Special Education Colsolidated Grant Applications



Weekly Update (12.3.2015)?TEA InformationSpecial Education Colsolidated Grant ApplicationsFinal amounts for programs in the 2015-2016 Special Education Consolidated Grant Application are now available on the Division of Grants Administration Federal Entitlements web page.TEA staff will initiate budget adjustments to the largest budgeted class/object code to incorporate the final amounts and any carryover amounts. The LEA’s approved budget, reflected on Schedule BS6006—Program Budget Summary of the 2015-2016 Special Education Consolidated Grant Application for each respective program, will be the combination of the LEA’s current-year final amount and prior-year carryover amount, if applicable.Once the reallocation process is completed, grantees will receive email notifications of revisions to program budgets with their revised Notice of Grant Award (NOGA) attached to that email.? Until those email notifications and attachments are distributed, TEA requests that LEAs not submit any amendments to claim 2015-2016 Special Education Consolidated Grant Application final amount funding. Amendments for any other changes to the application may be submitted at any time.AmendmentsIf necessary, once it receives email notification of the revised budget and NOGA, an LEA or ESC may file an amendment to revise the budget entered by TEA staff. Please refer to When to Amend the Application on the Administering a Grant page of the TEA website to determine if an amendment is necessary. The deadline to submit amendments is 5:00 p.m. Central Time, June 17, 2016.For Further InformationIf you have any questions, please submit a request through the TEA Help Desk.?TEA Launches TSDS PEIMS for 600 LEAsTEA is rolling out its new Texas Student Data System (TSDS) Public Education Information Management System (PEIMS) data sysem to 600 school districts and charter schools for the 2015-16 school year. TEA, LEAs, and education service centers have been testing TSDS PEIMS for a year to ensure that it processes and collects data accurately, and now it is going live with "Stage 1" of the TSDS PEIMS rollout. Stage 1 users will submit their 2015-16 PEIMS data to TSDS PEIMS; Stage 2 users will continue to use EDIT+ until the 2016-17 school, when they will also implement TSDS PEIMS. TSDS PEIMS has an updated interface, new hardware for improved speed and stability, and uses the Operational Data Store, an LEA-facing data warehouse that will ultimately allow LEAs to load data once to meet multiple reporting needs.For information, go to TREx Information and Notifications TREx version 4.3 Data Standards and XSD file publishedThe Texas Records Exchange system (TREx) is a web-based application for the exchange of electronic student records between Texas public school districts and for the submission of electronic transcripts to Texas public colleges and universities as mandated by the 79th Legislature, 3rd Called Session, 2006 (House Bill 1). The TREx 4.3 Data Standards and xsd file are now published at (TREx)/TREx_Data_Standards/. The TREx application release is expected to move to production the evening of December 11, 2015.TREx training available online at (TREx)/TREx_Training/ To contact TREx Customer Support call (512) 463-7246 or email TREx@tea..For Your InformationDealing with Difficult People: Lies, Lies, and More Lies…Beware these deceptive tactics in difficult negotiationsAre you facing a negotiator you don’t think you can trust? Here are five common types of deception you may come across when dealing with difficult people in a negotiation situation and tips on how to handle.Bottomlines and alterntivesTake offers from others with a grain of salt by exploring your options or alternatives. Before going into a discussion or negotiation, have a plan which includes several (3-5) options. “Too good to be true” offersBeware of hypothetical phrasing or less than desirable terms by framing in the abstract and asking for more concrete wording. Insist on seeing the fine print and terms. Escalation of commitmentEver faced the dilemma that you have invested a lot of resources into something and hesitate to stop or walk away? Remember that “sunk” costs are gone forever. Consider is it worth continuing the commitment? Ask yourself, would I still invest in this today? Lack of reciprocityEach concession in a negotiation should be rewarded with an roughly equal concession from the other side. Pay attention to what you are giving and what you are getting. Last-minute nibblingWatch for last minute add ons – even small, modest requests. As you reach consensus, agreement, or a decision, you may be willing to wrap up and finish and give away value. Shun the requests of the nibbler unless equal concessions are offered.Adapted from Harvard Law Program on Negotiation: Shell, R. (2010) Lies, Lies, and More Lies. IEP Annual Goal Development Q&A UpdatedThe new, updated, English version of the?IEP Annual Goal Development Q&A has been updated and posted on the PGC Network page at . ?The document is under the Standards-Based IEPs tab. ?The direct link is: ? Spanish