Wednesday, November 9, 2016

Special Education SpecialistsLaurie Carey – Accountability, Child Find

Mari Garza – Vision, Speech, ParentChrista Rasche – Secondary Transition

Dr. Kay Smith – LIDs, PPCD, ATVeronica Trevino - Behavior

Erika West – Progress in the General Curriculum, Dyslexia

Jodi Ferguson, Associate Director Linda Riddle, Administrator

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Regional Network of

Special Education Directors Meetings

Thursday, September 15, 2016 Workshop # 1336389

Thursday, October 13, 2016 Workshop # 1336390

Wednesday, November 9, 2016 Workshop # 1336391

Thursday, January 26, 2017 Workshop # 1336392

Thursday, March 2, 2017 Workshop # 1336395

Thursday, April 6, 2017 Workshop # 1336394

Thursday, May 18, 2017 Workshop # 1336396

All meetings are scheduled to begin at 9:00 a.m.

AgendaWelcome

Program UpdatesSTAAR Alt 2 Statewide Summary ReportCampus Leadership SPED TopicsVI Registration/Deaf Blind Child CountVI ServicesAccessible Instructional MaterialCustomized EmploymentMental HealthAutism Circuit & Conference Updates

Professional Developments

TEA UpdatesSTAAR Accommodations Update

Working Session: TEA Focus on Reading for SPED Students PBMAS Staging

Program Updates

STAAR ALT 2 Statewide Summary Reports

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Campus Leadership Cooperative aka Principal Meetings

Elementary and Secondary

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VI Registration/DeafBlind Child Count

Snapshot Date • First Monday in January

OR• First day you reconvene classes• Information should be in system by January 31, 2016

by end of business day

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VI Registration/DeafBlind Child Count

• Information is provided to TEA–Data used to order books, state assessment etc.

• Information provided to Feds for VI Funding – APH Quota Funds

• All Districts MUST participate

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VI Registration/DeafBlind Child Count

• Instructional videos for imputing information – www.tsbvi.edu• Important Changes

– Must use TSDS Unique ID Number– Students 0-2 will be able to use last 4 digits of social security number– Include Sped and 504 Students with identified visual impairment– Must have Consent for VI Registration yearly

• Email will come in December from VI Registration– Password for Special Education – Password for 504

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VI Registration/DeafBlind Child Count

Superintendent’s Approval Page• The Superintendent's signatures will be collected

electronically.• At the end of the registration period, they will be notified by

email that their page is open and given a password to access their district data.

• Once notified, they will have a five-day window to click on a box certifying their district's information. No paperwork will need to be submitted!

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VI Services

VI Family Picnic• Early Scholars Academy• 125 in attendance• White Cane Day Walk/Picnic

– Proclamation – Speakers– Games – Jump Houses – Music

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Customized Employment

• Begin December • Zoom Meeting with Trainers at ESC• Commitment by Thanksgiving Break• Team Rosters due by Thanksgiving Break

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Strengthening Youth and FamiliesConference

Texas Advancing Behavioral Health Collaborations Summit• Collaborative Project between TEA, HHSC, UT Austin, TWC.

DFPS, JJAEP• Purpose

– Have meaningful inter-agency conversations about behavioral health needs of students in our communities

– Learn practical ways to implement both school and community-based collaborations to meet the behavioral health needs of students

– Identify opportunities for collaboration to address them

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Strengthening Youth and FamiliesConference

Texas Advancing Behavioral Health Collaborations Summit• The Hurt, The Help and The Hope• School-Based Collaborative Efforts• Impact of Trauma on Learning• Community-Based Collaborative Efforts• Policy and Practice

– PBIS and Restorative Discipline– Youth Prevention and Intervention Programs. Juvenile Justice System

Alternative Education – Mental Health First Aid

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Youth Mental Health First Aid

• Jan. 12, 2016• 8-hour training• Free to all Region 2 districts

– Designed for counselors, administrators and teachers.

