCELLED BASED ON FUTURE NOTICES FROM TEA ON THE NEW SYSTEM. Local Education Agencies (LEAs) which intends to contract for placement of a student with a disability under IDEA in a residential facility in accordance with 19 TAC 89.61 must notify the Texas Education Agency (TEA) through the residential application process. The Application for Approval of Funding for Residential Placement is available through each Education Service Center (ESC). The application is to be completed by the LEA and submitted through the ESC to be forwarded to TEA for review regardless of the funding source the LEA intends to use. This session is designed to provide information, updates, and technical assistance to LEAs who will be completing the TEA Application for Approval of Residential Placement. Session and materials costs are partially funded through state or federal grants.Session ID: 1171249Dates: 9/20/2016Time: 9:00 AM – 10:30 AMLocation: Region 4Contact: Linda De Zell Hall, Ph.D., 713-744-6399 or lhall@ Noneducational Community-Based Support Services Funds Application UpdatesThe Texas Education Agency (TEA) under TEC 29.013 has established procedures and criteria for the allocation of funds to school districts for the provision of noneducational community-based support services (noned) to certain students with disabilities under IDEA and their families so that those students may receive an appropriate free public education in the least restrictive environment. The funds may be used only for eligible 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. This session is designed to provide information, updates, and technical assistance to Local Education Agencies (LEA) that choose to apply through their Education Service Center (ESC) to TEA for noned funds. Participants are encouraged to share information during the session regarding their LEA policies, procedures, and administrative processes related to providing noned funds. Session and materials costs are partially funded through state or federal grants.Session ID: 1171250Dates: 9/20/2016Time: 9:00 AM – 10:30 AMLocation: Region 4Contact: Linda De Zell Hall, Ph.D., 713-744-6399 or lhall@ Paraprofessionals: Supporting Reading in the ClassroomAssist paraprofessionals (K-12) or Special Education Inclusion teachers to develop and possess knowledge and skills of reading instruction in order to support student learning in the classroom.Session ID: 1233553 Contact hours: 3 hoursOnline: Available 24/7 until Aug. 31, 2016Participant has 30 days from time of registration to complete courseContact: Tony Goedicke, 713.744.6579 or tony.goedicke@ Paraprofessionals: Supporting Math in the ClassroomAssist paraprofessionals (K-12) or Special Education Inclusion teachers to develop and possess knowledge and skills of math instruction in order to support student learning in the classroom.Session ID: 1235080Contact hours: 3 hoursOnline: Available 24/7 until Aug. 31, 2016Participant has 30 days from time of registration to complete courseContact: Tony Goedicke, 713.744.6579 or tony.goedicke@ Paraprofessionals: Supporting Writing in the ClassroomAssist paraprofessionals (K-12) or Special Education Inclusion teachers to develop and possess knowledge and skills of writing instruction in order to support student learning in the classroom.Session ID: 1249411Contact hours: 3 hoursOnline: Available 24/7 until Aug. 31, 2016Participant has 30 days from time of registration to complete courseContact: Tony Goedicke, 713.744.6579 or tony.goedicke@ Co-Teaching: A Framework of Best PracticesGain an understanding of the law and learn the effective co-teach components and practices that can produce greater instruction intensity in your co-teach class than if only one teacher were present. Session ID: 1179140Contact hours: 3 hoursOnline: Available 24/7 until Aug. 31, 2016Participant has 30 days from time of registration to complete courseContact: Tony Goedicke, 713.744.6579 or tony.goedicke@ Special Education Webinar – Diagnosis and Treatment of ADHD in a School SettingComprehensive behavioral assessment is necessary for accurate diagnosis of ADHD. In this seminar, Dr. Reynolds will describe the criteria for ADHD and how best to make an accurate determination as to whether a child has ADHD, whether it is interfering with educational attainment in ways that warrant special education placement, and treatment approaches to management of attention and activity level issues in the schools. Diagnostic information will rely heavily on the BASC-3 model for comprehensive behavioral assessments that allow one to target interventions properly. Session ID: 1240439Date: September 13, 2016Time: 10:00a.m. – 12:00p.m.Location: onlineFee $20Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562Use of the Psychoeducational Profile, Third