translation currently in development and will post as soon as it is complete.Requirement to Enter Transition Employment Designee and Texas Transition and Employment Guide LinkIf you haven’t already done so, please make sure that you have entered not only the name of the designee but the link to the guide on your website on the ESC 18 website. This applies to all districts and charter schools. Best practice, rather than linking to the guide itself, link to the Transition in Texas Website Transition guide to be assured of the most recent edition. This guide will be updated on an ongoing basis and this avoids your having to redo the link. English version Spanish versionFor questions, please contact Karen Pepkin, kpepkin@, 713.744.4470.Guardianship Alternatives For the first time the Texas legislature has mandated that courts consider guardianship alternatives (Tex. Est. Code §§ 1002.0015 & 1357.001 et seq). Texas became the first state in the nation to place supported decision-making into statute as an alternative to guardianship. The eyes of the nation are upon us. The ABLE Act allows individuals to save as much as $14,000 a year up to $100,000 before suspending Medicaid. questions, please contact Karen Pepkin, kpepkin@, 713.744.4470.Use of CTE TEKS (Career Preparation l and ll)There has been some controversy as to whether Special Education can use Career Preparation l and ll TEKS so that students with disabilities can obtain state credits. The answer is yes.For questions, please contact Karen Pepkin, kpepkin@, 713.744.4470.Changes to SPP 13From now on, districts and charters will generate a list of all campuses. Students who have been previously sampled will be deleted. The maximum number of students to be sampled will be 250. Make sure your data is correct in ASKTED. You can start sampling now. A TETN to explain the changes to SPP 13 is being created. questions, please contact Karen Pepkin, kpepkin@, 713.744.4470.State Performance Plan and Performance-Based Analysis IndicatorsThe SPPs and now part of PBMAS. This chart shows the integration of both systems. questions, please contact Karen Pepkin, kpepkin@, 713.744.4470.Example of a Special Education Graduation Coordination FormThis chart developed is a tool to navigate the often confusing task of coordinating the high school program, curriculum and credit requirements, state assessment, graduation option and PEIMS graduation code. questions, please contact Karen Pepkin, kpepkin@, 713.744.4470.Region 4 Upcoming Professional DevelopmentStructured Teaching: It’s More Than Just Work Systems, A 3-Day SeriesJoin this 3-day series to gain in-depth information on creating a structured classroom to support the learning and behavior of students with autism and other disabilities. During this professional development series, participants will learn 1) the principles and research base for structured teaching; 2) how to apply structured teaching principles to support students of varying ages and ability levels; 3) how to implement structured teaching in a variety of settings including special education classrooms, general education classrooms, and the community; 4) how to teach students to use structured teaching components; and 5) how to “re-structure” systems when students are not responding positively. Participants will also create materials, use these materials to practice implementing structured teaching in their classrooms through “homework” assignments, and receive feedback.Session ID: 1164910 Dates: January 26, February 9, & March 8, 2016Time: 9:00 – 4:00Fee: $135 Contact information: Cathy Williams, cathy.williams@, 713.744.6801Coping with Autism and Anxiety: Strategies to Support Students in the ClassroomJoin this professional development session to learn more about the impact of mild to severe anxiety on students with autism spectrum disorder (ASD). During this session, participants will gain information about 1) indicators of anxiety, 2) assessment tools, 3) interventions that decrease anxiety and enhance self-management, and 4) tips for addressing anxiety in the classroom. Videotaped examples will be used to demonstrate the strategies.Session ID: 1156334 Dates: February 4, 2016Time: 9:00 – 4:00Fee: $45 Contact information: Cathy Williams, cathy.williams@, 713.744.6801Transition Planning to Meet the Unique Needs of Students with AutismAttend this session to learn how the unique needs of students with high-functioning and low-functioning autism impact the transition planning process. In this session, participants will 1) gain understanding of both federal and state legislation relating to transition and autism, 2) explore the strengths and needs of students with high-functioning and low-functioning autism, and 3) apply knowledge by practicing transition planning for students with autism through the use of case studies.Session ID: 1143589 Dates: February 10, 2016Time: 9:00 – 4:00Fee: $45 Contact information: Karen Pepkin, KPepkin@, 713.744.4470; Cathy Williams, cathy.williams@, 713.744.6801Paraprofessionals: Effective Support in the Inclusive ClassroomLearn about the changing role of the paraprofessional