• Workshop #1368583

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New Texas Gateway ResourceTargeting the 2 Percent (T2%) is a new resource available on the Texas Gateway. The resource contains downloadable reading intervention lessons for grades K–5.

T2% is a professional development initiative focused on improving instruction and outcomes for students who transitioned from assessments based on modified standards to the general STAAR® assessment.

For more information, visit the T2% Support Center.

English Language Arts-Reading CommunicationsTEA and Meadows Center

Autism Circuit Webinar Series:28 Webinars on Evidence-Based Practices

Learn relevant evidence-based practices (EBPs) based on research from the National Professional Development Center on Autism Spectrum Disorder.

Access a wealth of free resources and classroom tools for each EBP.

Earn 0.5 CEUs for each webinar for a total of 14 CEUs for the series!

Webinars include (to name a few):PromptingTask AnalysisModelingReinforcementVisual Supports

http://p1.pagewiz.net/autismcircuit/

25th Annual Texas Autism Conference

August 3 & 4, 2017Wyndham San Antonio Riverwalk Hotel

San Antonio, Texas

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Region 2 Parent Stipends

Professional Developments

• SPED Trainings (online)• Conquering Reading Challenges Series

presented by Stephanie SpaanNovember 30 (1355040) and December 1 (1355042)

• Special Education Funding: From EDGAR to AllotmentsJanuary 12th

• Special Education Legal Update with Cynthia BuechlerJanuary 31th

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Register Now!

Organizations Attending:

Disability Rights Texas – Guardianship Alternatives Presentation

Coastal Bend Aging & Disability Resource Center

Coastal Bend Center for Independent Living

Coastal Bend Community College Del Mar College Disability Services Coastal Compass Corpus Christi Regional Transportation

Authority (RTA) Behavior Health Center of Nueces County

(BHCNC) Providence Place Special Olympics TAMUCC Disability Services Texas Workforce Commission – Labor

Market and Career Information Texas Workforce Solutions – Vocational

Rehabilitation Services & More!

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In Danger of CancellationDue to Low Attendance

November 29th

Strategies for the Paraprofessional in the ClassroomWorkshop #1345241

December 14th & 15th

Dyslexia Assessment TrainingWorkshop #1368254

January 9th

A Closeup Look at STAAR Alt 2: Alignment and AdministrationWorkshop #1369071

January 11th

Cultivating Communication Systems for Diverse LearnersWorkshop # 1369252

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Legal Hot Topics

TEA Updates

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STAAR Accommodations Update

• TETNs on 9/23/16 & 10/26/16• New organization• Broader eligibility• STAAR (English only) on paper and online for all

grades/subjects• Addition of 2 new online-only accommodations

– Content Supports– Language and Vocabulary Supports

Changes Summary• Step 1 – Accessibility Features (“Allowable Test Administration

Procedures and Materials”)– Added bilingual dictionary

• Step 2 – Designated Supports (merged “Type 1 Accommodations” or “Linguistic Accommodations”)– Added Content Supports– Added Language and Vocabulary Supports– Changed Calculation Devices to Calculation Aids

• Step 3 – Designated Supports Requiring TEA Approval (“Type 2 Accommodations”)– No changes

STAAR Accommodations Update

STEPS

Accessibility Features

NEW: Bilingual dictionary– Word-to-word translations– No definitions or examples– Available for mathematics, science, and social studies assessments

Designated Supports Changes

Eliminated additional eligibility criteria (only requires routinely and effectively to be used during classroom instruction and classroom testing):

– Manipulating Test Material– Basic Transcribing– Dictionary– Braille

Designated Supports Changes

Reduced eligibility criteria: • LPAC, 504, or ARD committees may recommend the following• If the student routinely, independently, and effectively uses the

accommodation during classroom instruction and classroom testing:– Supplemental Aids– Math Manipulatives– Content Supports– Language and Vocabulary Supports

Content Supports / Language and Vocabulary Supports

• Mainly in the form of pop-ups and rollovers – available on STAAR online tests only (Algebra II or English III)

• Changes to a students IEP or IAP should be updated if STAAR A previously selected.