Edition (PEP-3) – Assessing Skills and Behaviors of Young Children with ASD and Communication DeficitsThe Psychoeducational Profile: TEACCH Individualized Psychoeducational Assessment for Children with Autism Spectrum Disorders Third Edition (PEP-3) was developed for evaluating the uneven learning strengths and weaknesses characterizing the autism spectrum and related developmental disabilities. This workshop covers the use, administration, scoring and interpretation of this instrument as well as demonstrating applications for educational planning and clinical decision making. Using a developmental approach, the PEP-3 allows testing of children in the autism spectrum who had once been considered untestable. It is embraced by educators who believed these children are testable and is considered to be extremely useful for planning IEPs.Session ID: 1254839Date: September 20, 2016Time: 8:30a.m. – 11:30a.m.Location: Crowne Plaza Northwest-BrookhollowFee $30Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562An Introduction to the Autism Diagnostic Interview-Revised (ADI-R)The Autism Diagnostic Interview-Revised (ADI-R) is an extended interview designed to elicit information needed to produce a diagnosis of autism spectrum disorder. This workshop will serve as an introduction to the measure including its development and psychometric properties. Through this workshop, the development and history of the ADI to its current edition, the ADI-R, as well as a basic understanding of the principles for administering and scoring the ADI-R will be presented. Session ID: 1254841Date: September 20, 2016Time: 1:00p.m. – 4:00p.m.Location: Crowne Plaza Northwest-BrookhollowFee $30Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562Woodcock Johnson IV UpdateAttend this session to review changes and revisions to the Fourth Edition of the Woodcock Johnson. The Fourth Edition will provide three independent and co-normed batteries: WJ IV Tests of Cognitive Abilities WJ IV Tests of Oral Language - NEW! WJ IV Tests of Achievement The three batteries can be used independently or in any combination. Based on the evolution of CHC theory, new tests and interpretive clusters place emphasis on the most important and diagnostically useful measures of academic achievement, oral language, and cognitive abilities. The WJ IV’s focus on evaluation of relative strengths and weaknesses will help assessment professionals identify and describe patterns of performance across achievement, language, and cognitive domains that are key to diagnosing learning problems and developing targeted interventions for individual needs.Session ID: 1238872Date: September 23, 2016Time: 8:30a.m. – 3:30p.m.Location: Region 4 ESCFee $35Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562An Introduction to the WJ IV Early Cognitive and Academic Development (ECAD)This presentation will highlight the WJ IV Early Cognitive and Academic Development (ECAD). Using a battery of ten tests, examiners can measure general intellectual ability, early academic skills, and oral expression in children ages 2:6 - 7:11, and intellectually disabled children age 9:11 and younger using content adapted from the trusted WJ IV tests as well as unique new material. The presenters will introduce the WJ IV ECAD and discuss using the battery as part of comprehensive evaluations for Intellectual Disability and Autism. Additionally, unique features around obtaining information related to cognition, early achievement, and expressive language will be highlighted. PROMO CODE: R4DirectorECAD for one (1) free registration per district.Session ID: 1240322Date: September 28, 2016Time: 9:00a.m. – 12:00p.m.Location: Region 4 ESCFee $30Contact: Kara Zwolinski at kara.zwolinski@ or 713-744-6562The Expanded Core Curriculum for Students with Visual ImpairmentsIncrease capacity in implementing the Expanded Core Curriculum (ECC). During this two-day session, participants will learn about instructional strategies for addressing the ECC in both the academic and functional environments. Day One will include a start-to-finish overview of the process of ensuring the ECC is being addressed, including data collection, collaboration and recommendations for meaningful IEP goals. Day Two will continue building capacity by looking at a variety of resources to facilitate the integration of the ECC in daily practices. The book, ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments, will be provided and used throughout the training. Session and materials costs are partially funded through state or federal grants.Session ID: 124536Date: July 29, and August 2, 2016Time: 9:00 AM – 4:00 PMLocation: Region 4Fee: $90Contact: Sheryl Sokoloski at Sheryl.sokoloski@ or 713-744-6315 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download