and how to work as a team with general and special education teachers. The session will address problem solving, communication, collaboration, and learning skills. The session will also address working with teachers, students, and parents; collaborative learning approaches; and student behavior management techniques. Teams of teachers and paraprofessionals who work together are encouraged to attend. Session ID: 1200983Date: 1/19/16Time: 8:30a.m. – 3:30p.mLocation: MCC 202Fee: $45Co-teaching Series: Basic and Advanced Co-Teaching PracticesDeveloping highly effective co-teach teams. Come as a co-teach team to increase instructional intensity more than a one teacher classroom. Day one (High Quality Instruction and Co-Teaching) explores implementing high quality instructional frameworks with the six (6) co-teaching approaching, common planning and the stages of co-teacher development. Day two (Advanced Co-Teaching) explores the variations of the co-teaching approaches.? We will dive deeper into analyzing co-teachers beliefs and philosophies of education as well as to evaluate your partnerships in order to development a highly effective team. Session and materials costs are partially funded through state or federal grants.Session ID: 1201277Date: 1/21/16 and 2/3/16Time: 8:30a.m. – 3:30p.mLocation: MCC 101 and MCC 206Fee: $90Enhancing Equity in School Discipline: Practical Strategies and ToolsDay 1Disproportionality in school discipline (e.g., by race, ethnicity, special education status) is a common and important problem to address, but many efforts to reduce it have not been effective. However, there are some promising strategies for reducing disproportionality within a school-wide framework. This full-day workshop will walk attendees through a 5-point intervention approach to achieve equity in school discipline, with a focus on practical strategies and using data for decision making.? Enhancing Equity in School Discipline: Practical Strategies and Tools - Day 1 is designed for school teams, district teams, administrators, and specialists.? District administrators and coaches who support schools in their implementation plans should attend this session as well as Enhancing Equity in School Discipline: Supporting School Teams – Day 2.? Enhancing Equity in School Discipline: Supporting School Teams - Day 2 is solely for administrators and coaches who support schools in their implementation plans and requires attendance at Enhancing Equity in School Discipline: Practical Strategies and Tools – Day 1.Important Session Information:Enhancing Equity in School Discipline: Practical Strategies and Tools - Day 1 is designed for school teams, district teams, administrators, and specialists. District administrators and coaches who support schools in their implementation plans should attend this session as well as Enhancing Equity in School Discipline: Supporting School Teams – Day 2. Enhancing Equity in School Discipline: Supporting School Teams - Day 2 is solely for administrators and coaches who support schools in their implementation plans and requires attendance at Enhancing Equity in School Discipline: Practical Strategies and Tools – Day 1.Session ID: 1159175Date: 1/26/16 Time: 8:30a.m. – 3:30p.mFee: $45 Contact information: Clynita Grafenreed, Ph.D., cgrafenreed@ Enhancing Equity in School Discipline: Supporting School TeamsDay 2This full-day follow-on session from Enhancing Equity in School Discipline: Practical Strategies and Tools is for those assisting school teams (e.g., district administrators and coaches) in their equity work. Attendees will learn how to take the content from the previous day and apply it with their schools, enhance implementation, overcome obstacles, and monitor progress toward equity in school, discipline. Attendance at Enhancing Equity in School Discipline: Practical Strategies and Tools is a prerequisite and required for attendance in this session.Important Session Information:This session is designed for those assisting school teams (e.g., DISTRICT ADMINISTRATORS & COACHES) in their equity work. Attendance at Enhancing Equity in School Discipline: Practical Strategies and Tools (Session #1159175) is a prerequisite and required for attendance in this session.Session ID: 1209506Date: 1/27/16 Time: 8:30a.m. – 3:30p.mFee: $45 Contact information: Clynita Grafenreed, Ph.D., cgrafenreed@ Culturally-Responsive School-Wide PBIS (CR-SWPBIS)This session will describe Culturally-Responsive School-Wide PBIS (CR-SWPBIS) as an application of a cultural lens to the SWPBIS framework.? Research, video examples, and hands-on activities will be used to guide the participants through the components of CR-SWPBIS: (1) use of data to investigate disproportionality, (2) the influence of the educator's cultural background on classroom/discipline practices, and (3) facilitating student/family/community engagement. Participants will understand the connection between implementation of CR-SWPBIS and addressing disproportionality relative to discipline and access to academic instruction (educational equity). Participants will learn how to use the CR-SWPBIS