Content Support Example

Language and Vocabulary Support Example

Changes to Oral/Signed Administration of Online Tests

• Embedded supports are now read aloud by TTS (pop-ups & rollovers)

• Revising passage and revising questions TTS was previously not available on STAAR Online (SOA), only on STAAR A. Now available on STAAR Online (available to more students).

• Added the following as possibly eligible if they routinely and effectively use the accommodation during classroom instruction and classroom testing:– Current ELL– Student not in SPED or 504 with documented evidence of reading

difficulties

Changes to Extra Time

Added the following as possible eligibility criteria:– The student is a current ELL– The student does not receive special education or Section 504

services but has documented evidence of reading difficulties.

Evidence of Reading Difficulties

This is a problem with reading that can be caused by various reasons, including (but not limited to) a

– Learning disability in reading– ADD/ADHD– Behavioral or emotional problem– Processing or memory issue

The appropriate team of people at the campus level (i.e., RTI team, Section 504 team, ARD committee) should review the student’s current documentation and instructional supports and determine if this evidence indicates a reading difficulty.

– If the student is currently receiving this accommodation in classroom instruction, there should be documented evidence of why this is necessary.

Changes to Supplemental Aids

• Labels are no longer allowed on the place value chart or fraction bars/circles

• Addition and Multiplication Charts (now under “Calculation Aids”)

Changes to Calculation AidsAdded:

– 0-9 addition grid with no special numbers indicated– Grade-appropriate multiplication grid with no special numbers

indicated

Translation– Students in grades 3 and 4 are only able to get Calculation Aids

(including addition or multiplication grids) if they have a physical orvisual impairment

– Students in grades 5 through 8 are able to get Calculation Aids if they have a physical disability, impairment in vision, or a disability that affects mathematics calculations.

Disability in Math Calculation

Disability in math calculation– This is a problem adding, subtracting, multiplying, and dividing using

paper and pencil that can be caused by various reasons, including (but not limited to) a

• Learning disability in mathematics calculation• ADD/ADHD• Behavioral or emotional problem• Processing or memory issue

Changes to Math Manipulatives

• Reduced eligibility criteria to:– Instructional and assessment decisions are made by an LPAC, Section

504 committee, or ARD committee, and– He or she routinely, independently, and effectively uses this

accommodation during classroom instruction and classroom testing

• Fraction pieces may not have labels• Translucent (tracing) paper (may be considered a form of

scratch paper which is an accessibility feature)

Changes for ELLs

• Oral/Signed Administration is an option if they routinely and effectively use this accommodation during classroom instruction and classroom testing (previously had to be in Section 504, special education, or identified with dyslexia or a related disorder; and STAAR L with TTS was only available in M, S, & SS)

• NEW: Supplemental Aids, Math Manipulatives, & Content Supports are an option if student routinely, independently, and effectively uses the accommodation during classroom instruction and classroom testing.

• Language and Vocabulary Supports available on online test (previously available as clarification in English of word meaning)

Students MUST take online test if:

• Student is eligible for OA of a writing test• Student is eligible for OA and Content Supports and/or

Language and Vocabulary Supports

Working Session

TEA Focus on Reading for SPED Students

Statewide initiative to improve STAAR Reading 3-8 performance for special education students

Texas Dyslexia Laws

Page 41 of the handbook outlines the responsibilities of school districts.

School Districts MUST do the following:

• Administer K-2 assessments (7th grade when appropriate) (TEC §28.006)

• Provide early identification, intervention, and support (TEC §28.006)

• Apply results of early assessment instruments to instruction and report to the Commissioner of Education (TEC §28.006)

School Districts MUST do the following:

• Implement SBOE-approved procedures for students with dyslexia and related disorders (Dyslexia Handbook & TAC §74.28)

• Provide training about dyslexia to educators (TAC §74.28(c))(TAC §232.11)

• Ensure that the procedures for identification and instruction are in place (TAC §74.28)

School Districts MUST do the following:

• Notify parents in writing before an assessment or identification procedure is used with an individual student (TAC §74.28)

• Test for dyslexia at appropriate times (TEC §38.003)• Ensure that assessment for the purposes of accommodations

does not occur until after current testing has been reviewed (TEC §38.03 (b-1))

School Districts MUST do the following:

• Meet the requirements of §504 when assessment for dyslexia is recommended (The Dyslexia Handbook)

• Provide treatment (instruction) for students with dyslexia (TEC §38.003)

• Purchase or develop programs that include descriptors listed in The Dyslexia Handbook (TAC §74.28)

• Inform parents of all services and options available to students eligible under §504 (TAC $74.28)

School Districts MUST do the following:

• Provide students with services of a teacher trained in dyslexia (TAC §74.28)

• Provide a parent education program (TAC §74.28)• Report through PEIMS information regarding the number of

students enrolled in the district or school who are identified as having dyslexia (TEC §42.006(a-1))

The Dyslexia World

How Do We Identify SLD?

Is there an academic deficit in one or more of the SLD areas?

Is there a cognitive deficit that can be linked to the academic deficit?

Is the academic deficit unexpected compared to the student’s other abilities? Was the student provided appropriate instruction?

Have exclusionary factors been ruled out?

Difficulties

Cause of Difficulties

Unexpected

Exclusionary Factors

How Do We Identify Dyslexia

Is there an academic deficit in the primary characteristics of dyslexia?

Is there a cognitive deficit that can be linked a deficit in cognitive processes?

Is the academic deficit unexpected compared to the student’s other abilities? Was the student provided appropriate instruction?

Have exclusionary factors been ruled out?

Difficulties

Cause of Difficulties

Unexpected

Exclusionary Factors

When should we be considering dyslexia?

• Discuss in your groups

Let’s Reflect

• How do dyslexia laws impact special education?• What affect can our implementation of dyslexia laws improve

our district’s reading performance?

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What Can We Do Better?

Take the time to reflect… In reviewing the legal requirements under our state laws, what can my district do better for students with dyslexia?

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PBMAS Staging

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http://bit.ly/pbmas_1617

2016-2016 PBMAS Staging Online Module

PBMAS Reporting Requirements• Special Education Compliance Review-stage 3 or 4

– TEA Website– Special Education Intervention Guidance and Resources

Review– Review based on Performance levels of 2, 3, or 4

• All Districts That Serve Students with Disabilities Who Reside In Residential Facilities– TEA Website– Special Education Residential Facilities Intervention

Guidance and Resources TEA Website – RF Manual

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Changes in Special Education • Discontinue hold harmless

– Indicator 1 SPED STAAR 3-8 Passing Rate – Indicator 3 SPED STAAR EOC Passing Rate

• Adjust PL 3 and PL 4 assignments for SPED Indicator 1 & 3• Notice the age determination on Sped Indicator 5, 6 & 7• 6-11 and 12-21 age groups have been combined into 6-21• Graduation rate calculation rate is based on 4 year graduation• African American or Black only reported if recorded as one race. • All disproportionality, identification, placement & discipline will be

calculated as percentage in 2017

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SPED STAAR 3-8 PASSING RATE

Subject State RegionMathematics 43.8 PL 2 45.0 PL 3 2Reading 39.9 PL 3 40.3 PL 3 2Science 39.3 PL 3 37.2 PL 3 3Social Studies 28.6 PL 3 27.9 PL 4 3Writing 32.6 PL 3 34.5 PL 3 3