self-assessment from the Midwest PBIS Network as a tool to develop action plans and begin addressing disproportionality in their schools/districts.Session ID: 1159178Date: 2/29/16 Time: 8:30a.m. – 3:30p.mFee: $45 Contact information: Clynita Grafenreed, Ph.D., cgrafenreed@18+ Network - BeginnerLearn how to create an 18+ program in your district or charter school.??Learn how to improve?your newly developed?18+ program.? This session is designed to meet the needs of participants who are new to 18+ adult services and/or have worked in an 18+ Program for less than 3 years. Participants will learn strategies for 18+ services, how to start and improve an existing 18+ program, administrative barriers to program improvement, scheduling, how to deal with support and transportation issues, how to partner with the community, and multiple other topics specific to adult services for students 18-21.? Session material costs are partially funded through state or federal programs.Session ID: 1145811Dates: January 21, 2016Time 9 to 12Fee: $30Session ID: 1145325Dates: April 7, 2016Time 9 to 12Fee: $30Contact: Karen Pepkin at kpepkin@ or 713.744.447018+ Network - AdvancedLearn how to improve your existing 18+ program. This session is designed to provide information and training for participants who have worked in an 18+ program and/or have?been the program administrator for 3 or more years. Training will be provided at an advanced level to address the information needs, administrative issues, and strategic planning for program improvement meant for experienced staff in adult services in districts. Basic, beginner-level information will not be provided.?Session and material costs are partially funded through state and federal grants.Session ID: 1151459Dates: January 21, 2016Time 1 to 4Fee: $30Session ID: 1151462Dates: April 7, 2016Time 1 to 4Fee: $30Contact: Karen Pepkin at kpepkin@ or 713.744.4470Transitioning from High School to College: Trainer of TrainersLearn about students with disabilities transitioning from high school to college in this trainer of trainers presentation developed by the Secondary Transition/Post-School Results Network.? Topics covered include: why should I go to college, how is college different from high school, how do I decide if college is right for me (which college is the right college and what should I do to prepare), how do I pay for college, and who can help me succeed in college. Participants will receive training materials and scripts during this Training of Trainers (TOT). Session materials and costs are partially funded through state or federal grants.Session ID: 1142816Dates: January 27, 2016Time 9 to 12Fee: $30Contact: Karen Pepkin at kpepkin@ or 713.744.4470Postsecondary Goals, Annual Goals, and Assessments for TransitionReview the basics of transition. Learn about transition assessments and developing postsecondary and annual transition goals with a focus on goals for students with moderate to severe disabilities. Session and material costs are partially funded through state and federal grantsSession ID: 1142823Dates: January 27, 2016Time 1 to 4Fee: $30Contact: Karen Pepkin at kpepkin@ or 713.744.4470Transition to Community Integrated Employment for ALL YouthImagine beginning?with the vision that all youth will graduate with a paid job in the community? How would that vision change our Transition Planning for youth with disabilities, especially youth with a significant impact of disability? Customized Employment, a strategy included in the most recent reauthorization of the Rehabilitation Act, is an approach to employment that enables us to create and custom-tailor employment that matches each young adult's contributions and ideal conditions for success.? Customized Employment eliminates the need to compete for employment and removes many prerequisites that have traditionally kept people from the work force.?This session will introduce individualized and creative strategies that promote access to paid community employment for all students with disabilities, even those in rural remote locations, and those students with a significant impact of disability.?This session will illustrate how these approaches can blend with transition planning and preparation for all youth.? Session and material costs partially funded?through state or?federal grantsSession ID: 1150717Dates: April 14, 2016Time 9 to 4Fee: $45Contact: Karen Pepkin at kpepkin@ or 713.744.4470Texas Transition: Attaining GoalsReview the Individuals with Disabilities Education Improvement Act of 2004, the Texas Administrative Code and the Texas Education Code concerning postsecondary life for students receiving special education services in Texas. Participants will learn about the ARD process, current graduation option criteria for meeting the regular high school diploma requirements, postsecondary goals and related issues. Session and materials costs are partially funded through state or federal grantsSession ID: 1143743Dates: April 26, 2016Time 9 to 4Fee: $45Contact: Karen Pepkin at kpepkin@ or 713.744.4470 ................
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