SPED Year After Exit STAAR 3-8 PASSING RATE

Subject State RegionMath 76.5 PL 0 69.7 PL 1Reading 72.2 PL 0 66.0 PL 1Science 72.5 PL 0 61.8 PL 1Social Studies 59.1 PL 1 45.7 PL 2Writing 61.4 PL 1 51.8 PL 2

SPED STAAR EOC PASSING RATE

Subject State RegionMathematics 39.1 PL 3 40.8 PL 2

Science 53.0 PL 3 49.2 PL 3Social Studies 55.7 PL 2 52.3 PL 2English Language Arts 25.6 PL 3 22.7 PL 3

SPED Indicators 4-7

Indicator State RegionSPED STAAR Alternate Participation Rate 13.1 PL 2 16.3 PL 2

SPED Regular Early Childhood Program Rate (Ages 3-5)

27.9 PL 1 25.9 PL 1

SPED Regular Class ≥80% Rate (Ages 6-21) 68.3 PL 1 73.9 PL 0SPED Regular Class <40% Rate (Ages 6-21) 14.6 PL 1 12.5 PL 1

Snapshot day, last Friday of October

September 1

3-5 Speech

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Region 3-5 SI ALL Sped % 3-5 SI1 1,455 31322 4.6%2 463 9718 4.8%3 227 4946 4.6%4 5,027 92216 5.5%5 472 7300 6.5%6 788 15438 5.1%7 757 14995 5.0%8 360 5816 6.2%9 275 4298 6.4%

10 4,100 71106 5.8%11 2,727 48657 5.6%12 750 16115 4.7%13 2,545 38597 6.6%14 338 5502 6.1%15 327 4539 7.2%16 586 7884 7.4%17 425 8033 5.3%18 338 6320 5.3%19 1,300 16965 7.7%20 2,693 42824 6.3%

Grand Total 25,953 452591 5.7%

SI 3-5 All Sped % 3-5 SI

1 7 14.3%

2 16 12.5%

3 16 18.8%

2 29 6.9%

1 30 3.3%

2 34 5.9%

4 44 9.1%

3 47 6.4%

6 49 12.2%

4 52 7.7%

2 53 3.8%

2 61 3.3%

7 66 10.6%

4 70 5.7%

2 79 2.5%

5 84 6.0%

6 90 6.7%

11 106 10.4%

1 115 0.9%

11 117 9.4%17 131 13.0%7 135 5.2%4 165 2.4%6 170 3.5%5 180 2.8%

11 191 5.8%15 199 7.5%14 209 6.7%4 286 1.4%

16 293 5.5%29 333 8.7%21 374 5.6%14 390 3.6%20 400 5.0%16 418 3.8%20 435 4.6%21 599 3.5%

144 3536 4.1%

SI 3-5 All Sped % 3-5 SI

SPED Indicators 8-13Indicator State RegionSPED Annual Dropout Rate (Grades 7-12) 2.0 PL 1 2.2 PL 1SPED Graduation Rate 78.2 PL 0 75.9 PL 1SPED Representation 8.6 PL 0 9.1 PL 1SPED African American Representation 3.1 25% 0 1 0.6 23% 0 1SPED Hispanic Representation -1.8 -3.4% 0 0 0.5 0.6% 0 0SPED LEP Representation -2.0 -11% 0 0 -0.5 -12% 0 0

Percentage point differenceEthnic student representation

Disproportionality Rate 2017Representation & Discretionary Placements

Ethnic Sped Students/All Sped Students =1135/4745=.239=23.09

All Ethnic Students/All Students=10104/57460= .176=17.6

6.3Percentage point difference/percentage of ethnic=

17.6/6.3= .357=35.7%

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Percentage point differenceEthnic student representation

SPED Indicators 14-16

Indicator State RegionSPED Discretionary DAEP Placements 0.7 PL 0 1.0 PL 0SPED Discretionary ISS Placements 11.7 PL 1 5.4 PL 0SPED Discretionary OSS Placements 7.8 PL 1 8.5 PL 1

State DAEP=66%State ISS=51%State OSS=90%

Region DAEP=39%Region ISS= 13%Region OSS= 95%

PBMAS Reporting Requirements

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Target date for ISAM documents- week of Nov 14

– Submission of District Targeted Improvement Plan • for Districts stage 3 & 4• December 16, 2016

– Submission of Special Education Compliance Review• February 10, 2017

– Residential Facilities Districts• Do not submit RF student level review or focused data analysis. • Address any issues in TIP

SPED Compliance Review

Stage 1 and 2

Compliance Review NOT Required

SPED Compliance Review

Compliance review required

Newly Identified

Stage 3

Compliance Review NOT

required

Previously stage 3 in 2015-16

Previously stage 4 in 2015-16

Stage 3

SPED Compliance Review

Compliance review required

Newly Identified

Stage 4

Flexibility if on-site visit prior

to Nov 28

Compliance Review NOT

required

Previously stage 3 in 2015-16

Previously stage 4 in 2015-16

Stage 4

SPED Compliance Review Compliance Topics have been streamlined Sample sizes have been adjusted

All Districts Serving Student in Residential Facilities

Stage 1

• LRE• Commensurate

School Day• Surrogate Parent• Educational

Benefit

Stage 2

• All listed Stage 1• IEP

Implementation• Certified Staff• Participation in

State Assessment

Stage 3 & 4

• All 13 areas listed at Special Education Residential Facilities Intervention Guidance and Resources

What do I need to watch for?

• Is there evidence that the student's behavior impedes his/her learning or that of others?

• Was a current functional behavioral assessment (FBA) and behavioral intervention plan (BIP) in place?

Behavior

• Is there evidence that parents were provided prior written notice of the LEA's proposal to conduct a FIIE?

• Is there evidence that the student is a student with a disability, and has an educational need?

Evaluation

• Does the student's class schedule match the IEP schedule of services? • Through a review of district documentation, is there evidence that all special

education and related services, as well as accommodations and modifications have been provided in conformity with an IEP?

• Through a review of district provided documentation, is there evidence that the student is being provided services by the required implementer of the services/class, in conformity with an IEP?

IEP Implementation

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What do I need to watch for?

• If NO, is there evidence an ARD committee designed an intensive program of instruction to enable the student to attain a standard of annual growth on the basis of the student's IEP for each assessment where the student did not meet standard?

• If the ARD committee determines that the student must take an alternate assessment (STAAR Alternate 2) instead of a particular regular State (STAAR) or districtwide assessment of student achievement, is it clearly evidenced in the IEP (1) why the student cannot participate in the regular assessment; and (2) that the particular assessment selected is appropriate for the student?

State Assessment

• Is there evidence that the school district:(1) posted the transition and employment guide on the district's and (2) provides written information and, if necessary, assistance to a parent regarding how to access the electronic version of the guide at:

• the first meeting of the student's ARD committee at which transition is discussed; or

• the first committee meeting that occurs after the date the guide becomes available, if a student has already had an ARD committee meeting discussing transition.

Transition

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Student Data – Grades K - 2

The Early Reading Indicator Code (E1522) is reported for all students in grades K - 2.

– Report grade level reading status based on the latest assessment results available for the student.

– 1 – Student is eligible for accelerated reading instruction as indicated by the administered reading instrument on the commissioner’s list or approved by district committee under TEC 28.006.

– 2 - Student is not eligible for accelerated reading instruction as indicated by the administered reading instrument on the commissioner’s list or approved by district committee under TEC 28.006.

– 3 - Student was not assessed.

Student Data – Grades K - 2

–1 – Student is eligible for accelerated reading instruction as indicated by the administered reading instrument on the commissioner’s list or approved by district committee under TEC 28.006.

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